TRAINING AND DEVELOPMENT

MODULE 1 - TRAINING and DEVELOPMENT AS HR FUNCTION

Concept of training and development

 Training and development refer to the imparting of specific skills, abilities and
knowledge to an employee.
 A formal definition of training & development is it is any attempt to improve current
or future employee performance by increasing an employee’s ability to perform
through learning, usually by changing the employee’s attitude or increasing his or her
skills and knowledge.
 Training typically involves providing the employees the knowledge and skills needed
to do a particular task or a job through attitude change. It is concerned with imparting
and developing specific skills for a particular purpose.
 The need for training & development is determined by the employee’s performance
deficiency.
Training and Development Process
1. Determine the need of training and development for individuals or teams: First of all
the need has to be seen for training and development. it has to align with the
company's goals and objectives. If a company is trying to start a new department or
strengthen existing sales team in new products, then an appropriate training is
needed.
2. Establish specific objectives & goals which need to be achieved: The goals and
objectives of the training and development have to be established. Whether the goal
is awareness about new products or even installation is required to be learnt.
3. Select the methods of training: Methods have to be defined. The training can be
done as a:
 Classroom Training
 Online Self-paced courses
 Course with certification
 Instructor led online training
4. Conduct and implement the programs for employees: After the plan and methods
are finalized, the training and development programs have to be executed where
courses, instructions are taught to the employees, partners or vendors.
5. Evaluate the output and performance post the training and development sessions:
Training and Development is incomplete without proper monitoring. Monitoring can
be done through evaluation of the instructor as well as attendees. Instructor
evaluation can be done through feedback or ratings but attendees can be evaluated
through internal or external certifications or scores.
 6. Keep monitoring and evaluating the performances and again see if more training is
required: Based on the evaluation results in the previous step, management needs to

ascertain that if the training and development program was sufficient for now or more
training and enablement would be required. Also, if future trainings are to be planned.

Importance of Training and Development

 Optimum utilization of resources

 Development of skills like time management, leadership, team management etc.
 To increase the performance, productivity and motivation
 To imbibe the team spirit
 For improvement of organization culture
 To improve quality
 To increase profitability and bottom line by acquiring new skills
 Improving brand image by having well trained employees
Objective of training and development

 Increase in efficiency: Training improves skills and efficiency that can help in
operating.
 Knowledge about new methods: if a new method of work/service is introduced in
the organization, the employees are given proper knowledge on new method
through training and development.
 Knowledge of company policy: The new entrants are not supposed to have
sufficient knowledge of company policy. Through training and development, some
knowledge can be furnished.
 Attitude changing: in some cases, change of attitude is very important for successful
formulation and implementation of company plans and decisions
  Career planning and development: For personal growth and career development
employee needs career planning. Training and development program is one of the
most effective counseling methods. It creates motivation among the employees.
 Loyalty: Usually employees want to be loyal to the management, employer. But
some of them do not know the actual way of loyalty. Training and development can
help them in this regard.
 Reduction of labor turnover: Through participation in training and development
programs, employees are convinced about their dunes and responsibilities and ways
to solve the problem. The turnover rate may thus be reduced.
 Productivity: Another objective of training and development is to increase
productivity through the use of skill, efficiency, and more committed employees.
 Quality: Quality of goods and services is the permanent asset of the organization.
Trained employees can increase the quality of goods and services.
 Development of self-confidence: Successful change describes the change of self-
confidence. If employees accept the change easily and try to implement the plan of
action limitedly, it becomes easier for management.
Need for Training and Development
Training and development of employees is a costly activity as it requires a lot quality inputs
from trainers as well as employees. But it is essential that the company revises its goals and
efficiencies with the changing environment.

 Improvement: When management thinks that there is a need to improve the

performances of employees
 Benchmarking: To set up the benchmark of improvement so far in the performance
improvement effort
 Specific Role Requirement: To train about the specific job responsibility and skills like
communication management, team management etc.
 Testing: To test the new methodology for increasing the productivity.
Advantages of training and development

 Increases Efficiency- As such, training is required even to maintain minimum level of

output.
 Increases Morale- High morale is evidenced by employee enthusiasm. Training
increases employee morale by relating their skills with their job requirements.
Possession of skills necessary to perform a job well often tends to meet human
needs such as security and ego satisfaction.
 Better Human Relations- Growing complexity of organizations has led to various
human problems like inter-personal and inter-group problems. These problems can
be overcome by suitable human relation training.
 Reduced Supervision- Autonomy and freedom can be given if the employees are
trained properly to handle their jobs without the help of supervision. With reduced
supervision, a manager can increase his span of control in the organization which
saves cost to the organization.
  Increased Organizational Viability and Flexibility- There is no greater organizational
asset than trained personnel, because these people can turn the other assets into
productive whole. Viability relates to survival of the organization during bad days
and flexibility relates to sustain its effectiveness despite the loss of its key personnel
and making short-term adjustment with the existing personnel
 Helps employees develop new skills and increases their knowledge.
 Improves efficiency and productivity of the individuals as well as the teams.
 Proper training and development can remove bottle-necks in operations.
 New & improved job positions can be created to make the organization leaner.
 Keeps employees motivated and refreshes their goals, ambitions and contribution
levels.
Disadvantages of training and development

 It is an expensive process which includes arranging the correct trainers and engaging
employees for non-revenue activities.
 There is a risk that after the training and development session, the employee can
quit the job.
Linking Training and Development to Company's Strategy
Companies that learn how to use training and development programs to support their
business strategy can establish a competitive advantage that increases profitability. Training
and development affect a company's business strategy by promoting the specific skills
development needs to expand into new areas of business or fend off rivals looking to
encroach into its business areas.
1. Mission Statement: Before you can align training and development to your
company's business strategy, you need to know what you want your company to
achieve. Organizations that try to operate without a clear mission statement can find
themselves floundering and eventually failing. A good mission statement usually
begins with a commitment to effectiveness by each member of the organization,
along with a commitment to effectiveness by the organization as a whole. With a
roadmap in place, your training and development department then begins the
process of preparing every employee to reach the high standards you have set for
your organization.
2. Business Strategy: Effective training comes through a series of academic, hands-on
and cooperative activities. An employee may learn as much from working with an
experienced technician as he could in a dozen classroom lessons. The ultimate goal
of your organization's training and development plan is to produce employees who
are able to provide your company with a competitive edge, whether those
employees work in sales, manufacturing, logistics or management.
3. Company Needs: The modern fast-paced business environment requires that each
business operation be completed in the most efficient and cost-effective manner.
Training and employee development allow a company to meet those challenges.
Training managers should conduct an analysis of training effectiveness on a recurring
 basis. Valuable many resources are wasted if you are providing training that has little
or no direct relationship to the operational needs of your company. Examine the
exact training needs of the company and conduct an analysis of individual training
needs, the instructional content of each training program and the return on
investment of your company's training program.
4. Human Resources: The goal of your organization's human resources department is
to ensure that all of your employees receive the knowledge and experience needed
to succeed in your organization. Training programs offered by HR may include
technical hands-on workshops, training tailored for leaders and supervisors and
programs specifically designed to meet the needs of any department or division in
the organization. Human resources may also provide classes and programs that
support the career development of every employee. Professional development
provides a means for your present employees to grow and become leaders prepared
to help the company meet its strategic goals far into the future.
TRAINING
Training refers to a systematic setup where employees are instructed and taught matters of
technical knowledge related to their jobs.
Benefits of training to employees:
1. Decreased Accidents: If the employee is trained there are less chances of any errors
or accidents on the job.
2. Better Productivity: Training of the employees enhances their productivity as well as
their efficiency.
3. Improved employee morale: Training increases the job security as well as the job
satisfaction of the employee, which eventually results in lesser absenteeism and job
turnover.
4. Declined Supervision: A trained employee is well aware of duties and
responsibilities and will need less of supervision, which will result in less wastage of
efforts and time.
5. Probability of Promotion: Training equips employees with better skills and
knowledge which makes them more eligible for promotions.
6. Improve Employee Engagement.
7. Increase Productivity.
8. Improve Team Functionality.
9. Build a Competitive Advantage.
10. Prevent and Address Skill Gaps
Benefits of employee training to organization:

 Increased productivity and performance of employees.

 Improved organizational structure
 Reduced supervision required
 Uniformity in the work processes
 Improved knowledge of organizational goals and objectives
 Creation of inventory skills
 High morale
 Economy in Operations: Trained personnel will be able to make better and
economical use of materials and equipment’s. Wastage will be low.
Need of development program’s
A development program describes the steps involved in improving somebody’s knowledge,
performance, and skills. In the context of business, development plans allow employees to
increase their effectiveness at work.
The usual objective of a development plan is to support the organization’s operational goals.
However, development programs can also increase an employee’s satisfaction level, which
might indirectly benefit the employer through a higher rate of retention and enhanced
professional effectiveness.
1. Optimization of Operations: development program seeks to identify operations that
require a change within an entity. This process helps the decision-makers come up
with a management plan. A plan to analyze individual needs and the effects that the
changes will yield. This plan also analyses the effects of the changes on the workforce
and the best way of rolling out the changes to the entire organization. Optimizing
operations raises productivity and efficiency as a whole. And it also fosters innovation
giving rise to increased profitability.
2. Improved Efficiency: Organizational development enables a company to continually
improve its processes and offerings. By helping make strategic choices in all activities
that the organization does, development program helps improve efficiency. This tends
to produce better outputs with the same or reduced levels of inputs.
3. Improved Effectiveness: It is not just about increased efficiency. Doing those activities
effectively is equally important as well. Increased communication, interaction and
feedback is one of the outcomes of Organizational development. This tends to bring
out multi-faceted solutions the business’ needs. The process ensures that there is
thorough research on the available options, and the selection of the best option is a
result of careful consideration of its impact. Thus, there is always a high probability
that the chosen option will meet its objectives.
4. Positioning for Future Expansion: The future expansion of an entity requires its
leaders to have a vision of the nature of future operations. Additionally, there is a need
for communication of the future vision in a quest to get buy in from others in achieving
the vision. Development program helps in communicating a future vision thus pooling
the required capability and potential necessary for the achievement of the vision.
 5. Exploration of Market Opportunities: New market opportunities require the
assessment of existing org structure. The move seeks to analyze whether an entity has
a structure flexible enough to suffice seizing the opportunities. It takes development
program to assess whether there is a need for unique or more resources.
6. Capacity Building: Every entity faces industry and market changes that compel it to
adopt development processes. The move arms employees with the expertise that
enables them to meet new market requirements. Thus, an entity has to enhance skills
and competency and improve the work process through training its employees. One
of the goals of organizational development is to balance the strengths and weaknesses
of an entity.
7. Improved Operational Quality: The continuous improvement of operations through
development program identifies errors and fixes them. The result is fault-free
operations that give rise to quality products and services.
8. Increased Value for Stakeholders: Every entity has its set of stakeholders, including
suppliers, investors, and employees. Development program gives rise to increased
productivity that requires more raw materials and components that are inputs to the
production process. The requirement benefits suppliers since it raises the production
input demand.
9. Cost Reduction: Development program gives rise to employee satisfaction. The
process helps to reduce absenteeism and employee turnover thus reducing the costs
related to recruitment and retention of employees. The outcome depicts a culture
shift that focuses on continuous improvement that results in increased productivity
with minimal operational costs.
10. Increased Competitiveness: The process enables an entity to employ unique
competencies and resources that help it to stand out from the rest in a market.
Through understanding the demands an entity manages to formulate strategies that
helps it grab opportunities, navigate through risks, and stay afloat in the market.
11. Improved Process Integration: An entity manages to analyze work processes after
adopting OD. The move helps in assessing the necessity, accuracy, and efficiency of
the processes. The assessors can check for duplication of processes and whether
combining the processes can improve efficiency.
Requisites of Training
a) Base the program on the needs of the participants.
 Needs analysis from the learners on what they need to learn and also what the
organization needs to develop.
 View from the perspective of managers and the organization.
b) Set learning objectives.
 What is expected to be learned
 Any behavior or cultural changes
c) Schedule the program at the right time.
 Best method of delivery and time/day for the learners. Engage a positive
mindset from the start.
d) Hold the program at the right place with the right amenities.
  Right location for appropriate amenities and travel time.
e) Invite the right people to attend.
 Right number, right mix of hierarchy within team members.
f) Select effective instructors.
 Internal or external subject matter experts.
g) Use effective techniques and aids.
h) Accomplish the program objectives
i) Participant satisfaction.
j) Evaluate the program
Problems in Training
1. Dealing with Change: Organizational change is challenging and more common than
ever. Dealing with changes due to mergers, acquisitions, technology, budgets, and
staffing is the top challenge cited by Learning and Development (L&D) professionals.
2. Developing Leaders: Many work environments are faced with leadership
development challenges. It is crucial for organizations to develop leaders in every
level—from the front lines to the CEO—to support its success.
3. Engaging Learners: L&D professionals must communicate the value of learning and
development. Too often, other urgent tasks or priorities seem to win out. It’s a
challenge to get learners to attend, actively participate, and follow-through.
4. Delivering Consistent Training: When a company is global or geographically
dispersed, it increases the difficulty of providing consistent training. The most
common challenges of training and development include geographic limitations,
increased costs, language barriers, translation issues, and virtual training needs.
5. Instilling Conflict Management Skills: Training learners about handling conflict can be
difficult. Conflict management is a critical skill and can deeply affect an organization’s
success when it is lacking. Conflict can increase turnover, decrease employee morale,
and impact the longevity and well-being of a business.
6. Adapting Training to Millennials: Traditional training methods may not work with
Millennials. This generation may be technologically proficient, but they also tend to
lack important skills such as communication, diplomacy, and relationship building. It
can also be difficult to provide training to multiple generations.
7. Expenses: The animation, the equipment, the renting of the premises and the time
costs of the collaborators (these hours add up!) make the training an expensive
business.
8. Time consuming
Learning Theories
1. Cognitive Learning Theory: Cognitive Learning Theory focuses on learners objectively
analyzing their thoughts and feelings (metacognition) to gain information more
effectively. Many strategies in Cognitive Learning Theory involve active learning that
connects incoming information with past experiences. Rather than promoting rote
memorization, cognitive learning-based lessons encourage learners to use and apply
their new knowledge.
2. Behavioral Learning Theory: Pioneered by researchers like John Watson and B.F.
Skinner, Behavioral Learning Theory (behaviorism) centers on the idea that people
learn by interacting with their environments through a system of stimuli and response.
Plenty of concepts under the theory, such as positive reinforcement, highlight how
you can adjust the learning environment to encourage new behaviors. By setting up
an environment that rewards learning, you’ll encourage your team to pursue and use
new information.
3. Constructivist Learning Theory: Under the Constructivist Learning Theory
(constructivism), learners build knowledge as they experience the world and one
another. As its name implies, the theory argues that learners formulate their own set
of knowledge, adding to that understanding as they gain information and experience.
In the workplace, peer training applies the concepts of constructivism by creating a
social experience that allows learners to build knowledge together.
4. Connectivism Learning Theory: connectivism considers the impact of the digital age
on learning. It argues that social connections and technology shape learning and that
we must adapt to constantly changing knowledge. According to connectivism, a
person’s capacity to learn is more important than understanding current information,
since that information is bound to change in the first place. Connectivism applies
especially to today’s workplace learning climate, where collaboration is becoming
increasingly remote and bottom-up.
5. Adult Learning Theory: Adult Learning Theory establishes that adults have different
learning needs than children because they have more preconceived notions and
biases due to living a longer life. They have more internal motivation to learn than
children and want to learn information that they can use to achieve personal goals.
6. Transformative Learning: Transformative learning explores meaning structures — the
beliefs and experiences that influence how we interpret ideas — and how reflection-
based learning can help us transform them. Practices based on transformative
learning often aim to create a “disorienting dilemma” that challenges the learner’s
worldview. Through this disorienting dilemma, the learner can reevaluate what they
believe about the world and develop a new viewpoint.
7. Learning Curve Theory: According to the Learning Curve Theory, an employee will
become faster and more effective at completing a task as they do the task over and
over. Many organizations that use Learning Curve Theory measure performance
through a formula that involves an output unit, a unit of cost, and a time frame or
productivity target.
8. Lifelong Learning Theory: The Lifelong Learning Theory presents learning as a lifelong
journey that goes beyond childhood education. According to this concept,
personalized learning can help adults fill in the knowledge gaps left by traditional
education and overcome boundaries like economic status and age. Using age as a
starting point, Lifelong Learning aims to give everyone an equal chance to learn,
regardless of differences in demographics.
Principles of Learning
1) Participation: Learning should permit and encourage active participation of the
learner. Participation improves motivation and apparently engages more senses that
reinforce the learning process. As a result of participation, people learn more quickly
and retain that learning longer. For example, most people never forget how to ride a
bicycle because they actively participated in the learning process.
2) Repetition: An important principle of the learning is to provide the learner with the
opportunity for practice and repetition. To gain the full benefit of training learned
behaviors must be overlearned to ensure smooth performance and minimum of
forgetting at a later date. Proficiency in learning and retaining new skills is improved
when individuals visualize themselves performing the new behavior.
3) Relevance: Learning is helped when the material to be learned is meaningful. The
learning should be problem-centered rather than content centered. People are
motivated to learn when training is immediately relevant to help them solve a current
problem. Learning something just because someone says “it is important” is not as
motivating.
4) Transference: Because the training occurs in a special environment, an important
question to ask is whether learning will transfer to the actual job situation. Transfer of
training occurs when trainees can apply the knowledge and skills learned in training
course to their jobs. If the learning in one setting does not transfer to the actual job
situation, the training has failed.
Three transfers training situations are possible
(1) Positive transfer of training when the training activities enhance performance
in the new situation;
(2) Negative transfer of training, when the training activities inhibit performance
in a new situation; and
(3) No observable effect of training.
5) Feedback: Feedback gives learners information on their progress. Performance
feedback is a necessary prerequisite for learning. Feedback improves performance not
only by helping learners correct their mistakes but also by providing reinforcement for
learning.
Knowledge of results is a positive reinforcement itself. Learning activities have more
intrinsic interest if the feedback is available. Nevertheless, performance feedback
should do more than inform learners whether they were right or wrong.
Learning Outcomes

 Intellectual skills: With this type of learning outcome, the learner will understand
concepts, rules or procedures. Put simply, this is understanding how to do something.
 Cognitive strategy: In this type of learning outcome, the learner uses personal strategies
to think, organize, learn and behave.
 Verbal information: This type of learning outcome is when the learner is able to
definitively state what they have learned from an organized body of knowledge.
 Motor skills: This category is concerned with the physical ability to perform actions,
achieving fluidity, smoothness or proper timing through practice.
 Attitude: This is the internal state that reflects in the learner’s behavior. It is complex to
quantify but can be shown in the learner’s response to people or situations.
Learning Styles
1. Aural Learners: Individuals who are audio learners do their best when physically
listening to the content being taught to them. Traditional in-house training sessions
are beneficial to these types of people, as they can hear the information. When you
transition to an online training platform, these types of learners will benefit from more
voice-over videos, audio recordings, and uploaded in-house training recordings. With
an online solution, a big bonus for these learners is that they can always rewind and
re-listen to the learning material and really retain the information.
2. Visual Learners: Your employees with this learning style learn best when the training
is presented to them visually. Graphics and videos resonate more strongly with these
types. Try adding writing tasks to your courses and handouts are great additions as
well – something they can look at and reference. Remember that these learner types
also benefit from pictures and symbols so remember to add graphs, numbers, and
charts to your content so that they absorb the information better.
3. Kinesthetic Learners: These learners retain the most amount of information with their
senses, as they learn via experience. This even includes tasting, touching, and smelling.
Essentially, these employees learn best by experiencing things hands-on. As an
example, if you are training your employees on some new safety procedure, you
should also try to give them an in-person scenario to help simulate the situation e.g.
how to operate machinery properly. Also keep in mind that these individuals are more
emotional when learning, and since online training accommodates audio and visual
learners more, it's important to be creative when training kinesthetic learners. While
they are going through their online training, give them physical tasks they can
complete simultaneously. For example, if you are the franchiser teaching employees
how to cook a dish, have them try to cook it while watching the video at the same
time.
4. Reading Learners: These individuals learn best by taking in information displayed as
words. Their preferred method of having information presented to them is through
text-based material. These learners are perfect for textbook style manuals and
learning off of written handouts and PowerPoint presentations.
VAK MODEL

 The original VAK concepts were first developed by psychologists and teaching (of
children) specialists such as Fernald, Keller, Orton, Gillingham, Stillman and
Montessori, starting in the 1920's.
 Neil Fleming extended VAK to VARK, exploring four modalities: Visual, Aural,
Reading/Writing, and Kinesthetic.
 The VAK learning styles model suggests that most people can be divided into one of
three preferred styles of learning.
 The Visual-Auditory-Kinesthetic (VAK) learning styles model provides a simple way to
explain and understand learning styles. The VAK learning Style uses the three main
sensory receivers (Vision, Auditory, and Kinesthetic) to determine a person's dominate
or preferred learning style.
 The Visual-Auditory-Kinesthetic learning styles model, usually abbreviated to VAK,
provides a simple way to explain and understand your own learning style, and the
learning styles of others. Most importantly, it helps you to design learning methods
and experiences that match people's preferences.
 The VAK model provides additional perspectives of the way we each think and relate
to the world, and where our natural strengths lie. It also provides a different
perspective for understanding and explaining a person's preferred or dominant
thinking and learning style.

 It was clear that everyone had strengths, weaknesses and preferences in each of the
three modalities. The most effective learning, he said, utilized all three in combination.
He said that the mix we achieved depended on many factors, and would likely change
over time.
 MODULE 2 – TRAINING NEED ASSESSMENT AND ANALYSIS

Training Needs Analysis

Training Needs Analysis (TNA) is the process in which the company identifies training and
development needs of its employees so that they can do their job effectively. It involves a
complete analysis of training needs required at various levels of the organization.
The objective of conducting a TNAs is to create a baseline of understanding the current skills
and capabilities of individuals, and teams against the skills, capabilities, and abilities required
for the organization to meet its organizational objectives. Skills, qualifications, and
competencies can shift as the organization grows or changes its strategic goals.
A TNA pinpoints the required level of skill/knowledge and the current level of skill/knowledge
– the ground in between is the gap. As well as identify this gap, training needs analysis is also
designed to identify the most appropriate training to bridge this gap.
This process is generally undertaken by the training or learning and development
department. In leaner organizations, this may be conducted by the Human Resources team,
or Operational manager.
Ideally, the TNA is conducted at the following three levels to ensure the maximum return
from training and skills throughout the organization.

 Individual
 Team /group/ department
 Organization
Requirement of Training Needs Analysis

 Understand the performance improvement needed by the organization

 To relate this performance improvement with required skills, capabilities, and
competencies
 To figure out the exact course work or skill set training program employees need to
attend
 To design the appropriate training program to bridge the gap between the present
productivity of the organization and desired output.
Purpose of conducting a TNA

 Prioritization of training needs across the organization,

 Identification of potential spend,
 Creation of targeted training interventions
 Employee skill profiles
 Focused training pathways that can be used for career progression
 Creation of training schedules and associated communication and briefing packs
Training Needs Analysis Methods
 Direct observation: In different working situations the training managers observe the
working style of the employees. With the help of this observation, the managers get
information about the performance gaps. The observation includes watching over the
technical methodology followed to perform the job, the functional aspects of the job,
and the behavioral aspects of the employee. It provides both qualitative and
quantitative feedback about the current performance of the employee.
 Interviews: It is a face-to-face conversation about the way an employee performs the
job. It is an effective way to collect information about output gaps by talking with each
employee or a team. It can be a formal or informal setting of the interview. The
interview can be conducted in person or through virtual means.
 Focus groups: It is a brainstorming process to understand the skill gaps among the
employee. The employees working in the organization are encouraged to talk and
discuss the ways to improve their work performance. This conversation is closely
observed by analyzed by the training manager to understand the training requirement
in the organization.
 Assessments/surveys: Surveys are an effective and simple way to identify the
performance deficiencies in a particular department. A well-designed questionnaire is
circulated among employees to understand the training needs of the employees. The
questionnaire can consist of a combination of open-ended and closed-ended
questions along with some ranking and projective questions. To improve the
credibility of the survey the employees are allowed to submit the answers
anonymously.
 Customer Feedback: In most of the service industry performance deficiencies are
identified using customer feedback. The direct feedback from the customer indicates
the specific work area which needs improvement.
Training Needs Analysis Process
1. Step 1- Performance Gap Analysis: Here the current and desired operation results of
the employee performance are compared to identify the performance gaps. These
performance gaps can also be termed as the difference between the required and
actual productivity of the organization.
2. Step 2- Root Cause Analysis: Root cause analysis is a way to determine the basic issue
behind the performance gaps. The issues are classified into 5 categories as skill,
resources, incentives, motivation, and information such as feedback. Using rood cause
analysis, it is identified which area is leading to a lack of performance and which area
needs improvement.
3. Step 3- Needs Analysis: A detailed analysis is carried out to design and implement the
appropriate intervention to resolve the performance issues. Based on the categories
identified in the root cause analysis a specific need for improvement is addressed in
this step. This analysis includes analysis of the audience of training, job analysis, task
analysis, environment analysis, and cost-benefit analysis.
 4. Step 4- Recommendations: In this step, an appropriate training solution is proposed.
It identifies the right kind of training program that an organization should run to
improve the overall work productivity.
Objectives of training need analysis

 To ensure that the product/service requirement of customers have been met with the
help of skilled employees
 To help the organization set appropriate goals and achieve them
 To create an appropriate performance benchmark that can be used to judge the
employee productivity
 To enable employees to evaluate their current skill sets and continuously upgrade
their knowledge to improve their performance levels
 To highlight the work quality issues in the organization and identify focus areas that
need improvement.
Components of Training Needs Analysis
McGhee and Thayer’s Three Level Analysis is popularly used in the organization to understand
the big picture of learning and development. This model of training needs analysis of three
components at different levels which need analysis to identify the training needs in the
organization.
1. Organizational Level: Providing training to employee which are not aligned with the
business goals is considered a wastage of resources. It is very vital that training
programs conducted in the organization would help the employees to achieve the
strategic business goals of the organization. The organizational level training need
analysis using data sources such as business goals, skill inventory, employee inventory,
organizational culture, and customer satisfaction data to identify the training needs of
the employees. The organizational level of training need analysis to provide answers
to the questions such as-
 Which department needs training the most
 Which training program will act as a solution to resolve the business issues
At organizational level analysis, clear and measurable outcomes of the training are
identified to improve the success of the training program.
2. Operational Level: It is a job level analysis that is used to determine what kind of
training is needed by the employee in order to achieve the desired level of work
proficiency. It identifies the knowledge and skill required to execute a specific job in
the organization. The operational level training need analysis using data sources such
as work performance standards, job description, job specifications, and analysis of
operational problems to determine the training needs of the employee. The
operational level of training need analysis to provide answers to the questions such
as:
 What is the standard performance expected for the job?
 How an employee should execute the task to need the set performance standards?
  What training program is appropriate to improve the skills, abilities, and knowledge
of the employee to complete the job successfully?
3. Individual Level: At the individual level, the training need analysis to verify the way
employee performs their job. The difference between the expected and actual
performance of the employee is analyzed to arrive at the training need of the
employee. The individual-level training need analysis using data sources such as
performance appraisals, assessment of employee skills, interviews and
questionnaires, customer surveys, and work samples to determine the training needs
of the employee. The individual level of training need analysis to provide answers to
the questions such as-
 Whether the employees have the essential skills and knowledge?
 What are the barriers to proficient performance?
 What is the appropriate training program to help the employee to meet desired
performance standards?
Advantages of Training Needs Analysis

 It determines the population which needs the training most in order to perform well
in the organization.
 It determines what kind of training is required in terms of skills, knowledge, abilities,
competency, and behavior of the employee.
 It helps the management to direct resources to regions of greatest priority of training.
 It helps employees and organizations to improve work productivity
 It helps the company to improve their quality of services and thus helps in customer
retention.
Disadvantages of Training Needs Analysis

 Training need analysis can be a time-consuming process as it includes a lot of

assessments and surveys.
 Training need analysis can be a costly affair for the company as often tired party is
hired to conduct the training need analysis
 The low response rate of the employees to the internal surveys can have a negative
impact on the effectiveness of the training need analysis
 Many times when the long process of training needs analysis is completed the
management is no longer looking to fulfill the same business goals.
 Employees often hesitate to provide an honest response on self-assessment which can
affect the result of training needs analysis.
Output of TNA

 Assessment of skill gap

 Three level analysis for the optimization
 Review of the current training system and performance level
 Return on Investment and Cost Benefit Analysis helps to assess the financial benefits
of training
  Assessment of the training options
 Highlight the training requirements and non-training needs
Motivation for Training
1. Incorporate training in organizational culture: if the organizational culture doesn’t
support training, then it seems find it difficult to motivate and engage the employees.
2. Give regular feedback: If employees are completing training content without getting
any feedback, they’ll start to feel like they’re dropping their work down a well, never
to be seen again.
3. Keep it interesting: Some people have the strange notion that learning is supposed to
be hard work, and being boring is all part of the package. Don’t bore your employees.
If you’re pumping out the same lifeless training documents without a thought for
learner engagement, then don’t be surprised if your learners don’t engage with them.
4. Contextualize your employees’ training: Going back to the point about giving regular
feedback, we can see how important it is that your learning program has meaning for
your employees. If they can’t see what the ultimate goal of their training is, they’re
not as likely to become invested.
5. Make the training relevant for the individual: Here’s why the sheep-dip approach to
training doesn’t work: If you’re pushing the same training to everyone, then everyone
is going to find themselves working through content that is of no use to them. This
speedbump can kill the momentum in their learning journey and it might drive them
away altogether.
6. Identify employee strengths: Creating learning pathways for each department will go
a long way towards reducing friction and keeping motivation levels up, but imagine
what would happen if you could create personalized learning pathways for every
employee in the business.
7. Emphasize the long-term career prospects: The majority of your employees will have
an interest in the continued success of the company as a whole – but even the most
selfless soul will have one eye on how the training can benefit them personally.
8. Recognize their expertise: We’ve already hinted that one key to motivating people to
do anything is to convince them that it’s not a complete waste of time. Right now, in
your organization, there are hidden experts who have trained hard to master a
particular topic. If they don’t have an outlet for sharing their expertise, they might feel
like they learned it all for nothing.
Trainee Readiness
Trainee readiness Refers to whether employees have the personal characteristics necessary
to acquire knowledge from a training program and apply it to the job. Concerned about doing
well in training and being evaluated positively.
Measuring readiness is a systematic analysis of an organization’s ability to undertake a
transformational process or change. A readiness assessment identifies the potential
challenges that might arise when implementing new procedures, structures, and processes
within a current organizational context.
Trainees won’t learn if they don’t want to (motivation) or can’t (prerequisite KSAs)
Prerequisites
Trainability Test - Assess trainees aptitude prior to training

 Provides realistic expectations of necessary job KSAs

 Assesses trainees’ functional level (baseline)
 Used to assess training effectiveness
Motivation

 Trainees must believe assessment of their current state is accurate

 Ensure self-efficacy and internal locus of control
 Ensure relevance of training outcomes
 Trainee must value improved performance
steps would take to build employee readiness

 Clearly define the change and align it to business goals.

 Determine impacts and those affected.
 Develop a communication strategy.
 Provide effective training.
 Implement a support structure.
 Measure the change process.
 MODULE 3 – TRAINING AND DEVELOPMENT METHODS
“Training & Development is any attempt to improve current or future employee performance
by increasing an employee's ability to perform through learning, usually by changing the
employee's attitude or increasing his or her skills and knowledge.”
Methods of Training
There are two methods through which managers can improve their knowledge and skills. One
is through formal training and other is through on the job experiences.
1. On-the-job Training (OJT) Methods:
 This is the most common method of training in which a trainee is placed on a specific
job and taught the skills and knowledge necessary to perform it.
 On-the-job training (OJT) is a practical approach to acquiring new competencies and
skills needed for a job in a real, or close to real, working environment.
 It is often used to learn how to use particular tools or equipment in a live-work
practice, simulated, or training environment.
 New employees that undergo on-the-job training get a firsthand look at all the work
procedures they can expect to encounter. They learn workplace expectations,
equipment operation, and any other skill they need to complete their job successfully.
 On-the-job training may take anywhere from days to weeks or longer, depending on
the tasks the job requires. Often, new employees start by shadowing other employees
and then move onto completing these tasks with supervision.
The advantages of OJT are

 On the job method is a flexible method.

 It is a less expensive method.
 The trainee is highly motivated and encouraged to learn.
 Much arrangement for the training is not required.
 It is directly in the context of job
 It is often informal
 It is most effective because it is learning by experience
 It is free from artificial classroom situations.
Disadvantages of On-the-Job Training:

 Trainer may not be experienced enough to train or he may not be so inclined.

 It is not systematically organized
 Poorly conducted programs may create safety hazards.
OJT - Training Procedure
I. Instructor preparation

 Divide task in to logical parts to create lesson plan

 Select teaching techniques (eg: demonstration)
II. Trainee preparation

 Place trainee at ease

 Relate training needs (E.g.: promotion)
III. Present the task

 Present the overview of task

 Proceed from known to unknown, easy to difficult
 Adjust pace to individual differences
 Go through task and explain each step
 Have trainee tell instructor what to do
V. Try out performance

 Have trainee explain each step prior to execution

 Be aware of learning plateaus to sustain motivation
 Provide feedback on progress
V. Follow-up

 Positively reinforce continuously at start

 Move to variable reinforcement schedule as trainee matures
Methods:-
a. Job rotation: This training method involves movement of trainee from one job to
another gain knowledge and experience from different job assignments. This method
helps the trainee under-stand the problems of other employees.
b. Coaching: Under this method, the trainee is placed under a particular supervisor who
functions as a coach in training and provides feedback to the trainee. Sometimes the
trainee may not get an opportunity to express his ideas.
c. Job instructions: Also known as step-by-step training in which the trainer explains the
way of doing the jobs to the trainee and in case of mistakes, corrects the trainee.
d. Committee assignments: A group of trainees are asked to solve a given organizational
problem by discussing the problem. This helps to improve team work.
e. Internship training: Under this method, instructions through theoretical and practical
aspects are provided to the trainees. Usually, students from the engineering and
commerce colleges receive this type of training for a small stipend.

2. Off-the-job Methods:
On the job training methods have their own limitations, and in order to have the overall
development of employee’s off-the-job training can also be imparted. The methods of
training which are adopted for the development of employees away from the field of the job
are known as off-the-job methods.
Unlike on-the-job training, off-the-job training can take place near the workplace or
somewhere further away, such as at a resort or at a training center.
When employers hold training away from the workplace, it helps minimize distractions which
ensures employees can fully focus on the material they're learning.
Advantages

 A specialist instructor enables delivery of high-quality training.

 Wider range of facilities and equipment are available.
 The trainee can learn the job in planned stages.
 It is free from the pressures and distractions of company life.
 It is easier to calculate the cost of off-job training because it is more self-contained
 Cross-fertilization of ideas between different companies.
Disadvantages

 Can result in transfer of learning difficulties when a trainee changes from training
equipment to production equipment.
 No training can be entirely off-job as some aspects of the task can only be learned by
doing them in the normal production setting, with its own customs and network of
personal relationships.
 Can be more expensive.
a. Case study method: Usually case study deals with any problem confronted by a
business which can be solved by an employee. The trainee is given an opportunity to
analyze the case and come out with all possible solutions. This method can enhance
analytic and critical thinking of an employee.
b. Incident method: Incidents are prepared on the basis of actual situations which
happened in different organizations and each employee in the training group is asked
to make decisions as if it is a real-life situation. Later on, the entire group discusses
the incident and takes decisions related to the incident on the basis of individual and
group decisions.
c. In-basket method: The employees are given information about an imaginary
company, its activi-ties and products, HR employed and all data related to the firm.
The trainee (employee under training) has to make notes, delegate tasks and prepare
schedules within a specified time. This can develop situational judgments and quick
decision-making skills of employees.
d. Business games: According to this method the trainees are divided into groups and
each group has to discuss about various activities and functions of an imaginary
organization. They will discuss and decide about various subjects like production,
promotion, pricing etc. This gives result in co-operative decision-making process.
e. Lectures: This will be a suitable method when the numbers of trainees are quite large.
Lectures can be very much helpful in explaining the concepts and principles very
clearly, and face to face interaction is very much possible.
f. Simulation: Under this method an imaginary situation is created and trainees are
asked to act on it. For e.g., assuming the role of a marketing manager solving the
marketing problems or creating a new strategy etc.
 g. Management education: At present universities and management institutes gives
great emphasis on management education. For e.g., Mumbai University has started
bachelors and postgraduate degree in Management. Many management Institutes
provide not only degrees but also hands on experience having collaboration with
business concerns.
h. Conferences: A meeting of several people to discuss any subject is called conference.
Each par-ticipant contributes by analyzing and discussing various issues related to the
topic. Everyone can express their own view point.
Criteria for method selection

 What’s the purpose of the training program: The first step is always to identify the
objectives of your training program. Depending on your training goals, certain training
methods will deliver better results.
 Who’s the audience: Training is most effective when your learners understand the
purpose of training and see how it can help them in their roles. So, it’s important to
not only consider how many people you’ll be training but also where they’re located.
 What are their learning needs and backgrounds: One-size training doesn’t work in
today’s modern workplace. For example, you need to train and onboard new hires
differently than you continuously develop and enable seasoned teammates.
 What do they need to learn: It’s also important to consider the topic or information
that will be covered during training? Not everyone learns at the same pace, so if you’re
looking to train on something complex or in-depth, it may be better to provide training
through online software as it gives employees the chance to revisit and review training
as often as they need it.
 What are your options for training: Of course, it’s also important to take inventory of
your available training resources.
 Do you have time restrictions: For some companies, training may need to be rolled
out sooner rather than later. This means your training method needs to support fast
and effective training delivery.
Designing the training program
Technique of arranging the course content in a logical manner so as to enable the trainee to
learn the maximum from the training course is called training design.
Steps to Creating/Design Effective Training Programs
1. Assess training needs: The first step in developing a training program is to identify and
assess needs. Employee training needs may already be established in the
organization’s strategic, human resources or individual development plans. However,
if building the training program from scratch (without predetermined objectives),
need to assess which areas to focus on.
2. Set organizational training objectives: The training needs assessment process
(organizational, task & individual) will identify any gaps in your current training
initiatives and employee skill sets. These gaps should be analyzed, prioritized, and
 turned into the organization’s training objectives. The ultimate goal is to bridge the
gap between current and desired performance/knowledge through the development
of a training program that has business goals at its core. At the employee level, the
training should match the identified areas where improvement is needed. This can be
comprehensively identified through 360 feedback and evaluations.
3. Create training action plan: The next step is to create a comprehensive action plan
that includes learning theories, instructional design, content, materials and other
training elements. Resources and training delivery methods should also be detailed.
While developing the program, the level of training and participants’ learning styles
need to also be considered. Many companies pilot their initiatives and gather
feedback to make adjustments well before launching the program company-wide.
4. Implement training initiatives: The implementation phase is where the training
program comes to life. Organizations need to decide whether training will be delivered
in-house or externally coordinated. Program implementation should consider
employee engagement and learning KPI goals, as well as thoroughly planning the
scheduling of training activities and any related resources (facilities, equipment,
create questionnaire process etc.). The training program is then officially launched,
promoted and conducted. During training, participant progress should be monitored
to ensure that the program is effective.
5. Evaluate & revise training: As mentioned in the last segment, the training program
should be continually monitored. In the end, the entire program should be evaluated
to determine if it was successful and met training objectives. Feedback should be
obtained from all stakeholders to determine program and instructor effectiveness,
plus knowledge or skill acquisition. Analyzing this feedback alongside an employee
performance review will allow the organization to identify any weaknesses in the
program and built a more robust Employee Experience Management (EXM) strategy.
At this point, the training program or action plan can be revised or re-assessed if
objectives or expectations are not being met.
Competencies required for a trainer

 Presentation Skills
 Business Skills i.e. budgeting, time management, negotiation, etc.
 Content Development i.e. material production, graphics, layouts, etc.
 Self-Development i.e. interpersonal skills, good listening skills, flexible, accepting the
share of accountability, etc.
Qualities of a good trainer

 Be a good (and patient) listener: Some of the qualities of a good trainer are absolutely
non-negotiable. The ability to listen, ask the right questions, and understand the needs
of the learner are at the top of this list. A talented trainer is able to listen so closely to
what their audience thinks they need, that they can clearly see what they actually
need.
  Approach training strategically: One of the most important qualities of a good trainer
is their ability to keep their eye on the goal and handle limitations without
compromising on training quality. No strategic trainer will start a project without first
understanding the costs, desired ROI, and benchmarks involved
 Analyzing and improving again
 Encourage engagement: Turning training into a two-way street (rather than a one-
person show) is at the core of what makes a good trainer. Yes, being entertaining is a
fantastic quality in any trainer. The best trainers encourage learners to ask questions,
get involved in activities, and be active in their learning rather than passively
consuming the material.
 Be organized: Well-organized lessons and materials help to remain focused on the
topic at hand, instead of jumping around. This prevents facilitated sessions from
becoming dragged out and losing the audience’s attention.
 Adaptable: A good trainer quickly adapts to the changes and can utilize the technology
to create impactful lessons. Trainers who get out of their comfort zones to create
unique and innovative approaches to training will become more popular with learners.
As learners are diverse and the training methods can vary, adaptability is a quality that
is possessed by good trainers.
 Collaborative: An effective way to gain useful information is to meet other trainers
and engage in sharing of ideas, reflect on challenges encountered and share steps
taken to overcome them. Good trainers know the importance of collaborating with
fellow trainers to create a more fruitful learning experience for learners.
 Endurance and patience: A good trainer is patient enough to spend time and
understand those that they train. They invest time in recognizing the challenges faced
by every individual learner and develop ways to address them effectively. A trainer
will persevere through the difficulties endured and has the ability to motivate
themselves as well as their learners.
 Good communication skills: The ability to communicate effectively is a quality seen in
the most successful trainers. Communication is not just about language or vocabulary;
it is also about engaging the learners in the discussion and developing a two-way
communication path. This enables a trainer to convey information easily and
accurately and properly respond to questions or comments from learners.
 Pillars of support: Good trainers are able to understand the challenges experienced
by their learners and find ways to encourage and support them. Learners can always
rely on good trainers to help them overcome setbacks and humility and compassion
of trainers go a low way in aiding the learning process of the learner.
Training Aids

 The purpose of the training aids is to enhance the effectiveness of learning process.
 These aids complement the trainers by extending their delivery skills ,adding variety
and stimulating the learner’s interest.
 It also helps in increasing learner’s retention
  The purpose of training aid is decreasing constantly due to the increase in the
development of science and technology. This greatly affect the learning and training
aid programs. However, nothing can replace the need and purpose of training aids.
Training aids play a very important role in training and learning process.
Purposes of training aids are:

 Every individual has the tendency to forget and to help them to remember more
concepts permanently, training aids are very essential. Training aids help the trainee
to get more time to and make learning permanent.
 Motivation can help the students to learn better. When you motivate the students
properly through different training aids they put more efforts into learning.
 Training aids provide correct model for theoretical philosophy. They also provide a
clear image of the subjects easily.
 Training aids create an interesting environment of interest for the students. Live and
active training aids make the atmosphere alive.
 Training aids help to increase the vocabulary of the students effectively.
 They also provide a direct experience to the students through practical training
activities
Different types of training aids are classified as follows:

 Visual Aids: The aids that use vision senses are known as visual aids. For example- real
objects, models, pictures, charts, flash cards, black board, chalkboard, chalks, slides
etc.
 Audio Aids: The aids that involve the hearing sense are known as audio aids. For
example- radio, tape recorder, etc.
 Audio-Visual Aids: The aids that involve both- the sense of vision and the sense of
hearing are called Audio-Visual aids. For example- television, film projector, etc.
Advantages to the trainer

 Direct support
 Audio visual materials can be revisited for clarifying and reinforcing by the trainer
 The chance of diversion from the topic can be minimized
 Add variety to the presentation
 Save time and facilitate time management
Advantages to the trainee

 Monotony during lecture is broken

 Captures the attention more readily
 More involvement, fast learning, increased interest
 Motivated and activated to learn
Internal training

 Internal training is the practice of teaching learners within an organisation by learning

and development officers. It refers to commercial operations and corporate learning
rather than pure-learning institutions.
 Internal training methods involve the use of company’s own resources and expertise
to develop and deliver the specific type of training.
 It is cost-effective, informal, and brings improvement in the existing training methods
and employee communication.
 It facilitates employees in understanding and following their trainers easily due to
workplace familiarity.
 Internal training can limit the scope of ‘out-of-the-box’ skills presented during training.
 This could possibly narrow the perspective of the business.
 Many small businesses do not have ability to develop a training structure within their
organization.
 In case of certified training, companies often find it hard to locate an internal trainer
who can offer certifications for others.
External training

 External or outsourced training can open new prospects for development in your
organization.
 Outsourced training will expose your organization to new ideas that were not
previously considered. Participating in external training courses might set organization
apart from competitors.
 External training allows for employees to be taken out of their comfort zone,
essentially forcing them to find new solutions or approaches to completing projects.
 External training is conducting by experts or influencers from outside of your
company. They may be someone your company already has a relationship with – such
as a supplier – who has been brought in to give more information on a product or
feature, or an industry expert who can share the latest trends to help teams stay
ahead of competitors.
Training Methods- On-the-job Training (OJT) and off-the-job training
Induction Training
The Induction Training is also called as an orientation program, wherein the new employees
are introduced to the rules and regulation of an organization with the objective of making
them accustomed to the working environment, where they will be working.
The new hires are generally provided with the following information about the organization:

 General information about the daily work routine.

 Foundation, history, objectives, mission, vision, products, services, etc. of the
organization.
  How workers are required to perform their jobs, that will contribute to the
organization’s objectives.
 Detailed presentation of company’s policies, work rules and employee benefits.
Before designing the induction training program, the firm needs to decide on the following
parameters:

1. Whether the induction training will be Formal or Informal. In the Informal training,
the new joinees are put directly on their jobs and are required to adjust themselves
to the working environment. Whereas, in the formal orientation, the new hire
undergoes the structured program designed by the management, that helps them to
familiarize with the organization.
2. Whether the Induction training will be Individual or collective. This means whether
the new joinees will be inducted individually or in groups.
3. Whether the training program will be Serial or Disjunctive. An induction training is
said to be a serial training when an experienced employee inducts the new hire, where
he acts as a mentor to him. Whereas, training is said to be disjunctive when no
predecessor is there to induct the new joinee.
4. Whether the training program will follow an Investiture or Divestiture strategy. In
the Investiture orientation, the formal consent is given to the characteristics that an
individual brings to the organization, especially the high-level appointments.
Whereas, in the divestiture orientation, the minor modifications are made in the
characteristics of a new joinee, with respect to what is acceptable in the organization.
Generally, the person is selected on the basis of his potential for performance.
Cross Cultural Training
 Cross cultural training refers to the training given to employees related to the cultural
differences between nations, the awareness of which helps in running smooth
business across the nations. Cross cultural training is essential for doing business in
present scenario involving multiple nations and cultures
 Cross cultural trainings are very important where there is a need to work across
various nations and cultures. It helps employees to be better prepared for the travel
and gives context which will help work efficiently in the new country and culture. It
also increases the knowledge and awareness of the individual and helps make better
decisions. For companies where working across different nations is very important,
cross cultural training should be a part of employee programs.
Cross-cultural trainings can be broadly divided into two types:
Firstly, General awareness training, which covers handling foreign clients, increasing the
awareness about foreign employees of the same company, facilitating negotiations across the
countries, managing and supervising staff belonging to different cultures etc.
Second type of training could be specific training related to particular a culture or nation. This
is useful for the people who frequently visits and interacts with that nation. The trainings
mainly focus on general beliefs, values, traditions, ethics and protocols of particular nation.
Team building training
Team building training refers to a program where a variety of activities are used to boost
social relations. It is also useful in defining roles amongst teams and involves collective tasks.
Numerous team-building trainings objective is to bring out and report interpersonal
difficulties in a team.
Team Building Objectives

 Build team rapport.

 Strengthen existing relationships and cohesiveness.
 Build a high-performance team.
 Align project teams.
 Learn corporate values.
 Improve team communication effectiveness.
Types of Team Building Approaches.

 Activity-based Team-building Technique

 Communication-based Team-building Technique
 Skills-based Team-building Technique
 Personality-based Team-building Technique
 Problem-solving-based Team-building Technique
 Value-based Team-building Technique.
 MODULE 4 – EVALUATION OF TRANING and DEVELOPMENT
PROGRAMMES

Evaluation of Training Program:

Training evaluation refers to the process of collecting the outcomes needed to determine if
training is effective. The company constantly evaluates the effectiveness of training programs
to find if the money they have invested has been spending properly or not.
There are three types of criteria for evaluating training: internal, external, and participant’s
reaction. Training evaluation can be defined as any attempt to obtain information (feedback)
on the effects of training program and to assess the value of training in the light of that
information for improving further training.
Evaluation of training can be viewed as a method of measuring change in knowledge, skills,
attitudes, job performance, costs and the quality of the training facilities. A major reason to
evaluate training programs is to determine whether the training programs are accomplishing
their specific training objectives.
Steps of Evaluation Process of Training Program
 Reaction: Reaction refers to the attitude of employees about
the training, whether the employee considers training to be
a positive or negative one. If the reaction is positive, then
people have accepted the program, and changes will be
possible.
 Learning: Another method of judging effectiveness is to
identify levels of learning, i.e., how much the people have
learned during the training. This can be found out by trainers
mark sheet, the report submitted by the employee, and
actual performance.
 Behavior: The HR department needs to understand the behavior of the employees, to
understand the effectiveness of training. The behavioral change can be seen in how
the person interacts with juniors, peer groups, and seniors. They mark the behavior
change and inform the HR department of the success of the training program.
 Result: Results provided by the employee in monetary terms also determine the
effectiveness of the training program, i.e., employee success in handling the project,
the group performance before and after training, etc.
Why should training programs be evaluated?
 The main reason for evaluating the training program is determining whether they are
accomplishing specific training objectives that correct performance deficiencies.
 A second reason for evaluation is to ensure that any changes in trainees’ capabilities
are due to the training program and not due to any other conditions.
  Third reason: Training programs should be evaluated to determine their cost-
effectiveness.
Various reasons for evaluating training:

 The evaluation enables the effectiveness of an investment in training to be appraised

which can help to justify expenditure on future program.
 It allows the effectiveness of differing approaches to be compared.
 It provides feedback for the trainers about their performance and methods.
 It enables improvements to be made, either on the next occasion, or if the evaluation
is ongoing, as the training proceeds.
 Recording learning achievements can be motivational for learners.
 The evaluation indicates to what extent the objectives have been met and therefore whether
any further training needs remain.
 to gain knowledge about whether it has achieved or failed its objectives. Analyzing the
training event by using appropriate evaluation tools can improve the outcome of
future trainings to a considerable extend.
Training Evaluation Levels:
Generally, four different criteria are used to evaluate training program namely reaction of
trainees, knowledge acquired, behavior modification and other job performance parameters
like reduced accidents, increased productivity, lowered absenteeism leaping sales etc.
Pre-Training Evaluation: In this stage, an evaluation is made in the beginning of the training
program in order to understand the expectations of the trainees from the training program
and the extent to which they have understood its objectives. This step enables the training
segment to modify the training curricula in such a way that the objectives of the training
program are aligned to those of the trainees.
Intermediate Training Evaluation: Training and development segment wants to ensure that
training is progressing as expected. Mid-course corrections can be made in the event of
deviation from the envisaged objectives. For example, if trainees perceive that a training
program is aimed at building communication skill is more theory-oriented, rather than
practice-oriented, the feedback may be useful to modify the instruction method. Thus, it
serves as a verifying tool.
Post-Training Evaluation: The criteria used for assessing the impact of training program
include Reaction, Learning, Behavior and Results (RLBR). useful to modify the instruction
method.
a. Reactions: This measures the degree of satisfaction of trainees with the training
program, namely subject matter and content of training program, the environment,
methods of training etc. The outcome of evaluation of reaction may be useful in
further strengthening the areas the participants find it more useful and in modifying
the areas they find it not useful. Negative reactions may dampen the spirit of
 participation in future training program. However, positive reactions may not provide
complete information about the effectiveness of the program.
b. Learning: t measures the degree to which trainees have acquired new knowledge,
skill or competencies. The trainer has to measure the knowledge and skill level of
trainees in the beginning of the program. It is supposed to be the baseline or
standard. Again the level of knowledge and skills obtained at the end of training is
measured and compared against the standard. Thus pre and post training comparison
helps to assess the improvement level.
c. Behavior: Similarly, a comparison of pre and post training behavior may reveal the
impact of training on behavior modification. Yet, unfortunately, much of what is
learnt during training cannot be used on the job owing to lack of resources or
conducive environment. In such a case, one cannot say that the training is ineffective.
It follows that when training environment is similar to actual work environment, such
a climate facilitates transfer and application of learning.
d. Results: Generally, it is difficult to measure precisely the impact of training on
business performance which depends on several other factors like economic climate,
marketing, size of investment, etc. However, certain measures like productivity, sales
volume and profit, etc., may be compared before and after the training episode. Any
improvement may be partially attributed to the training imparted. Besides, return on
investment, cost benefit analysis and bench-marking are other methods to assess the
value of training.
The purposes of training evaluation

 To justify the role of training, considering budget availability and cutback situations
 To improve the quality of training for employee development, training delivery,
trainer deployment, duration, methodology, etc.
 To assess the effectiveness of the overall program, quality, and competency of the
trainer
 To justify the course through cost-benefit analysis and ROI approach
 Provide feedback on whether the training or development activity is effective in
achieving its aims
 Indicate the extent to which trainees apply what they have learned back in the
workplace (transfer of training), an issue which many organizations find they have
problems with
 Provide information on how to increase the effectiveness of current or later
development activities
 Demonstrate the overall value and worth of development activities.
The output of training evaluation

 To illustrate the real worth of a training

 To pinpoint where improvement is required in forthcoming training program
 To assess effectiveness of the overall course, trainer, and the training methods
 To carry out cost-benefit analysis to justify the amount spent; to prove that the
benefits outweigh the cost
 To formulate a basis for making rational decisions about future training plans
 To justify the role of training for budget purposes and in cutback situations of budget
crunch.
Principles of Training Evaluation:

 Evaluation specialist must be clear of the training program and also about the goals
and purposes of evaluation.
 Evaluation should be continuous.
 Evaluation must be specific.
 Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.
 Evaluation must be based on objective methods and standards.
 Realistic target dates must be set for each phase of the evaluation process.
Advantages of the training evaluation process

 Measuring the reaction of the participant: The training program is undertaken for the
participants and the evaluation process helps to know whether the trainee enjoyed
the session, learned something from it, considers it a proper use of time and ultimately
benefitted by using it effectively in the workplace.
 Accountability: Training evaluation helps to know about the deliverables and
competency gaps thus increasing accountability.
 Measures learning: The purpose of a training program is learning something new.
Training evaluation determines whether the participant is able to gain further
knowledge and improve his skills.
 Employee engagement and satisfaction: The training evaluation helps to know
whether the participants were fully engaged in the program and whether it helped
them in doing their jobs properly. It determines whether it was able to improve their
engagement and boost satisfaction.
 Measures effectiveness of training: The training evaluation takes the help of surveys
to know about the application of gained knowledge and changes that are occurring in
the workplace. This helps in determining and measuring the effectiveness of a training
program.
 Impact on business: Training evaluation addresses issues like non-compliance,
turnover, and complaints to know about an overall improvement in engagement,
morale, and productivity of employees in an organization.
  Measuring ROI: The training evaluation process helps to measure ROI by measuring
changes in terms of results and productivity in comparison with the implementation
cost.
 Feedback: Training evaluation offers feedback about the training process. It assesses
the level of work and tells about the loopholes and changes it needs to overcome
ineffectiveness.
Disadvantages of the training evaluation process

 It is time-consuming and expensive

 ILack of definite action as it is a continuous process
 Enhanced legitimation and rationality of the training
 Requirement of considerable time and cost efforts for valid evaluation
 Difficulty of analyzing the subjective perspectives
 No definite and closed action but continuous process
Problems in Evaluation Process

 Poor Planning: Failing to plan for just about anything usually results in poor outcomes,
and the same is true when you’re conducting an evaluation. Poor planning can lead to
not having the right amount of time needed to conduct your evaluation, a lack of
direction in what outcomes you’re hoping to achieve and poor planning can lead to
not having enough resources (i.e. funding, personnel, space, etc.) for your evaluation.
Poor planning can also result in implementation fidelity issues (i.e. how well a program
or intervention is being adhered to) which negatively impacts the integrity of the
evaluation and leads to unintended consequences.
 Lack of Readiness: If an evaluation isn’t seen as a priority there can be a lack of buy-
in from staff and stakeholders in the evaluation process, which can result in limited
resources, uncooperative staff, and an absence of understanding of why the
evaluation is even needed or valuable.
 Ineffective Approaches: If you don’t use the right data collection methods, you don’t
understand how to properly and correctly identify data, you don’t have a thorough
understanding of outputs and outcomes and/or you don’t choose the right evaluator
for your project, then guess what? You won’t have an effective or positive evaluation
experience.
 Bad Questions: Deciding on the right questions to ask to get you the results you’re
looking for is a key element of the evaluation process. Asking the wrong questions can
derail a project. So, just what are ‘bad’ questions? Questions that are unclear, that use
too much jargon, that don’t consider the audience, that are biased in any way, and
that don’t have a clear and understandable method for participants to respond are all
problems that will upend the evaluation process.
 Bad Data: If you ask bad questions, you’ll get bad responses – it’s as simple as that. In
addition, if you don’t properly and cleanly input the data you do get, if there is missing,
messy or unorganized data, then the results will also be messy and unorganized and,
ultimately, not useful.
  Too Much Data: When it comes to collecting data, quality beats quantity in most
instances. More data does not necessarily equate with better data. In fact, the
opposite is often true. If you have mountains of data, then you have mountains of data
to manage and process, and that takes time and resources that many programs just
don’t have. Additionally, if you collect a surplus of data it can lead to less consistent
information and less certainty and support for the goal of the evaluation, which may
just defeat the whole purpose.
MODELS OF EVALUATION
1. Kirkpatrick’s Four-level Model 1998
This training evaluation process is used globally by businesses that aim to get a return on
investment (ROI) through cost-effective and time-efficient training sessions. This model
breaks down the evaluation process into 4 levels or Evaluation is often considered as taking
place at four different levels (the "Kirkpatrick levels"). The further down you go in the
evaluation process, the more valid the evaluation.
Level 1: Reaction: Assesses how the learner’s responded to the training. This is commonly
measured with the use of a survey form given to the participants to complete after the
training program. What does the learner feel about the training? (Oral/written feed-back,
open ended questions/close ended questions, Questionnaires, interviews, group discussion,
or asking trainees to write a report can be used.)
Level 2: Learning: This level measures what participants have learned from the training. Short
quizzes and tests are used in this level to measure the changes in participant’s knowledge and
skills. What facts, knowledge and experiences did the learner gain? (Observation/reviewing
data from simulated reports, plans, exercises) Tests, examinations, workplace-based
assessments of competence, projects, or attitude questionnaires are the key techniques here.
Some learning situations are easy to test for (e.g typing ability), whereas others necessarily
involve a good deal of subjectivity (e.g counselling skills)
Level 3: Behavior: This assesses behavioral change from the participants as a result of
training. This is measured through workplace observations, comparing before and after
training behaviors. What skills did the learner develop and what new information can the
learner use on the job?
Level 4: Results or effectiveness: The final step measures and evaluates the result of the
training program against the organization or stakeholder’s expectations. It reviews whether
participants of the training have met their learning objectives. Some metrics or factors
organizations will be measuring are productivity, morale, quality, sales, efficiency, and
customer satisfaction. What results occurred; did the learner apply the new skills to the
necessary tasks and what results were achieved?
 2. The CIRO Model
The CIRO (context, input, reaction, and output) model evaluates the effectiveness of
management training courses. It focuses on measurements taken before and after carrying
out the training program. Similar to the other models, the training evaluation process is also
broken down to 4 stages:
Stage 1: Context: This stage assesses the organization or business’s operational situation to
identify and evaluate the training needs and objectives. In this stage, a training needs analysis
is conducted to see which area of operations the organization is lacking. Once training needs
are defined they are set to the following 3 levels:
 The ultimate objective – this objective aims to eliminate organizational deficiencies
like poor performance, low profit, low productivity, or poor customer service.
 Intermediate objectives – these objectives require changes in employee’s work
behavior in order to achieve the ultimate objective.
 Immediate objectives – these objectives involve acquiring new skills and knowledge
and even changing employee attitudes to change their behavior.
Stage 2: Input: In this stage, practitioners of the training evaluation gather information by
analyzing available resources in the organization to determine the best choice of training
technique or method to achieve training objectives.
Stage 3: Reaction: In this stage, feedback from the participants is collected. The information
gathered from this stage is used to further improve the training program.
Stage 4: Outcome: This stage evaluates the results of the training program. The outcome is
measured on the following 4 levels:
 The learner level
 The workplace level
 The team or department level
 The business level

3. Phillips ROI Model

The Phillips ROI model evaluates the training program’s return on investment (ROI). This
model basically emulates the scope and sequence of the Kirkpatrick’s Model, but with an
additional step. The five levels of the model are as follows:

 Level 1: Reaction: similar to the Kirkpatrick Model, the model starts with evaluating
the participant’s reaction and satisfaction to the training program.
 Level 2: Learning: this level measures the skills and knowledge gained by the
participants
 Level 3: Application and implementation: similar to the Kirkpatrick Model, this level
measures whether the participants of the training program learned anything from
training upon returning to the workplace. However, it improves that scope by
 determining whether an issue (if any) resides with the application of the learning or
its implementation.
 Level 4: Impact: in the Phillips model, instead of results it focuses on measuring the
overall business impact of the training program. It is much broader compared to
Kirkpatrick’s model as it identifies whether other factors aside from training affected
the outcome.
 Level 5: Return on investment (ROI): This added level is designed to measure the ROI
with the use of cost-benefit analysis to compare the monetary value of the business
outcomes with the costs of the training program(s).
Methods used for collecting data for evaluation
Common methods includes,

 Tests or quizzes
 Surveys or questionnaires
 Observation
 Expert or peer review
 Interviews
 Focus groups.
Cost benefit analysis
Organizations use different methods to assess the benefits of training in terms of numbers
i.e. the profits. Some of the frequently used methods are ROI and Utility analysis. There are
many costs that are associated with the training apart from the direct and apparent costs.
These costs can be described under two headings:
1. There are costs incurred towards the training needs analysis, compensation of the
training program designers, procurement of training material and various media like
the computers, handouts, props, gifts and prizes, audio visuals etc.
2. Then there is another category is costs incidental to the training session itself such as
trainers fee / salary, facility costs / rental etc.
3. Finally there are costs involved is losing a man day of work (for those who are sent for
training), travelling, boarding and lodging and training material that cannot be reused
in some other training program.
The various models that are used to estimate the benefits of the training program are
 The Return on Investment Model (ROI)
Organizations spend huge amount of money on employee development, it is therefore
very important to ascertain the benefits of training. Different studies were conducted
to evaluate the effectiveness of training programs. In one of the studies it was found
out that sales and technical trainings gave better ROI compared to managerial training
programs. Ford, for example, evaluates all the training programs against the
profitability in a given product line. The basic formula for calculating the ROI for
training is as:
 ROI (in percent) = Program benefits / Costs × 100
 Utility Analysis
This is another way of reflecting upon the usefulness of a training program. Utility
itself is a function of the duration up to which the training leaves an impact upon the
trainee, the relative importance of the training program, the importance of the
position or profile that received training and the cost of conducting the training. For
example leadership programs conducted for top and middle management tend to be
high on value where as sales training programs for the front line sales staff tends to
be low on value scale.
Utility analysis basically derives the effectiveness from analyzing the change in the
behavior of the trainee and the positive financial implications of the same. This model
is not very famous because the deductions made are essentially subjective in nature.
ROI on Training
Training ROI stands for training return on investment. It is a measure of training success in
terms of meeting your desired objectives. ROI is most often seen as a financial measure,
accounting for the training benefits relative to the money invested in an intervention.
Why we calculate ROI:

 To justify the training budget (maintain or increase training dollars)

 To determine the effectiveness of training.
 To evaluate the training method used and the use of time for trainer and employee.
 To determine if there was a change in time, cost, or behavior.
 To provide evidence to management/stakeholders.
 To build trust and respect for ourselves and the trainers.
 To gain credibility with executives.
 To identify areas for improvement.
 To keep our jobs, and to help staff keep their jobs.
 MODULE 5 – CAREER DEVELOPMENT

Human Resource Development

 Human resources development (HRD) refers to the vast field of training and
development provided by organizations to increase the knowledge, skills, education,
and abilities of their employees. In many organizations, the human resources
development process begins upon the hiring of a new employee and continues
throughout that employee's tenure with the organization.
 Many employees come into an organization with only a basic level of skills and
experience and must receive training in order to do their jobs effectively. Others may
already have the necessary skills to do the job, but don't have knowledge related to
that particular organization. HR development is designed to give employees the
information they need to adapt to that organization's culture and to do their jobs
effectively.
 HRD is mainly concerned with developing the skills, knowledge and competencies of
people and it is people-oriented concept. When we call it a people-oriented concept,
the question arises, whether people will be developed in the larger or national context
or in the smaller organisational context? Is it different at the macro and micro level?
HRD can be applied both for the national level and organisational level.
 The concept of HRD is not yet well conceived by various authors though they have
defined the term from their approach as it is of recent origin and still is in the
conceptualising stage. It is an understanding of the term i.e., new or rather was new.
HRD is not Training and Development.
Sub Systems of HRD
1. Performance Appraisal: Performance appraisal is a process of rating or ensuring the
performance of an employee of his job. Performance appraisal is the assessment of
an individual’s performance in a systematic way. The performance of an employee is
measured against the factors such as knowledge of job, quality and quantity of output,
initiative, supervision, leadership qualities, cooperation, dependability, health,
versatility, judgment etc. The purpose of appraisal is to assess the present position of
efficiency of employee in order to determine the need for training. The performance
appraisal process consists of:
(a) Job analysis.
(b) Establishing standards of performance.
(c) Communicating performance standards to employees.
(d) Measuring actual performance.
(e) Comparing actual performance with standards and discuss with employees.
(f) Initiating corrective actions, if necessary.
2. Potential Appraisal: The object of potential appraisal is to develop latent abilities of
individuals. Potential appraisal provides vital information about individuals to prepare
career plans for them. Potential appraisal evaluates the leadership abilities and
potentials of the individuals. It ensures a good match between employee’s potentials
and the job. Nowadays organisations are diversifying their operations involving vital
changes. To meet these requirements they need people with courage and capabilities
to meet the challenges. Therefore, they have to make potential appraisal of the
present employees so that they can undertake a variety of tasks.
3. Career Planning: Planning for Career makes employee grow in his working life time
while unplanned careers flopped. The first and foremost step in career planning is to
make one’s SWOT analysis. He should assess his strength, weaknesses, opportunities
and threats. One must plan his career by means of education, training, job search and
should acquire work experience. Employee should trace the career paths in the
organisations available and compare them and join the organisation with full
devotion. The organisation help the young promising people for they provide
necessary infor-mation through various ways as per their needs to plan their career.
4. Training: Training is an attempt to improve current or future employee performance
by increasing an employee’s ability to perform through learning usually by changing
the employee’s attitude or increasing his or her knowledge. The need for training is
determined by the deficiency of employee’s performance, Training process include;
acquiring skills, concepts, attitudes for increasing effectiveness in doing a specific job
or jobs. Training provides necessary impetus to implement change, improve efficiency,
managerial effectiveness and increase productivity.
Employees working as supervisors and executives need interpersonal skills or people
skills. They are required to understand one and others better and act in accordance.
Interpersonal skills include persuading listening and respecting others feeling. Some
organization appoint a senior person as training manager.
5. Organisation Development: Organisation Development intend to change beliefs,
attitudes, values and structure of organisations that they can better adapt to new
technologies, markets and challenges and the dizzying rate of change itself.
Organisation is an open system and therefore must develop itself by adopting various
changes to meet the challenges thrown out by the constantly changing environment.
It emphasizes on appropriate interventions in the on-going activities of the
organisation. It provides a framework in which changes in climate and culture of the
organisation takes place. This enables organisation to harness human potential for
attaining organisational objectives. OD methods include survey feedback, team
building interpersonal sensitivity training, M.B.O., brain storming, process
consultation, stress management etc.
6. Rewards: Rewarding employees for their excellent professional performance over and
above their usual wages and salaries boost up their morale and encourage others to
work hard. Reward systems are to be looked after by HRD. By rewarding hard work
employees are motivated further. Output goes up. It leads to maximum utilization of
available human resources to enhance productivity. Rewards are one of the ways to
 frustration, depression and dissatisfaction from the employees. Slow work tendencies
can also be removed.
7. Counselling: Counselling is an essential instrument of HRD. It serves several purposes.
Counselling is a service provided to the employees regarding their personal problems.
For this purpose, services of professional counsellors need to be obtained. It reduces
employee turnover, absenteeism, tardiness and helps in strengthening the superior
subordinate & relationship, understanding problems of juniors and seniors thereby
facilitating better communication and effective decision making. Through counselling
employees can understand their strengths and weaknesses and overcome the
problems arising out of their ignorance in the work performance. It helps in avoiding
stress.
8. Quality Circle: Quality circle is a small group of people doing same or similar work.
They meet voluntarily together on regular basis for an hour per week, during office
hours under the leadership of their supervisor and trained to identify, analyse and
solve some of the problems of their work and submit solutions to management. They
also implement the solutions themselves if possible. It is a participative manage-ment
system. It promotes understanding and respect between managers and subordi-nates.
It helps in building upon the hidden potentials of human resources. The objectives of
quality circles are
(1) It is people building philosophy to develop, enhance and use human resources
effectively.
(2) Development of others through the members of quality circle.
(3) Promotion of participative management.
(4) Improvement of supervisory skills of employees.
(5) To promote interpersonal skills and thereby seek resolution of conflict.
(6) Encouragement of creativity and problem solving techniques.
(7) To promote leadership qualities among employees.
(8) To develop quality improvement consciousness among the employees.
(9) To develop group efforts.
9. Role Analysis: Role is a set of expected behaviour patterns attributed to a person
occupying a given position in a unit. Every employee has a role to play. Everyone does
not have to be consistent and regular in one role. Employees have to play diverse roles
both on and off the jobs. To understand the behaviour of a person, it is essential to
know what role he is currently playing. The attitude and behaviour of a person vary
with the role identity. Roles change according to the circumstances.
10. Human Resource Planning: H. R. Planning is an integral part of business and
organisation planning. It concerns with detailed planning to establish the future
human resource requirements at every level by skill and category. The quality of
human requirements plan depends on the quality of the analysis and data on which it
is based. A reasonable degree of accuracy is essential in the business projections and
operations from which HR requirements are to be determined.
11. Procurement and Placement: It is one of the important sub systems of HRD.
Procurement of human resources is done through recruitment and selection.
Vacancies are filled through these two methods. Placement is the process of
 assigning the procured candidates with suitable jobs. It is placing right persons at
right jobs to obtain the best results.
12. Job Rotation: Jobs are rotated among the employees to increase their knowledge
and skill required for performance of various jobs. This is essential because during
absence or leave of employees work should not suffer.
13. Quality of Working Life: Employees are the assets of an organisation. To extract the
best from employees adequate, healthy and hygienic working conditions should be
provided. This increases the productivity. Unhygienic and inadequate working
conditions will adversely affect the physical and mental health of the employees
affecting their efficiency. The enterprises should be very careful about quality of
working life.
Features of HRD

 Systematic approach: HRD is a systematic and planned approach through which the
efficiency of employees is improved. The future goals and objectives are set by the
entire organization, which are well planned at individual and organizational levels.
 Continuous process: HRD is a continuous process for the development of all types of
skills of employees such as technical, managerial, behavioural, and conceptual. Till
the retirement of an employee sharpening of all these skills is required.
 Multi-disciplinary subject: HRD is a Multi-disciplinary subject which draws inputs
from behavioural science, engineering, commerce, management, economics,
medicine, etc.
 Techniques: HRD embodies with techniques and processes such as performance
appraisal, training, management development, career planning, counselling,
workers’ participation and quality circles.
Scope of HRD

 Recruitment and selection of employees for meeting the present and future
requirements of an organization.
 Performance appraisal of the employees in order to understand their capabilities
and improving them through additional training.
 Offering the employees’ performance counselling and performance interviews from
the superiors.
 Career planning and development programmes for the employees.
 Development of employees through succession planning.
 Workers’ participation and formation of quality circles.
 Employee learning through group dynamics and empowerment.
 Learning through job rotation and job enrichment.
 Learning through social and religious interactions and programmes.
 Development of employees through managerial and behavioural skills.
Objectives of HRD:
 To prepare the employee to meet the present and changing future job requirements.
 To prevent employee obsolescence.
 To develop creative abilities and talents.
 To prepare employees for higher level jobs.
 To impart new entrants with basic HRD skills and knowledge.
 To develop the potentialities of people for the next level job.
 To aid total quality management.
 To promote individual and collective morale, a sense of responsibility, co-operative
attitudes and good relationships.
 To broaden the minds of senior managers by providing them with opportunities for an
interchange of experiences within and outside.
 To ensure smooth and efficient working of the organisation.
 To provide comprehensive framework for HRD.
 To enhance organisational capabilities.
 To create a climate that enables every employee to discover, develop and use his/her
capabilities to a fuller extent in order to further both individual and organisational
goals.
Career
A career describes an individual’s journey through learning, work, and other aspects of life.
The term career has several meanings. It can be viewed from different perspectives. A career
is a job or profession that someone does for a long time.
Career means a profession (for example, he has chosen a career in medicine). It is a lifelong
sequence of jobs. It is a sequence of positions that a person has held over his or her life. It
means stable employment within a profession.
Stages of Career

 Stage 1 Exploration: The exploratory stage is the period of transition from college to
work, that is, the period immediately prior to employment. It is usually the period of
one’s early 20 s and ends by mid-20 s. It is a stage of self-exploration and making
preliminary choices.
 Stage 2 Establishment: This career stage begins when one starts seeking for work. It
includes getting one’s first job. Hence, during this stage, one is likely to commit
mistakes; one has also the opportunities to learn from such mistakes and may also
assume greater responsibilities. He/ she accepts job challenges and develops
competence in a speculating area. He/she develops creativity and rotates into a new
area after three-five years.
 Stage 3 Mid-Career: During this stage, the performance may increase or decrease or
may remain constant. While some employees may reach their goals at the early stage
and may achieve greater heights, some may be able just to maintain their
performance. While the former may be called ‘climbers’, the later ones are not very
ambitious though competent otherwise. During this stage, an employee tries to
 update himself/herself technically and develops skills in coach-ing others. He/she may
rotate into a new job requiring new skills.
 Stage 4 Late Career: This stage is usually a pleasant one because during this stage, the
employee neither tries to learn new things nor tries to improve his/her performance
over that of previous years. He/she takes advantage of and depends on his/her
reputation and enjoys playing the role of an elderly statesperson. He/she may shift
from a power role to one of consultation. He/she starts identifying and developing
successors and may also start activities outside the organisation.
 Stage 5 Decline: Since it is the final stage of one’s career, it ends in the retirement of
the employee after putting up decades of service full of continuous achievements and
success stories. As such, it is viewed as a hard stage.
Career Planning
Career planning is the process of enhancing an employee’s future value. A career can be
developed by an individual within one organization or several others. Considering career
planning as a process within the organization, career planning is that part of personnel
adminis-tration which aims at developing paths through which employees may progress in
the organization over time.
Need of career planning

 To provide suitable promotional opportunities to the employees who are really

deserve for it.
 To attract competent capable, skilled trained candidate toward the company and to
retain them in the organisation.
 To improve and increase motivation and morale among the employees.
 To enable the employees to develop themselves and keep them ready to meet the
various future challenges.
 To correct employee placement if there are errors in placement of some employees.
 To optimize the utilization of managerial reserves within an organisation.
 To reduce employee dissatisfaction and turnover.
Steps in the career planning process
1. Step 1 Self-Appraisal: The starting point of career planning is get to know oneself.
What kind of a person I am? What skills do I possess? What are my values and
interests? What are strengths and limitations?
A good introductory exercise in this area would be to ask the individual to write his
obituary as he would like it to appear x years hence upon death. The individual is asked
to write down what he would like others to remember him by? What did he always
want to do but never found time or opportunity to do? What are his life and career
concerns?
Another exercise to assist in self-analysis requires the person to identify his or her
strengths and weaknesses in regards to technical, interpersonal, communications,
administrative and personal skills. He is then asked to indicate the degree of
 importance he attaches to such jobs characteristics as autonomy, security, affiliation
with others, financial rewards, and influence over others. Next is asked to describe
jobs he has held that are most and least rewarding. Finally he is asked to describe his
ideal next job. Another means of finding out information about one’s self is to take
aptitude and vocational interest tests. These are administered by career counselling
centres at school and colleges.
2. Step 2 Identify Opportunities: One’s skills, interests, and values should be related to
career opportunities. Although some would argue that there is always room for one
more good person in a declining occupation, those choosing this course of action
ought to recognise they will have a “tough row to hoe”. This course is like trying to
swim upstream. The personnel office should publish information regarding jobs within
the organization. This can take the form of organization chart, lists of titles, and actual
description of jobs classified according to pay level, department, and location. Job
openings, as they occur can be announced through bulletin boards, notices, interoffice
announcements and through advertising media like newspapers, televisions etc. Many
technical and professional societies publish information about career in their
specialities.
3. Step 3 Set Goals: After the individual has appraised personal strength, weaknesses,
interests and values and after obtaining knowledge of job trends and opportunities,
career goals can be properly established. This will require the setting of short-term,
intermediate and long-term goals. Goals that lead to growth should be challenging so
that the individual gains new skills and outlooks. The goals should be consistent with
one’s capabilities and compatible with one’s self-image.
4. Step 4 Prepare Plans: In thinking through the measures one will need to take to meet
one’s goals it is advisable to consult with one’s supervisor and with the responsible
member of the personal department. Plans may be made for any of various actions
designed to achieve the career goals. Reasonably one ought to start with feasible
short-term on-the-job learning experiences and useful of-the-job training activities.
The planning should consider the special needs of the person such as – skills and
experiences required to reach the various goals.
5. Step 5 Implement Plans: Actions to implement the plans may include special project
assignments, temporary job transfers, filling in for the boss’s vacation, in-service
training classes, self- study reading assignments, assignment to a special task force
and evening classes in an area college.
Advantages of career planning

 Whenever career planning is pursued as an HRD effort by the management employees

will work with loyalty, commitment to their assignment ultimately benefited to the
organisation.
 Training and development programme will highly maintain to the employees, because
training will improve their potential capabilities.
 Career plans and opportunities for advancement, enhances the morale of the
employees.
  Designing of an open, non-evaluative, performance appraisal system and its
implementation makes the career planning work easier ad helps in assessment of
promotability of an employee and ascertaining the level of responsibility which an
employee can execute.
 Self-appraisal by employees is good in view of career prospects.
 The methods and content of training programmes should be in accordance with the
career prospects of employees.
 Counselling is likely to be more convincing and fruitful if it is administered in the light
of career plans and opportunities of advancement.
Limitations

 Not suitable for small organizations and particularly for ownership ventures
 Not suitable for unskilled and semi-skilled jobs (like what reported for employees
working in the garments industry)
 Long-term planning not feasible due to financial constraints and unfavourability of the
business environment (economic conditions)
 Political intervention and union pressurization
 Careers in some sectors do not have much scope for advancement
 Technological and economic factors may lead to declining stage to some career.
Career Development
Career development is essential for implementation of career plan. While career plan sets
career path for an employee, career development ensures that the employee is well
developed before he moves up the next higher ladder in the hierarchy.
Career development refers to a set of programmes designed to match an individual’s needs,
abilities, and career goals with current and future opportunities in the organization. Since
career development focuses on future opportunities, it has essentially a long-term
orientation.
Career Development – Role of HRM
The Employee’s Role: Employees are more responsible for initiating and managing their own
career planning than their organization.

 Employees must identify their knowledge, skills, abilities, interests and values.
 They must seek out information about career options to set career goals and develop
career plans.
The Organization’s/Manager’s Role: If career development is to succeed, the senior level
managers and HR managers must work together to design and implement a career
development system.
a. Managers should encourage employees to take responsibility of their own career.
b. They must offer assistance in the form of feedback on individual, performance.
 c. They must make available information about the organization, the job and career
opportunities in the organization.
d. The organization is responsible for supplying information about its mission, policies
and plans for providing support for employee self- assessment, training and
development.
e. One of the important supports comes in the form of mentoring. Receiving advice and
counsel from someone who has gone through similar experiences will be invaluable
to employees.
Methods in career development

 On-the-job-mentoring: One of the most widely used and most efficient means of
developing employees is mentoring. It is the day-to-day responsibility of the manager
or mentor to impart skills and knowledge, to answer questions, to review work, to
discuss progress or lack of progress, and to provide general direction. Working through
an actual problem as it develops will increase insight into how to handle similar
problems next time.
 Guided experience: Similar to mentoring, it has an emphasis on the individual’s special
development needs. You need to provide accurate information on the developmental
need and someone, usually a manager, observes your interaction in the role while
providing very specific feedback as you go.
 Understudy training: Preparation of a person to assume the responsibilities of
another individual, either as a substitute or replacement.
 Job rotation: Job rotation offers an excellent opportunity to broaden knowledge and
experience, as well as to gain an appreciation of viewpoints and interrelationships of
various organizational groups.
 Individual Assignments
 Management Development Programs: Formal development programs can augment
by providing both useful information and practice in a classroom setting.
 Technical Education Programs: Formal professional programs may be available to you
that are tailored to your particular function.
 Job Expansion: Expansion of the scope of your current job to include greater
responsibility and a wider variety of tasks will help you to acquire valuable skills and
knowledge. Serving as an Instructor, Conference Leader, or Trainer: One of the most
valuable ways to obtain knowledge, broaden one’s scope, and clarify one’s thinking is
to teach others. Such training responsibility puts you in touch with many new
operations, processes, and problems.
The main career development actions include:

 Adequate job performance if career progress is desired.

 Exposure of skills, knowledge, achievements, performance and so on to the decision-
makers regarding career development programme.
 Resignation from the present job if new career opportunities are found elsewhere.
  Change of jobs in the same of organisation if better opportunities are foreseen in that
job. This happens when the employee views organisation loyalty more important than
career loyalty.
 Career guidance is necessary to find better job elsewhere.
Problems of Career Development

 Dual Career Families: With the increase in career orientation among women, number
of female employees is on the increase. With this the dual career families have also
been on the increase. Consequently, one of the family members might face the
problem of transfer. This has become a complicated problem to organisations.
Consequently, other employees may be at a disadvantage.
 Changing Family Needs: Interaction of career issues with the issues of life stages of
the employee and his family, changing needs of employee throughout his life cycle
complicate the career issues.
 Low Ceiling Careers: Some careers do not have scope for much advancement.
Employees cannot get promotions despite their career plans and development in such
jobs.
 Declining Career Opportunities: Career opportunities for certain categories might
reach the declining stage due to the influence of the technological or economic
factors. Solution for such a problem is career shift. For example, career opportunities
for ‘Statisticians’ declined due to computerisation. The existing statisticians could
overcome this problem by acquiring skills in computer operations.
To handle the above problems, the management can take the following steps:

 Improving human resource planning and forecasting systems,

 Improving dissemination of career option information,
 Initiating career counselling,
 Developing effective internal and external assessment centres,
 Supporting educational and training programs, and
 Introducing more flexible reward and promotional systems.
Career Management
Career Management is a life-long process of investing resources to accomplish your future
career goals. It is a continuing process that allows you to adapt to the changing demands of
our dynamic economy. The career management process embraces various concepts: Self-
awareness, career development planning/career exploration, life-long learning, and
networking.
Guidelines for Career Management

 Notice what we like doing. – Pay attention to achievements that give us a sense of
pride.
  Revise our view of career progression. – Career Progression is no longer linear, it may
entail moving up, across or down, depending on our interests, skill demands and the
employer’s needs.
 Keep our network alive. – Expand our existing network by intentionally seeking out
people who are involved in activities and roles that interest you.
 Be committed to lifelong learning. – Stay committed to refreshing your skills by taking
courses to be current in the job you hold now. At the same time, explore learning
opportunities outside of your area of expertise. This diversifies your portfolio of skills.
 Extend our timeline. – Personal and professional priorities are likely to change so when
establishing your goals be willing to flex your timelines and commitments.
 Keep a balanced view. – Take actions to balance your personal, social, and professional
life.
 Open lines of communication with manager
Management Development
Management development is a part of a large process of development and learning which
a significant area of human development is. In human society there is a continuous growth
which takes place through a continuous process of exploration, discovery and acquisition
of knowledge.

 Management development consists of all the means by which management learn to

improve their behaviour and performance.
 It is continuous process of learning. It implies that there will be a change in knowledge
and behavior of the individuals undergoing development programme. The employee
will be able to perform his present job better and will increase his potential for future
work.
 Management development is a process in which managers working at different levels
learn and improve their ability, capability, knowledge and skills for improving the
performance of individual as well as organisation. The effectiveness of managers at
work contributes a lot to the success of every organisation.
 Management development programme includes the activities — short courses,
leadership courses, management education and training programmes, coaching,
guiding and mentoring. These programmes can be conducted in-house or outside by
consultants or experts.
DEFINITION: “A conscious and systematic process to control the development of managerial
resources in the organisation for the achievement of goals and strategies.”
The need for management development

 Social Obligation: Organization is a part of society. Society has expectations, demands

for its growth and development from societal members including organization/s
functioning in the society. Organization can fulfil societal demands / requirement if
managers are capable enough to analyse social obligations to present cases as
spokesperson of the society to the company, to develop a bridge between company
 thinking and societal expectations, to make the society aware of Contributions. Hence,
management development is needed to prepare capable and effective managers.
 Effect of Globalization: Because of globalization, multinational corporations (MNCs)
and trans-national corporations (TNCs) have entered in the market resulting in, stiff
competition amongst the market players. In such a situation, it becomes difficult for
the domestic companies to survive in the context of quality goods they supply and the
price they fix for the customers. It is, therefore, imperative need for the companies to
have world class workers for production of world class product at reasonable cost; and
the companies can have such dynamic workforce if, they have highly skilled,
committed, dynamic pool of management personnel who can prepare the workers’
community according to need, requirement of the companies.
 Effective Functioning of Line Management: Line management/technocrats are well
conversant with technicalities of production activities but, they may lack adequate
skill, abilities in human relations development and conceptual areas of the company.
For effective functioning of their work they need improvement, development of their
skills in those areas where they lack.
 Excellent Quality of Work of Non-Technical Higher Management: Technical skill is
required for excellent performance by non-technical managers. Requirement of
technical skill of management personnel varies in degree considering grade/strata of
the management to which they belong. Higher level management may need some
knowledge/skill in technical areas and so, for better functioning they need to acquire
skill in this area.
 Use of Latest Technologies: Every organization needs to use latest technologies in its
operational and service activities so that, quality goods at minimum cost can be
produced to face competition with the market players but, these latest technologies
cannot be effectively used if, the managers are not given proper training to have
acquaintances with technologies, its operative areas, use, effectiveness, probable
problems, etc.
 Change in Economic Policy: Change in economic policy creates a new business climate
and work culture in organization where re-inventing of management practices
appears to be of much necessity. New areas are required to be explored for expansion
and diversification of business; continuous improvement of quality in services and
products needs to be emphasised; issues like retention of customers and search out
for new customer be prioritized.
 Smooth and Effective Functioning of Business Activities: Workers perform business
and industrial activities under the guidance and supervision of management.
Management personnel play the role of guide, coach, motivator, leader of the people
at work. Workers can be effective if the decisions, directions, guidance of the
management are proper, perfect and accurate.
The characteristics of management development are
1. It is an organised process of learning rather than a haphazard or trial and error
approach.
2. It is a long term process as managerial skills cannot be developed overnight.
3. It is an ongoing exercise rather than a “one-shot” affair. It continues throughout an
executive’s entire professional career because there is no end to learning.
4. Management development aims at preparing managers for better performance and
helping them to realise their full potential.
5. Executive development is guided self-development.
Purpose of Management Development:

 To sustain better performance of managers throughout their careers.

 To improve the existing performance of managers at all levels.
 To encourage existing managers to increase their capacity to assume and handle
greater responsibility.
 To enable the organisation to have the availability of required number of managers
with the required skills to meet the present and anticipated (future) needs of the
organisation.
 To replace elderly executives who have risen from the ranks by highly competent and
academically qualified professionals.
 To provide opportunities to the executives to fulfil their career aspirations.
 To ensure that the managerial resources of the organisation are utilised optimally.
Methods of Management Development
On-the-Job Techniques: These are the most widely used techniques. No other technique may
interest the trainee so much as these do since the location of the learner is not an artificial
one as the classroom. The success of these techniques depends on the immediate supervisor
and how good a teacher he is. On-the-job techniques are especially useful for certain groups
like scientific and technical personnel. The important on-the-job training techniques are:

 Coaching,
 Job Rotation,
 Under Study,
 Multiple Management.
Off-The-Job Techniques: Because of the fact that on-the-job techniques have their own
limitations, these off-the-job techniques are considered important to fill those gaps. The
important off-the-job techniques:

 The case study

 Incident method
 Role playing
 In basket method
 Business game
  Sensitivity training
 Simulation
 Grid training
 Conferences
 Lectures
 Behaviour modelling
 Transactional Analysis
 Structured Insight
 Special Courses
 Special Meetings
 Special Readings
 Specific Projects
Technology-based training uses computer-based tools to enhance the training process,
typically by involving trainees actively rather than passively.
Technology-based training is usually used to build and sharpen interviewer skills, particularly
skills required for successfully interacting with survey respondents. Traditionally, interaction-
skills training relied on peer-to-peer role playing or passive learning through videos.
Technology-based training, in contrast, facilitates self-directed learning with rich media
sources and abundant learner-assessment and remediation options.
The benefits of technology-based training for survey research include

 Reduced learning time;

 Reduced or eliminated travel time and expense;
 Improved consistency by capturing and replicating best practices and expert
knowledge;
 Increased availability of training (with just-in-time access on personal computers in
any location);
 Enhanced productivity by decreasing on-the-job error
Trends in Training & Development
1. Personalized training paths- Not all employees will have come from the same
backgrounds or learning environments as others. They also likely have different ways
of learning and respond to different types of incentives. Long gone are the days of a
one-size-fits all approach to training. Instead, the best organizations employ
personalized training programs that can be tailored to each employee’s specific
learning needs and skills gap.
2. Mentoring- Going hand-in-hand with personalized learning, mentoring can also be
useful in the workplace. By pairing experienced employees with newer team members
through formal or informal programs, you can help reduce turnover, enhance
recruitment, and resolve opportunity gaps, particularly for women and people of
color.
 3. Experiential learning- This approach to training is simply learning by doing. Employees
are presented with real-world situations that actually apply to their job – and do their
best to solve those hypothetical yet real-world scenarios. This type of training allows
for critical analysis as well as quick thinking. It also may be a better option for
employees who struggle with traditional book-and-exam style teaching.
4. Continuous development- Instead of one-off training sessions that take place once a
year (or even fewer), there has also been a push for the idea of continuous
development, in which employees are continuously investing in their education in
order to become more well-rounded at their job. With technology and other
advancements happening so rapidly, the need to keep up with their skills is also
essential.
5. Mobile learning- As smartphone usage continues to overtake desktop users, it may
be wise to consider how to move employee training and development to this mobile-
first space. Using or creating a mobile app for training will allow employees to access
the material whenever they want on their phone. It can also lend itself to more
engaging and interactive learning experiences.
6. Reskilling & Upskilling for the Digital Workplace- With digital transformation comes
the need for reskilling existing workforce on how to use new digital processes and
tools. It also means many traditional types of jobs that can be automated, will be
automated – meaning certain jobs will become obsolete. That brings opportunities as
well – as new jobs will emerge as new needs become clearer (ie. AI professionals.)
In addition to organization-wide reskilling is a new focus on continuous upskilling. Upskilling
can be in the form of leadership training, with many organizations aiming to promote from
within. Upskilling has become easier for the corporate world with the emergence of online
eLearning courses from new professional learning platforms such as Udemy and LinkedIn
Learning.