Module-I

Meaning & Definition

According to Edwin Flippo “Training is the act of increasing the knowledge & skill of an employee
for doing a particular job.”
The following features have been directly associated with improved employee and organizational
outcomes:
 Start with training needs assessment.
 Identify and communicate purpose, objectives, and outcome.
 Relevant content.
 Active demonstration.
 Opportunities for practice.
 Regular feedback during training.
 Post-training environment
Difference between training & Development & OD
Points of Difference
 Objective & Purpose:
 Duration
 For Whom
 Skills Taught
Nature:
It refers to the imparting of specific skills, abilities and knowledge to an employee.

Training and Development need= Standard Performance-Actual Performance

Training is important for the following reasons:

 Increased productivity
 Higher employee morale
 Less supervision
 Less wastage
  Easy adaptability
 Reduced turnover and absenteeism

Training need assessment/Analysis stage includes the following levels:

 Organizational analysis.
 Departmental analysis.
 Job/Role analysis.
 Employee analysis.
Assessment methods:
 Organizational requirements.
 Department requirements
 Job & employee specifications.
 Identifying specific problems.
 Anticipating future problems.
  Management’s requests.
 Observation
 Interviews
 Group Conferences.
 Questionnaire surveys.
 Test or examinations
 Check lists

TRAINING METHODS

Training methods are generally classified by the location of instruction. Training can take place in
various situations, on the job or off the job, in the company or outside the company. It necessarily
involves the use of a number of tools, methods and techniques:
 On the Job training methods
 Off the Job training methods
Training methods depends on the following consideration
 Purpose of training
 Nature of contents
 Level of trainees
 Cost Factor

Methods of Training: On-the-job Training Method and Off-the-Job Methods!

Management development is a systematic process of growth and development by which the
managers develop their abilities to manage. It is concerned with not only improving the
performance of managers but also giving them opportunities for growth and development.
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. On the job training is very
important since real learning takes place only when one practices what they have studied.
But it is also equally important in gaining knowledge through classroom learning. Learning
becomes fruitful only when theory is combined with practice. Therefore on the job methods can
be balanced with classroom training methods (off-the-job methods).

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.

The advantages of OJT are as follows:

1. On the job method is a flexible method.
2. It is a less expensive method.
3. The trainee is highly motivated and encouraged to learn.
4. Much arrangement for the training is not required.

On-the-job training methods are as follows:

1. 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 understand the problems
of other employees.

2. 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.
3. 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.
4. Committee assignments:
A group of trainees are asked to solve a given organizational problem by discussing the problem.
This helps to improve team work.
5. 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.
The following are some of the off-the-job techniques:

1. 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 analyse the case and come out with all possible
solutions. This method can enhance analytic and critical thinking of an employee.
2. 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.
3. Role play:
In this case also a problem situation is simulated asking the employee to assume the role of a
particular person in the situation. The participant interacts with other participants assuming
different roles. The whole play will be recorded and trainee gets an opportunity to examine their
own performance.
4. In-basket method:
The employees are given information about an imaginary company, its activities 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.
5. 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.
6. Grid training:
It is a continuous and phased programme lasting for six years. It includes phases of planning
development, implementation and evaluation. The grid takes into consideration parameters like
concern for people and concern for people.
7. 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.
8. 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.
9. 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.
10. Conferences:
A meeting of several people to discuss any subject is called conference. Each participant
contributes by analyzing and discussing various issues related to the topic. Everyone can express
their own view point.

TRAINING POLICY

A training policy document should have the following components.

i) Introduction: The introduction needs to explain the importance of training and capacity
building for an organization.
ii) Need for Training Policy: It should delineate why there is a need for training policy. For
example, in order to maintain, and also, to accelerate organizational performance, raising the
capability of the human force working in the organization is essential.
iii) Rationale and Objective: The training policy document should spell out the rationale behind
the formulation of a training policy and various objectives of training policy. In other words, it
should sight the reason and problems which the training policy would serve.
iv) Major Challenges and Concerns: The training policy must address the major challenges and
training concerns prevalent in an organization.
v) Core Principles of Training: The training policy document must address the core principles
of training. It should include training need assessment,policy formulation, strategy planning,
flexibility of training, and implementation of need-based training programmes, besides ensuring
quality and relevance.
vi) Training Strategy: The strategy of the training policy must include the following aspects.
• Training approach and modalities
• Scope
• Periodicity of training
• Pre-training tasks like training need analysis
• Methodology
• Institutional framework
• Mode of capacity building
• Evaluation
• Trainer development like training of trainer
• Funding and finance
• Research projects
vii) Executing the Training Policy- Roles and Responsibilities: The Training
Policy should lay down a process map for executing the training policy.
The roles and responsibilities of all the stakeholders must be clearly delineated. For the effective
implementation a “Nodal Officer/Training Manager” would be identified who will be responsible
for the training requirements of the organization.
viii) Training is an Ongoing Process
Training should be an ongoing process of an organization. The types of training may vary at each
stage, such as induction training, in-service training, and refresher training, and so on.

Features of a Good training Policy

A successful training policy must include the following key features.
1) The organization must recognize the role of training at the highest level, in other words, there
must be active support at board and senior management levels. The organization must have a
training policy mission and vision.
2) The policy must be realistic. It must be related to the identified needs of the organization, and
it must not be for the sake of training. Any stereotypes must be avoided. The training must be what
the organization wants and what the trainees want and not a mere compilation drawn from other
training programmes.
3) The policy must be spelt out in clear terms.
4) The policy must state responsibilities clearly.
5) The policy should state how in broad terms it is to be carried out.
6) The policy should state the role and responsibilities of the professional training division in the
organization.
7) The organization should have strategic linkages with the other organization for various support
for example hiring resource persons, tapping hostel facilities, etc.
8) Last but not the least; the training policy should not be constructed in isolation. It should be
formulated in coordination with the other policies of the organization.

Requisites of Effective Training

Role of external agencies in Training & Development.

Government training institutions lie at the heart of the training system. They are the repositories
of the expertise distilled from the real world. The quality and manner of their functioning has a
direct impact on what their trainees imbue and take with them. They will continue to be the
mainstay for training of civil servants. Given their role, it becomes imperative for them to become
leaders in the process of enabling learning and change. They should:

i) Have the requisite staff, infrastructure and finances to perform their Training Policy functions;
ii) Move to becoming models of excellence in the quality of the training they impart and as learning
organisations through a process of self assessment and bench marking;
iii) Provide technical assistance and advice in preparation of annual training plans for the
Ministry/Department and in outsourcing training (if so required);
iv) Play a key role in assisting the Ministries/Departments in the process of shifting to a
competency based framework for training (as applicable);
v) Assimilate technologies with a view to enabling learning anywhere, anytime for their clients;
vi) Supplement their current programmes with distance and e Learning courses;
vii) Conduct field studies and research as part of the process of becoming repositories of
knowledge in the areas of their sectoral or functional specialization (as applicable);
viii) Provide advisory and/or consultancy services (as applicable);
ix) Network with other institutions to share learning resources, experience and expertise;
x) Facilitate the development of domain specific trainers and provide stability of tenure and
opportunities for faculty development;
xi) Ensure that all trainers who join the institute are deputed at the earliest possible opportunity to
undergo programmes for ‘Training of Trainers’;
xii) Maintain database of trained manpower for future reference;
xiii) Give special focus on behavioural/attitudinal training.