Training and Development

Preeti Bhaskar
 Content
• Introduction to training

• Need for Training and Development

• Importance of Training and Development in organization

• Differences of Training and Development

• Systematic Approach to Training

• Assessment phase

• Training and Development phase

• Evaluation Phase

• Training administrations
• Training and development involves improving the effectiveness
of organizations and the individuals and teams within them.

• Training may be viewed as related to immediate changes

in organizational effectiveness via organized instruction, while
development is related to the progress of longer-term
organizational and employee goals.
 Training?

Training helps to
Existing Required
bridge the gap
• Skills • Skills
• Knowledge • Knowledge
• Attitudes • Attitudes

Training is expensive………....
Without training it is more expensive
• Training - a planned effort by a company to facilitate employees’
learning of job-related competencies.

• Competencies include knowledge, skills or behavior, abilities

(KSA) critical for successful job performance.

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 Training is given on four basic grounds:

New
Refresh and Implementation
candidates who Promotion and
enhance their of updates and
join an career growth
knowledge. amendments
organization
 Benefits

Preparing for Creating an

Improving Updating Avoiding Retaining and Improves
Promotion and Efficient and
Employee Employee Managerial Motivating morale of
Managerial Effective
Performance Skills Obsolescence Employee employees
Succession Organization
 Areas of Training

Company Managerial and

Skill-based Human Relations Problem Solving
Policies and Supervisory
Training Training Training
Procedures Training
 Methods of Training

On-the Job Training Off-the Job Training

Case Study Method

Internship
Organizing Special Role Playing Method
Curriculum and Classes
Lecture Method
Organizing Conference
Job Rotation Incident Analysis Method
and seminars

Audio-Visual
Committee Assignments Simulation

Apprenticeship Vestibule training

Coaching Management Games

Temporary promotions Programmed Instructions

DEVELOPMENT
 Employee development

• Employee development is a joint initiative of the employee as

well as the employer to upgrade the existing skills and knowledge
of an individual.

• Employee development goes a long way in training, sharpening the

skills of an employee and upgrading his/her existing knowledge
and abilities.

Professional Growth Personal Growth

Professional Growth
Employee development activities must be defined keeping in mind an employee’s current stage and desired
stage. Knowing an employee’s current and desired stage helps you find the gaps and in which all genres
he/she needs to be trained on. Human resource professionals must encourage employees to participate in
internal or external trainings, get enrolled in online courses to increase their professional knowledge and
contribute effectively.

Personal Growth
• Employees start taking their work as a burden only when an organization does not provide any added
benefits or advantages which would help in their personal growth.
• Soft skills classes, fitness sessions, loans with lower interest rates are certain initiatives which not only
motivate an employee to do quality work but also help in employee development.
• Employee development not only helps in enhancing knowledge of employees but also increases the
productivity of organizations. Employees, as a result of employee development activities are better
trained and equipped and work harder to yield higher profits.
 Methods of Development

Competency Development Area Methods

Decision-making skill Business games, Case study

Interpersonal skill Role plying, Sensitivity Training

Job Knowledge On-the-Job experiences, Coaching,

Organizational Knowledge Job Rotation, Multiple Management

General Knowledge Special course, Special Meeting, Specific Reading

Specific Individual Needs Special Projects, Committee Assignments

Systematic Approach
Systematic Approach to Training
• Organisational Variables
– Compliance requirements
Establish Training Requirements – Mandatory
– Position requirements
– Required or Elective*
–Technical Role-Based
Determine Training Needs
–Behavioural Training Profiles
(have v. need) • Environmental Variables
– Workforce planning
Select/Design/Review – Legislation
Training Materials – National Standards
– Environmental scanning

Conduct/Administer Training

Evaluate
Systematic Approach to Training
• Training Needs Analysis
Establish Training Requirements – Recognition of Prior Learning/
Recognition of Current Competence
– Assessment methods
Determine Training Needs • Prioritise/Inform/Approve
(have v. need) – Legislative compliance
– Cost/benefit
Select/Design/Review – Aligned to business strategy
– Quick wins
Training Materials

Conduct/Administer Training

Evaluate
Systematic Approach to Training
• Determine delivery methodology
Establish Training Requirements • Develop training materials
• Ensure materials meet competency/company/legislative standards
• Develop evaluation processes
Determine Training Needs • Document management
(have v. need)
When program is ready, conduct pilot if time allows.
Select/Design/Review
Training Materials

Conduct/Administer Training

Evaluate
Systematic Approach to Training
• Schedule programs
Establish Training Requirements – consider: location of attendees, non-attendance rates,
turnover, employee availability, rosters for trainers/assessors,
venue availability etc
Determine Training Needs • Coordinate/administer training
(have v. need) – enrolment
– notification/follow-up
Select/Design/Review – record results
– file records
Training Materials – interaction with registered training organisations managed

Conduct/Administer Training

Evaluate
Systematic Approach to Training
Establish Training Requirements Return on Expectations – did the training meet the strategic
purpose or intent
Reaction - how well the participants liked a particular program
Determine Training Needs
(have v. need) Learning - principles, facts and techniques that were
understood and absorbed by the participants
Select/Design/Review Behaviour - transference of learning
Training Materials Results - impact on the organisation

Conduct/Administer Training

Evaluate
 Training design process
1. Conducting Needs 7. Monitoring and
Assessment 6. Selecting Training
Evaluating the Program
Method
Organizational Analysis’ Conduct Evaluation
Traditional
Personal Analysis Make Changes to Improve
E-Learning
Task Analysis the Program

5. Developing an Evaluation
2. Ensuring Employees’ Plan
Readiness for Training
Identify Learning Outcomes
Attitudes and Motivation
Choose Evaluation Design
Based on the principles
Basic Skills of Instructional System
Plan Cost-Benefit Analysis
Design (ISD)
3. Creating a Learning
Environment 4. Ensuring Transfer of
Learning Objectives Training
Meaningful Material Self-Management
Practice Peer and Manger Support
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Feedback
 Training Needs Assessment

• “Training Needs Assessment” (TNA) is

the method of determining if a training
need exists and, if it does, what training
is required to fill the gap.
• TNA seeks to identify accurately the
levels of the present situation in the
target surveys, interview, observation,
secondary data and/or workshop.
• The gap between the present status and
desired status may indicate problems
that in turn can be translated into a
training need.
 TNA process

Reasons for pressure points Organizationa l Outcomes

Analysis
• Lack of basic skills
• What Trainees need to learn
• Poor performance
• Who receives training
• Customer requests
• Type of Training
• New Product
Task • Frequency of Training
• New Jobs
Analysis • How training should be
• High performance standards evaluated
Person
Analysis
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 Concerns of Managers
& Trainers in TNA
Upper Level Middle Level Managers Trainers
Managers
Organizational • Is training • Do I want to spend • Do I have the budget
Analysis important to money on training? to buy training
achieve our How much? services? Will managers
business objectives? support training?
How does training
support our business
strategy?
Person Analysis • What functions or • Who should be • How will I identify
business units trained? Managers? which employees
need training? Professionals? Core need training?
employees?
Task Analysis • Does the • For what jobs can • What tasks should
organization have training make the be trained? What
the people with biggest difference in knowledge, skills,
the knowledge, product quality or ability, or other
skills, and ability customer service? characteristics are
need to compete? necessary?
 Organizational analysis

Organisational analysis involves considering the context in which training will occur.

Three factors need to be considered before choosing training as the solution to any pressure
point:

– Support of managers and peers for training activities

– Company strategy
– Training resources available.

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 Person analysis

Person analysis involves:

– Determining whether performance deficiencies result from a lack of knowledge, skill or
ability (a training issue) or from a motivational or work-design problem
– Identifying who needs training
– Determining employee’s readiness for training.

What do you want to do in the future?

Carry out a training needs analysis on yourself by...
· Listing skills, qualities, experiences and qualifications you have that will support your future
career
· Identifying any skills, qualities, experiences and qualifications that would be desirable for your
future career but you do not currently possess
· Plan the training and development activities you could undertake to help you gain the necessary
attributes 28
 Task analysis

• Identifying the important tasks and knowledge, skills and behaviours that need to be
emphasised in training, in order for employees to complete their tasks.
 Readiness for training

• Employees have the personal characteristics (ability, attitudes, beliefs, and motivation)
necessary to learn program content and apply it on the job.
• The work environment will facilitate learning and will not interfere with performance.

How can managers ensure employee readiness for training?

• Ensure employees’ self-efficacy.
• Understand the benefits of training.
• Be aware of training needs, career
interests and goals.
• Understand work environment characteristics.
• Ensure employees’ basic skills levels.
• Also consider input, output, consequences and feedback.
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 Creating a learning
environment

• Employees need to:

– Know why they should learn

– Use their own experiences as a basis for learning

– Have opportunities to practise

– Receive feedback

– Learn by observing and interacting with others

– Undergo a well coordinated and arranged training program.

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 Selecting training methods

Presentation Hands-on Group-building

methods methods Methods
On-the-job training (OJT)
Classroom instruction Adventure learning
Self-directed learning

Apprenticeship

Simulations
Distance learning Team training
Business games and case studies

Behavior Modelling

Interactive video
Audiovisual techniques Action learning
E-learning
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 Reasons for
evaluating training
• To identify the program’s strengths and weaknesses.

• To assess whether the content, organisation and administration of the program

contribute to learning and the use of training content on the job.

• To identify which trainees benefited most or least from the program.

• To gather data to assist in marketing programs.

• To determine the financial benefits and costs of the program.

• To compare the costs and benefits of training versus non-training investments.

• To compare the costs and benefits of different training programs, so as to choose the

best program.

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 Training Administrator

The training administrator updates and organizes company training

programs for clerical, supervisory, technical and lower-level
management personnel. This position has limited decision-making as
problems can generally be evaluated in terms of defined procedures or
precedents. The training administrator assesses several elements and
alternatives, which involve minor research. This position modifies
methods and procedures or plans and establishes new methods and
procedures. This role trains new employees and assists lower-level
personnel.
 Essential Functions

– Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

– Researches, plans and coordinates training programs, seminars and conferences for clerical, supervisory, technical and

lower-level management personnel.

– Writes initial draft material for new training programs; reviews, evaluates and modifies existing and proposed programs;

recommends appropriate changes.

– Evaluates training program qualification tests and determines eligibility of prospective attendees.

– Contacts attendees and department representatives about training program.

– Schedules the appropriate classroom and prepares the physical setup, including any audiovisual equipment.

– Prepares and distributes training aids such as instructional material, handouts, evaluation forms and visual aids.

– Conducts presentations for new-employee orientations.

– Conducts additional presentations when necessary