Training & Development Practices

Dr. Muktai Chavan Deb

 Unit I: Introduction to Training and
Training Need Analysis

 Training, Development, Education

 Objectives of training
 Benefits of training
 Why and when to conduct TNA?
 TNA model
 Data sources for locating gap in organizational
performance
 Framework for conducting TNA
 Output
 What’s Your Secret?
 Tom, a wood-cutter, worked for a timber company for
five years but was never given a raise.
 The timber company then hired Jack and within a
year Jack was given a raise. Tom resented Jack being
given a raise after only a year and went to his boss to
complain about it.
 The boss said, “You are still cutting the same number of
trees you were cutting five years ago. We are a results-
oriented company and would be happy to give you a
raise if your productivity goes up.”
 So Tom went back and started working harder and putting
in longer hours but he still was not able to cut more trees.
He went back to his boss and told him of his difficulty.
 The boss told Tom to talk to Jack. “Maybe there is
something Jack knows that you and I don’t.”
 Tom went to Jack and asked how he managed to cut so
many trees.
 Jack answered, “After every tree I cut, I take a break for
two minutes and sharpen my axe.”
 Knowledge Skills and Abilities
Knowledge Skills Abilities

Theoretical or practical Proficiency you develop Quality of being able to

Understanding of a through experience or do something
subject practice
Acquired through Practiced or learned This is inbuilt, i.e. you
experience or practice behavior have it in you.

Increases with practice Can be improved to a

certain extent

Eg: How to cut a tree Eg: Having skill in Eg: Having natural
(theory) cutting a tree by practice ability to cut a tree

Can we get more knowledge, develop skills and improve

our abilities?
 YES!

We can gain more Knowledge by

Education and Learning.
We can develop Skills through Training.
We can improve through Development
 Training, Learning, Education and Development
Training Learning Education Development
A planned and A process where A process and The general
systematic effort an individual series of enhancement of
to modify or acquires KSA’s activities which growth and skills
develop KSA’s through aim at enabling of an individual
through learning reflection, study an individual to through
experience or experience or assimilate and conscious and
instruction develop unconscious
knowledge, learning
skills, values and
understanding
that are simply
not related to a
narrow field of
activities
 Training, Education and Development
 According to Flippo, training is the act of increasing the
knowledge and skills of an employee for doing a
particular job.
 Development, in contrast, is considered to be more
general than training and more oriented to individual
needs in addition to organizational needs and it is most
aimed towards management people.
 The term “education” is wider in scope and more general
in purpose when compared to training. Education is
imparted with the help of schools or colleges and the
contents of such a program generally aim at improving
the talent of an individual
 Training and Development as a
Key function of HRM

Planning
Organizing
Managerial Staffing
Functions Direction
Controlling
Functions of
HRM Procurement
Maintenance
Operative Development
Functions Compensation
Motivation
Integration
 Objectives of Training

To impart basic
knowledge and job To enhance skills and
To make optimum
related skills to new productivity of an
utilization of resources
entrants and enable employee
them to perform better

To equip employees to
To prevent obsolesce of meet the challenges of
technical skills and changing requirements
competencies of the job and the
organization.
 Benefits of Training
Benefits to the Benefits to the
Employee/Individual Organization/Supervisor

Training helps in increasing the Training results in better productivity

performance at job. and makes the employee more useful.
Training helps the employees in Trained employees serve customers very
managing various situations. well and this results in spreading
Goodwill of the organization.
Trained employees use the raw Optimum utilization of resources results
materials/ machines/ tools carefully in increased profits.
thereby reducing wastage.
Trained employees can work efficiently Training reduces the efforts of the
without supervision supervisor who can use that time in
other fruitful work
Training reduces accidents at workplace. Training improves confidence in
employees and thus prepares them to
take up higher jobs
Whom to Train?

What to Train?

How to Train?
 Whom to Train?
Newly
Existing
Recruited
Employees
Employees

Newly recruited employees need training to

understand the workings of the organization, the process
of working and develop the skills required to do the job as
per the standards set by the organization.
Existing employees need training to upgrade their
skills to match with the current market trends. These
employees need to empower themselves for career
development and their succession planning.
 PDCA Model of Training
 Training like any managerial activity is well planned and
implemented. Hence the concept of “Plan- Do-Check-Act”
fits well with the process of training in any organization.
 PLAN- This is the step where in you find the training needs
of the employees i.e. Training Need Assessment. What
should be learned, who should learn and how to learn is all
planned.
 DO- Developing and designing the training program based
on needs identified and process planned.
 CHECK- Implementation of the training program followed
by evaluation of what is being learned and to what extent.
 ACT- Continuation of Check stage where corrective steps
are taken to make sure training program is successful.
 Bramley’s Model of Training Based
upon improving effectiveness
What aspects of How are the levels of
organizational effectiveness or effectiveness or
performance are to be performance to be
changed? measured or evaluated?

Training/Learning activities What behaviors are

necessary to achieve these
performance levels?
Is there a need for learning?

What knowledge, skills and attitudes are

needed to support these behaviors?

What aspects of supervision, job design or

structure need to be changed?
Mutsuddi Indranil, Essentials of Human Resource Management , Chapter 3, Training and development, Pg. 247, New Age International Publishers
 Traditional Model of Training based on
Individual education and learning

Individuals want to learn Learning activity is organized

something and run

Application of new knowledge Changes in levels of

or skills in the workplace knowledge and Skills

Mutsuddi Indranil, Essentials of Human Resource Management , Chapter 3, Training and development, Pg. 247, New Age International Publishers
Systematic Approach to Training
Organizational
objectives

Evaluation of Identification of
training Training needs

Implementation of
Training goals
training program

Design Training
Program
 Why to conduct TNA?
 Identifies the “gaps”, “lacunas”, “problems areas”.
 Avoids training for the “sake of training”.
 Separates “Symptoms” from “Causes”.
 Makes sure that managers and subordinates give
commitment towards training programs.
 Avoids training the wrong people and imparting
wrong competencies.
 Avoids using the wrong training methods.
 When to conduct TNA?
 New equipments/New products/New procedures/
New markets/ New legislations/ New policy/ New
systems/ New technology
 Skill shortages
 Succession planning
 Downsizing
 Induction Training
 Internal promotions/ Internal Transfers
 Performance Appraisal
 TNA Model

Training
Organizational Needs
Analysis
TRIGGER Identify
Actual Performance
Organization Operational Discrepancy
Performance< Analysis and causes
Expected of
Organization discrepancy
Performance
Person Non
Analysis Training
Needs
 Data sources for locating gap in
organizational performance
Sources of data Implications for Training Needs
1. Organizational goals This source suggests where training
emphasis should be placed
2. Organizational Climate Indicators These “quality of working life”
a. Labor management data, strikes, indicators at the organizational level
lockouts, etc provide indicators of organizational
b. B. Grievances performance gaps
c. Turnover
d. Absenteeism
e. Suggestions
f. Productivity
g. Accidents
h. Short term sickness
i. Attitude Surveys
3. Analysis of Efficiency Indexes
a. Costs of labour
b. Quality of product
c. Waste
 Data sources for locating gap in
organizational performance

Sources of data Implications for Training Needs

4. Changes in system or sub-systems New or changed equipment may require
training
5. Management Requests or One of the most common methods for
Management Interrogation identifying performance discrepancy
6. MBO or Work Planning and review Provides actual baseline performance
Systems data on a continuous basis. From these
measures the company is able to
determine improvement or
deterioration of performance.

Source: References for these methods can be found in M. Moore, P.Dutton (1978) Training Need Analysis: Review
Critique. Academy of Management Review 3, pp. 532-545
 Framework for conducting TNA
Organizational Analysis Operational Analysis
Mission/Vision/goals/strategies Job Descriptions
Resources Job Specifications
Reward systems Performance standards
Job design KSA
Job performance Competencies

Person Analysis
Appraisal/ Observation
Interviews/Questionnaire/ Attitude surveys
Coaching
Customer complaints
Proficiency tests
Absenteeism/ Waste/Grievances/ product
quality
 Output of TNA
 Non Training Needs- These show no deficiency in
KSA and training is not always the best solution. These
performance gaps are a result of rewards/punishment
inconsistency , inadequate or inappropriate feedback or
obstacles in the system.
 Non Training needs that have a KSA deficiency- Job
aids, Practice and Changing the job itself
 Training Needs- Once the gap has been identified, a
systematic plan has to be designed and implemented to
remove the KSA discrepancy.
 Proactive TNA and Reactive TNA

 Proactive TNA focuses on future human resource

requirements. Training can be designed and
implemented after careful consideration.
 Reactive TNA begins with an existing discrepancy in
job performance. Training needs to be done quickly as
the gap has already been identified and its affecting
the productivity
 Summary
 Training, Education and Development-these three terms
though used interchangeably are different from each other.
 Training is a process where not only the employee but also
the employee gets benefitted.
 Training like any managerial activity is well planned and
implemented.
 Before training, one needs to identify whom to train, what
to train and how to train.
 Training needs identification is a process where
performance gaps are identified and training needs and
non training needs come to fore.
 TNA can be proactive (future oriented) or reactive
(problem identified).
 References

 Mutsuddi Indranil, Essentials of Human Resource

Management , Chapter 3, Training and development, New
Age International Publishers

 Blanchard Nick, Thacker James, Effective Training Systems,

Strategies and Practices, Chapter 4, pp 100-143, Pearson
Education, 3rd Edition
Dr.Muktai Chavan Deb
Assistant Professor
Ph.D, M.B.A, M.A. (Clinical
Psychology), Certificate of Teaching in
English (IGNOU)
Academic Experience- 14 years

Dr.Muktai Chavan Deb is a

trainer and a clinical psychologist
[email protected]
who believes in mentoring and
finding the potential in the
students.. She is a resource person
Dr.Muktai Chavan Deb
for many academic institutions
and companies. Her area of
interest is Human Resource
@MuktaiD
Management, Organizational
Behavior and Healthcare
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