Module 5

Introduction to
Training and
Development
CONCEPT- TRAINING AND DEVELOPMENT

• Training and Development- the heart of

continuous effort designed to improve employee
competency and organizational performance.
• Training- activities designed to provide learners
with the knowledge and skills needed for their
present jobs.
• Development- learning that goes beyond today’s
job and has a more long term focus.
 MEANING: TRAINING AND DEVELOPMENT

• Training and Development is a subsystem of an organization which emphasize on the improvement

of the performance of individuals and groups.
Training
• Training is an educational process which involves the sharpening of skills, concepts, changing of
attitude and gaining more knowledge to enhance the performance of the employees.

• By training, people can learn new information, new methodology and refresh their existing
knowledge and skills. Due to this there is much improvement and adds up the effectiveness at work.

• The motive behind giving the training is to create an impact that lasts beyond the end time of the
training itself and employee gets updated with the new phenomenon. Training can be offered as skill
development for individuals and groups.
 
Organizational Development:
• Organizational Development is a process that “strives to build the capacity to achieve and sustain a
new desired state that benefits the organization or community and the world around them.” (From the
Organizational Development Network website).
 DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

T R A IN IN G DEVELOPMENT

• Training is meant for operatives • Development is meant for executives

• It is reactive process • It is pro- active process
• AIM: To develop additional skills • AIM: To develop the total personality
• It is short term process • It is continuous process
• OBJECTIVE: To meet the present need • OBJECTIVE: To meet the future need of
of an employee an employee
• Initiative is taken by the management • Initiative is taken by an individual.
 I M P O R TA N C E O F T R A I N I N G & D E V E LO P M E N T

• Helps remove performance deficiencies in employees

• Greater stability, flexibility and capacity for growth in an organization
• Accidents, scraps and damages to machinery can be avoided
• Serves as effective source of recruitment
• It is an investment in HR with a promise of better returns in future
• Reduces dissatisfaction, absenteeism, complaints and turnover of employees
OBJECTIVES OF TRAINING AND DEVELOPMENT

1. Improving quality of workforce

2. Enhance employee growth
3. Prevents obsolescence
4. Assisting new comer
5. Bridging the performance gap
6. Health and safety measures
 OBJECTIVES OF TRAINING AND DEVELOPMENT

1. Improving quality of workforce

Training and development programs can help in improving the quality of work
produced by the workforce of organization. Mostly, training is given in a
specific area like finance, marketing or HR, which helps in improving the
quality of work in that particular area.
2. Enhance employee growth
By attending these training and development programs, employees are able
master the work of their jobs and that's how they develop and grow themselves
in a professional way.
3. Prevents obsolescence
These programs help employees to keep themselves up to date with the new
trends in latest technology, which reduces the chances of termination of the job.
 OBJECTIVES OF TRAINING AND DEVELOPMENT

4. Assisting new comer

These programs help new employees to adjust themselves in a new working
environment, culture and technology. They feel themselves as regular employees of
that organization.
5. Bridging the performance gap
It helps organizations to easily achieve their targets and goals what they actually
planned for. Employees know their job better and they deliver the quality
performance according to needs of top management. That's why organizations can
easily implement their plans.
6. Health and safety measures
Training and development program clearly identifies and teaches employees about
the different risk involved in their job, the different problems that can arise and how
to prevent such problems. This helps to improve the health and safety measures in the
company.
BENEFITS OF TRAINING AND DEVELOPMENT

• Keep up with industry changes

• Be in touch with all the latest technology developments

• Stay ahead of competitors

• Maintain knowledge and skill

• Advance employee skills

• Provide an incentive to learn

• Increase job satisfaction levels

• Provide internal promotion opportunities

• Attract new talent

 CASE STUDY
DEVELOPING A TRAINING PACKAGE AT WESTCAN

• Is there anything wrong with the situation at Westcan?

• What is the approach of Chris with respect to training process (designing or
developing the training program)? Is there anything wrong in her approach?
• Was there any change in Chris’s approach after meeting Karen? If yes, what
was the new approach?
• Does OPG exist at Westcan?
• What different types of analysis she did?
NEED ANALYSIS

• What is training need analysis?

• What is the importance of TNA and why conduct a
training need analysis?
• When to conduct a training need analysis?
TRAINING NEED ANALYSIS

What is training need analysis?

• TNA is a systematic method for determining what caused
performance to be less than expected or required.
• Performance improvement is the focus of training.
• The trigger of doing need analysis occurs when actual
organizational performance (AOP) is less than expected
organizational performance (EOP).
• This difference is referred as the organizational performance gap
(OPG).
 TRAINING NEED ANALYSIS CONT..

Why conduct a training need analysis?

• A TNA is important because it helps determine whether training can correct the performance
problem.
• In some cases, TNA indicates that employees lack necessary KSA’s to do the job, and that they
require training. In other cases, employees have the KSA’s to do the job, but there are roadblocks that
prevent effective performance. These obstacles need to be identified and removed.
• As a training professional, one must use TNA to ensure that right training is provided to the right
people.
• TNA also provides benchmark of the performance levels and KSAs that trainee possess prior to
training. These benchmarks help to compare performance before and after training. This also
demonstrates cost saving or value added as a result of training.
• A good TNA ensures that only those who need the training attend, and also provide the data to
show trainee why the training will be useful to them.
• TNA also ensures that the training focuses on KSAs the trainees really need.
• The need analysis allows the trainer to begin by explaining how the training will be useful. If
trainees see the training relevant, they are more likely to be interested in attending and maintain
interest during training.
 TRAINING NEED ANALYSIS CONT..

When to conduct a training need analysis?

• There are times when TNA might not be necessary.
• Eg- to communicate new vision or address legal concerns, it might
be advisable to train all employees.
• Sexual harassment policy.
• If a team requires team-building skills. In this the goal of training
is to build the dynamics of the team so the members work together
cohesively and effectively and also to provide the relevant KSAs.
In this case everyone on the team should be the part of the training
even though they might possess many team KSAs.
 TRAINING NEED ANALYSIS CONT..

The framework for conducting A TNA

The training model has an input, a process and an output component.
• The “Input” for analysis phase is
 Organizational Analysis
 Operational Analysis
 Person Analysis
• The “Process” is where we determine the specific nature of performance
deficiencies (PD) and its cause or causes.
• The “Output” provides us with either training or non-training needs.
• So once the trigger has set a TNA in motion, the three levels of analysis-
organizational, operational and person need to be completed.
 TRAINING NEED ANALYSIS CONT..

Organizational Analysis- involves a study of entire organization. Following elements

are closely examined.
• Analysis of Mission, Strategies and objectives- study of short term and long
term objectives and strategies followed at various level to meet these objectives.
• Capital Resource utilization analysis- A company’s finances, equipment and
facilities are considered to be capital recourses. During strategic planning,
decisions are made as to where money should be spent.
• Organizational Environment- the organizational environment is made up of
various structures (e.g. mechanistic or organic) and designs (e.g. work flow,
division of labor, pay system and reward policies).
• The environmental analysis determines how congruent these structures are with
the performance objectives of the department in which discrepancies have been
identified.
• Identifying these incongruencies early and changing them will help to ensure
that when training is complete, the new skills will be transfer to the job.
Where to collect Data- from top management, department heads, supervisor
and incumbents.
 TRAINING NEED ANALYSIS CONT..
• Operational Analysis
• Operational analysis is nothing but task analysis. The typical technique for
obtaining data pertaining to task and KSA that is required to meet expected
job performance is Job Analysis.
• The most frequently used process to collect data includes questioning the
employees doing the job and their supervisors.
 TRAINING NEED ANALYSIS CONT..

• Person Analysis
• The operational analysis determines the task and KSAs
necessary to reach to expected performance (EP).
• Person analysis identifies those incumbents who are
not meeting the performance requirements and will
determine why.
• In this analysis each employee is examined to
determine who does not have the necessary KSAs to
meet performance expectations.
 TRAINING NEED ANALYSIS CONT..

E.g.
• Expected performance of a department that assembles widgets is 5 rejects
per month.
• Actual performance of a department is 20 rejects per month.
• There is a performance gap and this triggers TNA.
Expected performance – Actual Performance = Performance Gap

• The operational analysis identifies the KSAs to build the widgets properly.
• A person analysis is conducted to determine which employees do not have
these KSAs. Those employees will be sent to training.
 TRAINING NEED ANALYSIS CONT..

Person Analysis

• Where to Collect Data (Actual Performance)

Performance appraisal
Self-rating
Proficiency tests (can measure both knowledge
(cognitive) and skills (behavioral)
Cognitive Tests ( measures level of knowledge)
Behavioral Test
Attitude Measures ( use of attitude scale to measure
attitude)
TRAINING PROCESS- ADDIE MODEL

• The Addie model is an instructional design methodology developed in the

1970’s
• ADDIE is still the most commonly used model for instructional design
• Why? - It's simple and effective!  
• Addie is an acronym for the five stages of a development process: Analysis,
Design, Development, Implementation, and Evaluation
• The ADDIE model relies on each stage being done in the given order but
with a focus on reflection and iteration
• The model gives you a streamlined, focused approach that provides
feedback for continuous improvement
ADDIE MODEL STAGES
ADDIE MODEL

1. Analysis
• Address the questions before developing the content
 Why are we doing it?
 What type of behavioral change is desired?
 Will training actually help?
• This phase should be a full audit of the audience, business goals, training
methodologies used, media types used, etc. Once this is done, you can
generate a training plan that addresses:
• Who, What, When, Where, Why, How?
• The core of your training plan will be "How can we improve the situation and
achieve business goals through training?".  You will use this question as the
foundation for the rest of the process. 
• You should come out with: an analysis of training needs and a training plan
ADDIE MODEL

2. Design
• With your training plan done, you then get to the design phase - This includes
 a strategy
 delivery methods
 structure
 duration
 assessment, and feedback.
• The next step is to storyboard your ideas and/or create a prototype. A blueprint
for your courses. This can help to quickly communicate with other stakeholders
the value of the training
• An initial testing phase of the prototype is always a good idea, this is a sanity
check that is carried out prior to moving too far forward
• You should come out with: an overview of the course design and
storyboards/prototypes
ADDIE MODEL

3. Development

• Start creating the course (points to keep in mind)

You will be heavily guided by the prototype/storyboards at this point
Each element of the course should be developed to match the design phase
The core of the content has already been decided
All you need to add is a level of detail and polish to the courses

• What level of details

This is done by adding graphics. choosing colors and deciding on fonts.
It’s imp that the course is engaging

• Test the course

Ensure there are no basic errors - grammar, spelling, syntax etc. 
A key consideration at this stage is navigation.

• How to test the course

Testing is not flicking through it - it is a systematic check on the accuracy of the content and the utility of the navigation.
Can a learner progress in the way I designed? - even if they make unexpected decisions.
A check on the flow of the content. Is it engaging, how is the length etc?
• You should come out with: Course Content 
ADDIE MODEL

4. Implementation

• Share them with the learner

• The decisions made in the design phase will influence how this is actually
carried out.
• In the majority of cases, the courses are uploaded to an LMS and the
delivery options are set up - who are enrolled, how much time are they
given, pass marks for assessments, and the collection of feedback.
The delivery, tracking, and reporting are all handled by the LMS.
• Monitor the situation for any teething issues. One of the best was to prevent
against any problems in the implementation phase is to conduct a pilot of a
course before unleashing the content on the entire group
• You should come out with: Your courses are live in the LMS and learners
can start to take and complete courses
ADDIE MODEL

5. Evaluation
• Getting feedback on every aspect of the courses is really important so that you
can improve and revise the content.
• What to focus on:
 Did we meet the goals as set out in the analysis phase?
 Take feedback and place back into the analysis phase.
 Identify other training requirements.
 Possible change in media types or approach.
• A great way to get feedback is to ask learners to complete surveys at the end of
their course. Create questions specific to the points above but, also encourage
learners to give subjective feedback so that you are aware of any gaps you may
not have thought of.
• You should come out with: An evaluation report and actionable changes for
the current or future courses
TRAINING METHODS
Methods of Training

On-the- job Training Off-the-job Training

Job Instruction Training Vestibule Training

Coaching Role Playing
Mentoring  Straight Lecture Method
Lecture/
Job Rotation
Apprenticeship Training discussion method
Committee Assignment
ON- THE- JOB TRAINING

1) Job instruction training (JIT)

• Used primarily to teach workers how to do their jobs.
• It is a four step process.
a) Preparation- The trainee receives an overview of job, its purpose & expected outcome.
b) Presentation- now the trainer demonstrate the job in order to give the employee a model to copy.
Trainer shows a right way to handle a job.
c) Performance (try out)- now the employee is permitted to copy the trainer. This demonstration by the
trainer and practice by trainee are repeated till the trainee masters the right way of handling the job.
d) Follow up- the employee does the job independently without supervision.
 ON- THE- JOB TRAINING CONT..

2) Coaching
Immediate supervisor act as a coach.
It is a kind of daily training and feedback.
It involves a continuous process of learning by doing.
It may be informal and planned.
 ON- THE- JOB TRAINING CONT..

3) Mentoring
Any senior manager in an organization can act as a mentor.
In this a senior manager assumes the responsibility for grooming a junior person.
The main objective of mentoring is to help an employee attain psychological maturity
and effectiveness and get integrated with the organization.
such mentoring can take place at both formal and informal levels, depending upon
prevailing culture.
But formal mentoring can be very fruitful.
 ON- THE- JOB TRAINING CONT..

4) Job Rotation
 This type of training involves movement of employee from one job to another.
 This helps him to develop a better understanding how the organization functions.
 Provides trainee with larger organizational perspective.
 Develop better sense of their own career objectives and interests.
 ON- THE- JOB TRAINING CONT..

5) Apprenticeship Training
In this type of training, trainee spends a prescribed amount of time working with an experienced guide
or trainer.
This type of training demands high levels of participation from the trainee.
This training is similar to assistantship and internships.
An internship is a kind of on the job training that usually combines job training with classroom training.
Disadvantage- uniform period of training offered to trainees. People have different learning abilities.
Those who learn fast may quit the programme in frustration. Slow learners may need additional training
time.
 ON- THE- JOB TRAINING CONT..

6) Committee Assignment
In this method trainee are asked to solve an actual
organizational problem.
Trainee have to work together and offer solution to the problem.
It helps them to develop team spirit and work unitedly towards
common goal.
 ON- THE- JOB TRAINING CONT..

Merits
On the job methods are cost effective.
Workers actually produce while they learn.
Immediate feedback is available which motivates trainee to observe and
learn right way of doing things.
Training is effective as trainee learn in the actual environment where the
skills that are learnt are actually used.
 ON- THE- JOB TRAINING CONT..

Demerits
On the job training may cause disruptions in production schedules.
Experienced workers cannot use the facilities that are used in training.
Poor learners may damage machinery and equipment.
If trainer does not possess teaching skills, there is very little benefit
extended to trainee.
OFF-THE-JOB TRAINING

1) Vestibule Training
• In this method, actual work conditions are simulated in a class room.
• Material, files and equipment- those that are used in actual job performance are used in
training.
• This type of training is commonly used for training personnel for clerical or semi-skilled
jobs.
• The duration of this training ranges from a few days to a few weeks.
• Theory can be related to practice in this method.
 OFF-THE-JOB TRAINING CONT..

2. Role-Plays
• It is defined as a method of human interaction that involves realistic
behavior in imaginary situations.
• This method of training involves action and practice.
• It is a scenario in which participant is given a part to act out.
• Trainees are provided with a description of context- usually a topic area,
a general description of a situation, a description of their roles and the
problem they face.
 OFF-THE-JOB TRAINING CONT..

3. Straight Lecture Method

Lecture

• Lecture is one of the most frequently used and oldest forms of

training. Nearly all training program contain some lecture component.
• The lecture can be oral or in print form. The oral lecture can be live or
presented on video. In any form, lecture is best used to present
information. It is used to create understanding of the topic and to
influence attitude related to the topic. In simplest form, lecture is
merely telling someone about something.
• It is difficult to imagine training that does not use the lecture format
to some extent. When the trainer begins the training session by telling
the trainees the objectives, the agenda and the process that will be
used in training, the trainer is using the lecture method.
 OFF-THE-JOB TRAINING CONT..

• A straight lecture is a presentation of information by the trainer. The trainee’s role is to try to
absorb the information.
• The straight lecture does not include trainees interacting with trainer. It is typically in terms of
lecturer speaking to a group about a topic.
• A good lecture is well organized and begins with an introduction that lays out the purpose of the
lecture and the order in which topics will be covered.
• If it is an oral lecture, the introduction should cover rules regarding interrupting the lecture for
questions and clarification. The main body of the lecture- the topic content- follows the
introduction. The content topics should be logically sequenced so that it can develop better
understanding when linked with next topic in line. The lecture should conclude with the summary
of main learning points or conclusion.
• During oral lecture, the trainees listens, observes and take notes. Even when well done it is not so
effective technique for learning.
• The oral lecture should not contain too many learning points unless it is accompanied with printed
text, as trainee tend to forget information provided orally.
• A major concern about straight lecture method is inability to identify and correct misunderstanding.
• the added value is provided when the trainer is effective enough to express his/her views and
command attention through presentation skills.
 OFF-THE-JOB TRAINING CONT..
How to use the Straight Lecture Effectively
• If oral lecture is used, the trainer must be clear and articulate.
• He must be familiar with the use of microphone if large number of
trainees will be present.
• Don’t talk with back to trainees while writing on board or flip chart. If
possible prepare the flip chart in advance.
• Avoid using highly technical words, unfamiliar jargon or complex
statements.
• Don’t read the slides, make pointers.
• Focus on voice modulation rather than speaking in a monotone.
• Avoid making distracting gestures.
 OFF-THE-JOB TRAINING CONT..
4. Lecture / Discussion Method
• In this method, trainer provides trainee with the information that is supported ,
expanded and reinforced through interaction among the trainee and between trainer and
trainee.
• This added communication has much great power than straight lecture.
• Trainer can achieve more complex learning objectives (e.g. problem solving) through a
logically sequenced session followed by immediate discussion and questioning.
• This method provides a two-way flow of communication. Knowledge is communicated
from trainer to trainees, and communication from trainees back to trainer conveys
understanding.
• Verbal and non-verbal feedback from trainee enables the trainer to determine whether
the material is understood. If not then trainer might need to spend more time on those
area to present information again in a different manner.
• Both trainees and the trainer can ask questions. When trainee ask questions, the
demonstrate their thinking about the content of the lecture. When a trainer ask
questions, it stimulates thinking about the key areas that are important to know.
• Furthermore, discussion allow trainee to be actively engaged in the content of the
lecture.
 OFF-THE-JOB TRAINING CONT..
• How to use the Lecture/ Discussion Effectively
• Questioning
• The close-ended questions
• The open-ended questions
• The over-head questions
• The direct questions
• The relay question
• Reverse question
 OFF-THE-JOB TRAINING CONT..

Encouraging Trainees to Respond

• Asking questions is only half of the equation in an effective discussion.
Trainees must also respond. Ways to encourage response:
• Do not rush to fill the silence
• Ask them to write out an answer
• Use a guided discovery
EVALUATING TRAINING EFFECTIVENESS

• Why evaluate?
– Link to organizational strategy
– Effectiveness of training
– Should the program be continued
– To improve the program
– To justify the existence of training department
– Return on investment
THE KIRKPATRICK MODEL
THE KIRKPATRICK MODEL

• Level 1 - Reaction
To what extent did the participants find the training useful, challenging, well-structured,
organized, and so on?

• Reaction: How did participants react to the program?

– Smile sheets.
– Informal comments from participants.
– Focus group sessions with participants.

This level measures reaction only; learners identify if they were satisfied with the training. It
does not indicate if learners acquired any knew knowledge or skills, nor does it indicate that any
new learning will be carried back to the workplace.

If learners react poorly to the training and indicate dissatisfaction at this evaluation level, trainers
must determine if the negative results are due to poor program design or unskilled delivery.
THE KIRKPATRICK MODEL

• Level 2 - Learning
To what extent did participants improve knowledge and skills and change attitudes
as a result of the training?
• It asks the questions:
 What knowledge was acquired?
 What skills were developed or enhanced?
 What attitudes were changed?
• The results are usually determined by
 pre-and post-test scores
 on-the-job assessments or
 reports from supervisors.
The second evaluation level is not as widely used as the first level, but it is still very
common.
THE KIRKPATRICK MODEL

• Level 3 - Behavior
• Do learners use their newly acquired skills and knowledge on the job?
• Was the learning transferred from the classroom to the real world.
• Transfer – Transfer - Transfer
– Transfer of training.
– On-the-job observation.
– Self-evaluation.
– Supervisor and peer evaluation.
Ideally, this evaluation is conducted three to six months after completion of the training
program. This allows time for learners to implement new skills, and retention rates can
be evaluated. Evaluation is done by observation of learners on the job, or through self-
evaluation or evaluation from supervisors, peers or others who work directly with the
learner.
THE KIRKPATRICK MODEL

• Level 4 - Results
• Impact of training on the individual and organization
• The final results that occurred as a result of training.
• The ROI for training.
ROI ON TRAINING

The standard formula for computing ROI for training is 

ROI (percentage) = ((Monetary benefits – Training Costs)/Training Costs) x
100.
 ROI O N T RAI N IN G

Salesforce Training of 10 employees for 30 days

Revenue/monetary benefit- $50/hour/resource
Annual revenue per year/resource= 50*70*160*12= INR 67,20,000
Annual revenue per year of 10 resources= 67,20,000*10= 6,72,00,000 (6crore 72 lacs)
Revenue= 6 crore 72 lacs
Cost Calculation-
Particulars Calculation Cost
Facilitator cost 60k/day= 60k*30 18,00,000 (18 lacs)
Program material 1,50,000 (1.5 lacs)
Meals 700*30(days)*10(trainee) 2,10,000 (2.1 lacs)
Participants salary + benefits 2,50,00,000 (salary)+10% 2,75,00,000 (2.75 Cr)
(10%) benefits
Coordination and evaluation 1,00,000 (1lac)
TOTAL COST 2,97,60,000
ROI ON TRAINING

Formula-
ROI (percentage) = ((Monetary benefits – Training Costs)/Training Costs) x
100.

ROI (percentage) = ((6,72,00,000 – 2,97,60,000)/ 2,97,60,000) * 100

ROI= 125%
THANK YOU