Training and Development

• Training = Altering behavior

• Development = Increasing knowledge
• Learning = Permanent change in
behavior
Reasons for Training

• Turnover
• Change in program
• Needs of organization or personnel
• Cost effectiveness
• Employee promotion and advancement
Results or Outcomes

• Increased quality and quantity of work

performance
• Decrease accidents
• Increase knowledge, skills attitudes
• Decrease costs of management
• Decrease absenteeism and turnover rates
• Increase job satisfaction - production
Difference between training and
development

• Training means learning the basic skills

and knowledge for a particular job or a
group of jobs.
• Development is designed to improve the
effectiveness of managers in their present
jobs and to prepare them for higher job in
future.
• Training occurs as a result of controlled
external stimulation.
• But development take place when the
individual is internally motivated.
The objectives of development are;

To impart basic knowledge to the

new entrants.
– To build up second line of competent
officers.
– To provide opportunities to the
executives at all levels etc….
• Importance of development are;
– Avoid shortage of trained managers
– Learning about technical and socio-
cultural changes etc…
Three phases in training
process:

• Pre training
What performance is to be improved?
When the task has to be changed the
composition of this group or the division of
work among its members may also
To learn people - need to feel the need for
learning
 Training

• Selection of some items for learning

• Initial trial of experience
• Feedback from the initial trial
• Reinforcement and continued
practice
Satisfaction from positive feedback
reinforces the participant’s new
pattern of behavior.
Internalizing what he/she has learned
 ….Posttraining

• Orgnl support or lack of it

Once again the participant watches for
feedback. How do others react to
her new behavior?
• Improvement on the job
Trainers and learning style
• Personal needs of trainers
• Power and influence
• The trainers’ behaviour when the task
is not clear to participants
• The trainers’ behaviour when the task
is clear but unattractive
Trainers realiness under
pressure : Three dilemmas
• Participants’ expectations versus
trainers’ intentions
• Individual versus group needs
• Consistency versus flexibility
Trainers’ role : Three hidden
functions
• Providing guidance and support to
individual participants- mentoring,
designing and helping to implement
orgnl change strategies
• Intervening in the participant’s work to
ensure that newly gained
competencies will be effectively used
there.
• Plan, organize and run effective
training programs.
Trainers’ style
1. Unique
2. Appropriate
3. Flexible
 Training Process
1.Organisation vision and perspective plan
Mission, Strategies, Objectives, Divisional Business Plans

2.Assessment of training needs

3.Setting training objectives and developing training

policy and Plan

4.Designing training programs

5.Implementation of training programs

6.Evaluation of results and feedback action

 Organisation vision and
perspective plan

• Achieving the immediate need

related to orgn’s strategic problems
• Training to be based on long-term
plan and to preparing employees for
new challenges of the people and
the orgn.
The following aspects should
consider for assessing the
training needs
1. Vision and perspective plans

• Reviewing and updating individual and

departmental objs.
• Re-training and re-deployment for effective
utilisation of manpower.
• Training for computerisation
• Multi-skilling for flexibility of deployment
• Appraising and helping employees to improve
their performance.
• Career development prospects and
opportunities for the employees
• Developing team skills
• Encouraging employee participation
•2. Accuracy of role
perception
3. Abilities
4. Motivation
5. Identifying where training
is needed?
a.The orgn
b. The activity
c.The individual
6.Training a critical mass of
employees
• Once a training needs have been clearly
identified, the orgn’s leaders should decide
which employees will receive the training
Designing training programmes

• Choice of participants
• Getting trainers
• Duration of training programme
• Training methods
• Training materials
METHODS OF TRAINING
Training methods can be deviced according to
the mental caliber of personnel in an
organization and the importance of on the
job training.
Training methods are categorized into two
groups
• On-the-job training
• Off-the-job training
On-the job training method
• Job instruction training
• Coaching
• Job rotation
• Job enrichment
• Job enlargement
• Syndicate method
• On specific job
• Special projects
• Apprenticeship
On-the-job training

On the job method refers to methods that

are applied in the workplace, while the
employee is actually working. This type
training is more suitable to every type o
employee.
 Job rotation

It involves moving employees

from job to job to add variety and
reduce boredom. Same level that
has similar skill requirements.
Employees with a wider range of
skills give the management more
flexibility in scheduling work,
adapting to changes and filling
vacancies
 Job enrichment

• which simply increases the number of

tasks without changing the challenge.
 Job enlargement

It refers to the expansion of the

number of different tasks performed
by an employee in a single job.
•Provides variety of skills and tasks
•Autonomy in work completion
 Syndicate method
Working in a small group to achieve a
particular purpose is describe as a
syndicate method. Participants learn
from each other and contribute their
own experiences to the fullest.
On Specific Job

A person can learn when he is actually put in

a job for which he is selected .This is the most
common method of training in every
organization , where the employee can develop
his skills for doing the job in a better way.
Critical evaluation and correction of the methods
are some of the technique adopted in this type
of training.
Rotation of position
The main objective of this type of training is
to broaden the knowledge and background of
the trainee. Working in various sections helps
the trainee to develop an integrated view
functioning of the organization.

SPECIAL PROJECTS
An existing employee is deputed to special
projects. He is expected to work under special
projects up to the finishing stage. Then he learns the
job under special projects and he gets an
opportunity to move with other different type of
persons.
Apprenticeship
It is otherwise called as under study .
Here , the trainee is put under the
supervision of an expert. The apprentice
are used to fill up the places of skilled
personnel.
Off-the-job Training

Under the off-the-job training

system, a trainee is removed from his
normal working place and spends his
full time for training purpose in any
other place. Normally this type of
training is provided outside the
organization.
1. Special Courses &
Lectures
Special courses and lectures are some
of the knowledge based training
method. This type of training is aimed
at giving fundamental information to
the trainees.
2. conference
The concept of conference is
developed to overcome the limitations of the
lectures. Conference emphasis on the one
way communication i.e., trainer to trainee.
The trainees are expected to offer their ideas
and use their experience for solving the
problem with the help of trainer.
3. Case duty
This type of training is more useful
to both business executives and
management institutes. It helps the
trainees to develop and improve both
analytical and decision-making skills.
5.Role Playing
Role playing technique is used in a group
where different persons are given the role
of different managers. They are requested
to solve a problem in a situation or arrive
at a decision. This helps the trainees to
develop their efficiency in performing the
job, sensitivity among the people and
improve better human relation.
6. Brain Storming

Brainstorming is a technique used to idea

generation. 10-15 members are necessary
to conduct a brainstorming session. The
same level of people is constituted into a
group. The participants of the group are
connected with a problem directly.
7.Transactional Analysis
Transactional analysis is used to develop
interpersonal interactions among
individuals. understanding m of personal
factors of individuals is the main objective
of transactional analysis. Besides the ego
status of individuals are identified.
Parent’s ego, adult ego and child ego of
the individuals are understood under the
training for transactional analysis.
Conducting or implementing training
programmes
• The trainer
• The trainees
• Curriculum : should be relevant to trainee’s
level and job to perform.
• Training material
• Methods and techniques
• Duration of training programme
• Timing and sequencing
• Location
• Physical abilities and training equipment :
OHP, Whiteboard etc.
• Transfering the training to the job.
Evaluation of training
Evaluation of training
• Evaluation after training progm feedback from
participants to be obtained through
questionnaire.
• From the feedback discussion with the
participants
• Feedback from the faculty regarding the interest,
involvement of participants
• Feedback from managers after trainees go back
on job
• Administer test after training programme.
 Principles of evaluation
• Training faculty must be clear about the goals
and purposes of evaluation.
• Evaluation must be continuous
• 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.
• Evaluation must be cost effective.
 Criteria for evaluation
• HR professionals should try to collect types of
data :
• Reaction measures reveal trainees' opinions
regarding the training program.
• Learning measures assess the degree to which
trainees have mastered the concepts, knowledge
and skills of the training.
• Behaviour indicates the performance of learners.
• The purpose of collecting organisational results is
to examine the impact of training on the work
group or the entire company.
Training evaluation involves:

• Formative evaluation – evaluation

conducted to improve the training process.

• Summative evaluation – evaluation

conducted to determine the extent to which
trainees have changed as a result of
participating in the training program.
Why Should A Training Program Be
Evaluated?
• To identify the program’s strengths and
weaknesses.
• To assess whether content, organization, 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.
The Evaluation Process
Conduct a Needs Analysis

Develop Measurable Learning Outcomes

Develop Outcome Measures

Choose an Evaluation Strategy

Plan and Execute the Evaluation

 Techniques of evaluation of
training
1. Measure changes in individual levels of
a.Knowledge
b.Skills
c.Attitude
2. Evaluate increase in effectiveness at the
a.Individual
b.Team
c.Organization level
3. Compare the cost of training and outcomes.
 1.Measure changes in individual levels

• Measuring changes in knowledge

Open ended questions
Multi-choice questions.
b. Measure of skills
Test of final product
• Evaluation of attitude and behaviour
Reaction of the trainee to the program at the end.
Learning reviews
Behaviour scales in pre- and post-training
appraisal format.
 2. Criteria for evaluation effectiveness

• Individual change in effectiveness

Improvement in skill reflected in
performance appraisal after training.
Higher self efficiency score before and after
the training
Goal setting and action planning during
training for transfer of learning back to
work.
b. Changes in effectiveness of teams
Problem-solving and action planning for
tackling the problems in quality circles.
Improvement of inter-personal skills in the
group.
Criteria for selecting a training
method
1. Identify the type of learning outcome that you
want training to influence.
2. Consider the extent to which the learning
method facilitates learning and transfer of
training.
3. Evaluate the costs related to development and
use of the method.
4. Consider the effectiveness of the training
method.
Training Objectives
• Employees learn best when they understand the
objective of the training program.
• The objective refers to to the purpose and
expected outcome of training activities.
• Training objectives based on the training needs
analysis help employees understand why they
need the training.
• Objectives are useful for identifying the types of
training outcomes that should be measured to
evaluate a training program’s effectiveness.
A training objective has three
components:

• A statement of what the employee is

expected to do (performance or outcome).
• A statement of the quality or level of
performance that is acceptable (criterion).
• A statement of the conditions under which
the trainee is expected to perform the
desired outcome (conditions).
Training objectives tell the trainee
that what is expected out of him at
the end of the training program.
Training objectives are of great
significance from a number of
stakeholder perspectives,
1. Trainer
2. Trainee
3. Designer
4. Evaluator
Trainer – The training objective is
also beneficial to trainer because it
helps the trainer to measure the
progress of trainees and make the
required adjustments. Also, trainer
comes in a position to establish a
relationship between objectives and
particular segments of training.
Trainee – The training objective is
beneficial to the trainee because it
helps in reducing the anxiety of the
trainee up to some extent. Not
knowing anything or going to a
place which is unknown creates
anxiety that can negatively affect
learning. Therefore, it is important
to keep the participants aware of
the happenings, rather than keeping
it surprise.
Secondly, it helps in increase in
concentration, which is the crucial
factor to make the training
successful. The objectives create an
image of the training program in
trainee’s mind that actually helps in
gaining attention.
• Thirdly, if the goal is set to be challenging and
motivating, then the likelihood of achieving those goals
is much higher than the situation in which no goal is set.
Therefore, training objectives helps in increasing the
probability that the participants will be successful in
training.
Designer – The training
objective is beneficial to
the training designer
because if the designer is
aware what is to be
achieved in the end then
he’ll buy the training
package according to that
only.
• The training designer would then
look for the training methods,
training equipments, and training
content accordingly to achieve
those objectives. Furthermore,
planning always helps in dealing
effectively in an unexpected
situation.
Evaluator – It becomes easy for the
training evaluator to measure the
progress of the trainees because the
objectives define the expected
performance of trainees. Training
objective is an important to tool to
judge the performance of
participants.
Learning
Principles of learning

1. Trainee must be motivated to learn

2. Information must be meaningful
3. Learning must be reinforced
4. Organisation of material
5. Distribution of learning periods
6. Feedback on learning
Introduction

• Technology is having a major impact on the

delivery of training programs.
• Merrill Lynch is using e-learning for its financial
consultants and planners because of its potential
learning and accessibility advantages over
traditional classroom training.
• Technology is changing learning and training in
corporate settings, grade schools, high schools,
colleges and universities.
Technologies’ Influence on Training
and Learning

• New technologies have made it possible to:

– Reduce the costs associated with delivering training
– Increase the effectiveness of the learning environment
– Help training contribute to business goals
• New technologies include:
– Multimedia
– Distance learning
– Expert systems
– Electronic support systems
– Training software applications
Technology has made several benefits
possible:

• Employees can gain control over when

and where they receive training.
• Employees can access knowledge and
expert systems on an as-needed basis.
• Employees can choose the type of media
(print, sound, video) they want to use in a
training program.
E-learning

• The need to reduce the cycle time for

learning is fueling the growth of e-
learning in many industries.
E-learning Vs Online Learning

• E-learning covers a wide set of applications

and processes, including computer-based
learning, web-based learning, virtual
classrooms and digital collaboration.
• E-learning is defined as the delivery of
content via all electronic media, including the
internet, intranets, extranets, satellite
broadcast, etc.
Online Learning

• Online Learning constitutes just one part

of technology-based learning and
describes learning via internet, intranet
and extranet.
• A basic Online Learning program includes
the text and graphics of the course,
exercises, testing, and record keeping,
such as test scores and bookmarks.
Advantages of E-learning
• It supports company’s business strategy and
objectives.
• It is accessible at any time and any place.
• The audience can include employees and managers
as well as vendors, customers, and clients.
• Training can be delivered to geographically
dispersed employees.
• Training can be delivered faster and to more
employees in a shorter period of time.
Advantages of E-learning (continued)
• Updating is easy.
• Practice, feedback, objectives, assessment, and
other positive features of a learning environment
can be built into the program.
• Learning is enhanced through use of multiple
media and trainee interaction.
• Paperwork related to training management can be
eliminated.
• It can link learners to other content, experts, and
peers.
• Design a training course
Developing a Course Description

• Be brief and to the point

• Use active, energetic, clear words
• Be accurate
• Describe the overall behavior participants
will demonstrate

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Training Course
Developing Course Goals

• As in the course description, use words that are

active, energetic and clear.
• Write course goals as phrases rather than as
complete sentences.
• Present the goals in the order in which the
course information will be presented.
• Clearly describe the knowledge, attitudes and
skills participants will acquire during the course.

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Training Course
Participant Selection Criteria

• Be specific
• Indicate required credentials if necessary
• Indicate recommended previous training
or experience if appropriate

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Common Evaluation Techniques
• Precourse questionnaire — evaluate precourse
knowledge
• Precourse skills assessment — evaluate precourse skills
• Midcourse questionnaire — evaluate midcourse
knowledge
• Learning guides — participants evaluate their own skills
• Checklists — trainer evaluates participants= skills
• Training course evaluation — participants evaluate the
course

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Training Course
Primary Objective

A primary objective (also known as a

terminal objective, course objective or
participant learning objective) describes
what the participant will know or be able
to do after completion of a block of
training.

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Training Course
Sample Practice Activities —
Knowledge
• Solve a series of problems
• Label a drawing
• Answer a series of questions
• React to a case study
• Locate information in a manual
• Make a drawing or sketch

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Training Course
Sample Practice Activities —
Skill
• Practice a skill following the steps outlined
in a learning guide

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Sample Practice Activities —
Attitude
• Participate in a role play
• Conduct an interview

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Training Course
Sample Feedback Activities
• Provide answers to assignments and practice exercises
• Return materials to participants with written
comments
• Question and interact during training sessions
• Review results of written/performance tests on an
individual basis
• Provide informal comments, praise and discussion in
the classroom, during practice sessions and during
breaks

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Training Course
Questions for Selecting Methods
#1
• Is this method appropriate for the objectives?
• Are there sufficient trainers available to use
this training method?
• Are the resources available to use this training
method?
• What is the projected size of the group to be
trained?
• Is a special classroom arrangement required?
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Training Course
Questions for Selecting Methods
#2
• Is this method appropriate for group
training, individualized training or both?
• What times are available for training?
• What is the background of the
participants?
• Will the methods selected stimulate
interest and provide variety?

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Training Course
Classifications of Training
Materials
• Printed materials
• Non-projected materials
• Projected materials
• Audiovisual materials
• Computer-based materials

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Training Course
Evaluating Training Materials #1
• Are the materials appropriate for the training
objectives?
• Are the materials relevant and culturally sensitive?
• Is the content biased?
• Will the materials work with the available
equipment?
• Is the necessary equipment available and working?
• Is the format of the materials consistent with that of
existing materials?

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Training Course
Evaluating Training Materials #2
• Is the quality of the materials consistent with that
of existing materials?
• Is the information contained within the materials
current?
• Is the information contained within the materials
factual?
• Is the reading level of the materials appropriate for
the participants?
• Is the cost of the materials reasonable? 

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Course Outline

• Time
• Objectives/Activities
• Training/Learning Methods
• Resources/Materials

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