Training & Development

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 Training
Training is the systematic development of the knowledge, skills, and attitudes,
required by an individual to perform a given task or job adequately.
Training is considered as an important tool for HRD, which has great potential in
transferring knowledge
Training involves the changing of knowledge, skills, attitudes, or social
behaviour.
It may mean changing:
- what employees know;
- how they work;
- their attitudes toward their work;
- their interaction with their co-workers or their superiors.
Objectives of
Training Areas Of Training
■ Improving Employee Performance
■ Company Policies and Procedures
■ Updating Employee Skills
■ Skill-based Training
■ Avoiding Managerial Obsolescence
■ Human Relations Training
■ Preparing for Promotion and
■ Problem Solving Training
Managerial Succession
■ Managerial and Supervisory
■ Retaining and Motivating
Training
Employees
■ Creating an Efficient and Effective
Organization
 Strategic Model of Training (Process of Training)

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 Phase 1: Conducting the Needs Assessment
• Organization Analysis
 An examination of the environment, strategies, and resources
of the organization to determine where training emphasis
should be placed.
• Task Analysis
 The process of determining the content of a training program
should be based on the study of the tasks and duties involved
in the job.
• Person Analysis
 A determination of the specific individuals who need training.
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 Phase 2: Designing the Training Program

Issues in training design

Instructional objectives
Trainee readiness and motivation
Principles of learning

Characteristics of successful trainers

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 Instructional Objectives
 Represent the desired outcomes of a training program
– Performance-centered objectives
 Provide a basis for choosing methods and materials and for
selecting the means for assessing whether the instruction
will be successful.

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 Trainee Readiness and Motivation
• Strategies for Creating a Motivated Training Environment:
1. Use positive reinforcement.
2. Eliminate threats and punishment.
3. Be flexible.
4. Have participants set personal goals.
5. Design interesting instruction.
6. Break down physical and psychological obstacles to learning.

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 Principles of Learning
■ Principles of learning provide insights into what makes people learn more effectively.
■ Edward Thorndike’s three Laws of Learning—
– Law of Readiness: the degree of preparedness and eagerness to learn
– Law of exercise: the things most repeated are best remembered.
– Law of Effect: Emotional reaction and motivation of the student. Learning is
strengthened with pleasant feelings.
■ The other three principles of learning added by other scholars are—
– Law of Recency: most recent things are often best remembered.
– Law of Primacy: First-time learning should be correct, as it is difficult to
“unlearn.”
– Law of Intensity: the more intense something is taught, the most likely it is
remembered.

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 A Typical Learning Curve

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 Characteristics of Successful Trainers
• Knowledge of the subject
• Adaptability
• Sincerity
• Sense of humor
• Interest
• Clear instructions
• Individual assistance
• Enthusiasm

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Phase 3: Implementing the Training Program
 Training Methods for Managerial Employees
1. On-the-Job Training (OJT)
2. Apprenticeship Training
3. Cooperative Training, Internships, and Governmental Training
4. Classroom Instruction
5. Programmed Instruction
6. Audiovisual Methods
7. Simulation Method
8. E-Learning
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 • Internship Programs
 Are jointly sponsored by colleges, universities, and other
organizations that offer students the opportunity to gain real-life
experience while allowing them to find out how they will
perform in work organizations.
• Classroom Instruction
 Enables the maximum number of trainees to be handled by the
minimum number of instructors.
– “Blended” learning—lectures and demonstrations are
combined with films, DVDs, and videotapes or computer
instruction.
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 Training Methods for Non-managerial Employees
• Programmed Instruction
 Self-directed learning - Use of books, manuals, or computers to
breakdown subject matter content into highly organized, logical
sequences that demand continuous response on the part of the
trainee.
• Audiovisual Methods
 Video recordings, CDs and DVDs
 Teleconferencing and videoconferencing
 Web conferencing, webinars, and podcasts
 Communities of practice, blogs, and wikis
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 • Simulation
 The simulation method emphasizes realism in equipment and
its operation at minimum cost and maximum safety.
 Used when it is either impractical or unwise to train employees
on the actual equipment used on the job.
• E-Learning
 Learning that takes place via web and computer-based training
(CBT)
 Allows the firm to bring the training to employees
 Allows employees to customize their own learning in their own
time and space (just-in-time learning)
 Provides continuously updated training materials
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 What is a Learning Management Systems
(LMS)?
– Are “virtual learning environments”
– Can assess the skills of employees.
– Can register them for courses.
– Can deliver interactive learning modules
directly to their desktops when they need or
want them.
– Can evaluate and track their progress, and
determine when they are ready to be
promoted
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 Phase 4: Evaluating the Training Program
Measuring program effectiveness

Criterion 1: Trainee reactions

Criterion 2: Extent of learning

Criterion 3: Learning transfer to job

Criterion 4: Results assessment

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 Criterion 1: Reactions
• Participant Reactions
 The simplest and most common approach to training evaluation is
assessing trainees.
 Potential questions might include the following:
– What were your learning goals for this program?
– Did you achieve them?
– Did you like this program?
– Would you recommend it to others who have similar
learning goals?
– What suggestions do you have for improving the program?
– Should the organization continue to offer it?
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 Criterion 2: Learning
• Checking to see whether they actually learned anything.

 Testing knowledge and skills before beginning a training

program gives a baseline standard on trainees that can be
measured again after training to determine improvement.

 However, in addition to testing trainees, test employees who

did not attend the training to estimate the differential effect of
the training.

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 Criterion 3: Behavior
• Transfer of Training
 Effective application of principles learned to what is required on
the job.
• Maximizing the Transfer of Training
1. Feature identical elements
2. Focus on general principles
3. Establish a climate for transfer.
4. Give employees transfer strategies

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 Criterion 4: Results, or Return on Investment (ROI)
• Measuring the Utility of Training Programs
 Calculating the benefits derived from training:
– How much did quality improve because of the training
program?
– How much has it contributed to profits?
– What reduction in turnover and wasted materials did the
company get after training?
– How much has productivity increased and by how much
have costs been reduced?
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 • Return on Investment
 Viewing training in terms of the extent to which it provides
knowledge and skills that create a competitive advantage and
a culture that is ready for continuous change.
 ROI = Results/Training Costs
– If the ROI ratio is >1, the benefits of the training exceed the
cost of the program
– If the ROI ratio is <1, the costs of the training exceed the
benefits.

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 What is Development?
Management/Executive/Employee Development is a planned,
systematic and continuous process of learning and growth by which
managers develop their conceptual and analytical abilities to
manage.
It is the result of not only participation in formal courses of instruction
but also of actual job experience.
It is primarily concerned with improving the performance of managers
by giving them stimulating opportunities for growth and development.
 Methods for Management Development
• On-the Job Experiences
• Seminars and Conferences
• Case Studies
• Management Games and Simulations
• Role-playing
• Behavior Modeling
• Tuition Assistance Programs
• Corporate Universities
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 On-the-Job Experiences
 Method by which employees are given hands-on experience with
instructions from their supervisor or other trainer.
• Coaching
• Understudy Assignment
• Job Rotation
• Lateral Transfer
• Special Projects
• Action Learning
• Staff Meetings
• Planned Career Progressions
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 Case Studies
• The use of case studies is most appropriate when:
1. Analytic, problem-solving, and critical thinking skills are most
important.
2. The KSAs are complex and participants need time to master
them.
3. Active participation is desired.
4. The process of learning (questioning, interpreting, and so on) is
as important as the content.
5. Team problem solving and interaction are possible.

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 Role Playing
• Successful role play requires that instructors:
 Ensure that group members are comfortable with each other.
 Select and prepare the role players by introducing a specific situation.
 To help participants prepare, ask them to describe potential
characters.
 Realize that volunteers make better role players.
 Prepare the observers by giving them specific tasks (such as
evaluation or feedback).
 Guide the role-play enactment through its bumps (because it is not
scripted).
 Keep it short.
 Discuss the enactment and prepare bulleted points of what was learned.
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 Behavior Modeling
 An approach that demonstrates desired behavior and gives
trainees the chance to practice and role-play those behaviors and
receive feedback.
 Involves four basic components:
– Learning points
– Model
– Practice and role play
– Feedback and reinforcement

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 • Tuition Assistance Programs
 About half of all large corporations offer their employees tuition
assistance if they take courses related to the firms’ businesses.
• Corporate Universities
 It’s not unusual for large corporations to have their own
“universities” where they train their employees and future
managers.

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 Some Common Terms in Training and Development
BENCHMARKING

– The process of measuring one’s own services and practices

against the recognized leaders in order to identify areas for
improvement.
■ Training activity: How much training is occurring?
■ Training results: Do training and development achieve their
goals?
■ Training efficiency: Are resources utilized in the pursuit of
this mission?

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 • Deming’s Benchmarking Model

1. Plan: conduct a self-audit to identify areas for benchmarking.

2. Do: collect data about activities.
3. Check: Analyze data.
4. Act: Establish goals, implement changes, monitor progress,
and redefine benchmarks.

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 Additional Training and Development Programs
Organization-wide training programs

Orientation training
Basic skills training

Team and cross-training

Diversity training

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 Additional Training and Development Programs
Orientation
 A formal process of familiarizing new employees with the
organization, their jobs, and their work units.
 Benefits:
1. Lower turnover
2. Increased productivity
3. Improved employee morale
4. Lower recruiting and training costs
5. Facilitation of learning
6. Reduction of the new employee’s anxiety
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 Additional Training and Development Programs
Onboarding
 The process of systematically socializing new employees to
help them get “on board” with an organization. Onboarding
goes beyond just orienting new employees to their new
environments. It brings them into the organization’s fold so that
they truly feel as if they are a part of it. This is important
because new hires are at a high risk of quitting.

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 Additional Training and Development Programs
• Basic Skills Training
 Basic skills have become essential occupational qualifications,
having profound implications for product quality, customer
service, internal efficiency, and workplace and environmental
safety.
• Typical basic skills
 Reading, writing, computing, speaking, listening, problem
solving, managing oneself, knowing how to learn, working as
part of a team, leading others.

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 Team Training Issues
1. Team building is a difficult and comprehensive process.
2. Team development is not always a linear sequence of “forming,
storming, norming, and performing.”
3. Additional training is required to assimilate new members.
4. Behavioral and process skills need to be acquired through
participative exercises.

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 Team Training Skills

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 • Cross-Training
 The process of training employees to do multiple jobs within an
organization
– Gives firms flexible capacity.

– Cuts turnover

– Increase productivity

– Pares down labor costs

– Lays the foundation for careers rather than dead-end jobs.

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 • Ethics Training
 Requires top management support
 Should be a part of new employee orientation
 Should be regularly available to all employees

• Chief Ethics Officer

 A high-ranking manager directly responsible for fostering the ethical
climate within the firm.
• Types of Diversity Training
 Awareness building
– Helps employees appreciate the benefits of diversity
 Skill building
– Provides employees with the KSAs necessary for working with
people who are different from them.
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THANK YOU