Training and development

Unit III
 Introduction
• Training is a process that attempts to improve employee performance on a currently held job by providing the employee with
the knowledge and skills needed for their present job. It is designed to bring about changes in specific knowledge, skills,
attitudes, or behavior.
• An ideal training effort is one that meets the goals of the organizations well as those of the employees.
• Development refers to learning opportunities directed toward helping employees grow. Generally, the term development is used
to refer to new learning experiences provided to managerial employees, and hence, it is also called management development.
• The development opportunities are not limited to improving employee's performance on their current jobs; rather, development
represents efforts to help an individual acquire capabilities beyond those required by the current job.
• Management development consists of all learning experiences provided by an organization to
1. upgrade knowledge,
2. change attitudes, or increase skills
3. in order to improve current or future management performance. Employees with appropriate capabilities enhance
organizational competitiveness and its change adaptability.
• At the same time, for the employees, development extends opportunities for career growth. Thus, development is future
focussed and benefits both the organization and the individual.
 Training and development: A comparison
Training Development

Process designed to bring about a relatively permanent Process designed to impart learning experiences in order to
change in employees skills, knowledge, attitudes, or behaviour in help employees acquire skills and competencies for future
order to improve their performance on currently held job responsibilities

Imparts technical skills Imparts managerial skills

Focus on small number of technical skills specific to current job Focus on board range of skills applicable more generally across
different situations

Directed towards non management personnel Directed towards managerial personnel

Present –focused , short run Future- focused, long run

Activity designed to manage an existing performance problem Activity designed to be a continuous

3 process
 Need for Training and Development
• Performance improvement
• Skill updating
• Solving organisational problems
• New employee orientation
• Preparation for promotion
• Opportunities for personal growth

4
Benefits of Training and Development
Benefits of Training and
Development

Organisational Benefits Customer Benefits

•Increased efficiency •Better quality of products Employee benefits
profitability.
and and services •Improved performance
•Reduced •Increase in employability
turnover
employee (voluntary). ( skilled workers seen as
•Reduced involuntary more attractive by
turnover (terminations competitors.
due to skill deficiency). •Enhanced motivation.
•Enhanced productivity. •Jobs becomes more
•Makes employees more rewarding.
accountable as they gain •Opportunity for upward
more knowledge and mobility in the firm.
skills. 138
Emergence of Training as a strategic Organisational Activity:
Reasons

Re-structuring
Advances in
Employee
technology
mobility

Reasons
T& D
significance

Workforce Work
diversity redesign
Mergers
and
acquisition
l 139
 HRM Approaches and Training and development in
organisations
HRM Approaches T & D in organisations
Training is an investment in human resources that gives returns
in the form of increased productivity.
Human Capital Approach

Training results in the development of those skills and

competencies in employees that are unique and superior to
competitors, leading to competitive advantage.
Strategic Framework

Dependency relationship between training and business

strategy of the firm.
Contingent Approach
140
Linkage between business strategy and staffing and training practices
Type of Characteristics HRM Requirements Staffing and Training Practices
business
strategy
Defender • Limited product line. • Skill specialization. Skill type
• Compete on • Skills in production • Emphasis on Staff and train for narrow
the basis of efficiency, process production and skills. Staff and train for
low price and engineering and cost finance production and finance
high quality; control. functions. functions.
stable • Long term perspective. • Build skills. Skill source
environment. • Functional structure. Internal staffing.
• Division of labour. High amount of
training. In-house
training.

Prospector • Diverse product lines. • Skill flexibility. Skill type

• Compete on • Skills in product research • Emphasis on Staff and training for broad
the basis of and development and marketing/ sales skill. Staff and train for
new product engineering. and on research marketing research and
markets and • Rapid growth. and development.
new • Decentralized structure. development. Skill source
products; • Product or • Buy skills. External staffing.
unstable geographically Low amount of training.
environmen divisionalized structure. External training when
t. required.
Training and development process
Organisational goals and
objectives

Phase 1
Training need Assessment

Gap between Skills needed and

available

Need for T& D

Phase 2
Program design and
development

Phase 3 Implementation

Phase4 Evaluation

9
 Sources of need analysis data
Types of analyses in training need Sources of Data

Organisational analysis ( where training Strategic initiatives of the organisation

emphasis should be placed) Technological change
An examination of the environment , Data about turnover, accidents etc
strategies, organisational goals, resources
of the organisation, etc to determine
where the training emphasis should be
placed in the organisation

Job analysis (what should be taught) Job

Job descriptions and specifications to descriptions
determine the content of training Job
programme to ensure that the trainee specifications
performs well on the job
Person analysis (who needs training ) Survey
To determine which employees need Questionnaire
training and which do not Exit interview
Employee performance document
 Principles of Learning
Goal Setting Goals and objectives of training are clearly communicated to
the trainees
Meaningful presentation Materials should be meaningfully arranged and subsequent
information build up on previous information
Practice and repetition Trainees should be given an opportunity to practice what
have been learned
Feedback and reinforcement Knowledge about how well one has performed is motivating.
Verbal encouragement or other extrinsic rewards reinforce
desired behaviour

Whole Vs part learning Complex jobs should be broken down in to parts

Massed Vs spaced learning Practicing a new skill with rest pauses in between ( spaced ) is
more effective than massed practice
Individual differences People learn at different rates and in different styles
Transfer of learning Transfer occurs when trainees use on their job what they
have learned in training.
145
 Classifications of training and
Development Methods
T& D methods

On- the –job Off- the-job methods

Methods

Training Methods Development methods

•Class- room •Simulation
Development Method
instruction •Case study
Training methods •Coaching/understudy
•Lectures •Role play
•Apprenticeship •Job rotation
•Seminars and •Management games
•Job instruction •Special/ committee
conferences •In basket
training assignments
•Programmed •Behaviour modeling
•internship
instruction •Outdoor oriented
programmes 146
Stages of Training Evaluation
Pre training evaluation

Training Evaluation Intermediate evaluation

Post training evaluation

13
Donald Kirkpatrick’s Evaluation Model
Level Questions

1.Reaction Were the participants pleased with the programme?

2.Learning What did the participants learn in the programme?

3.Behaviour Did the participants change their behaviour based on

what they have learned?

4.Results Did the change in the behaviour positively affect the

organisation?

14
 Types of evaluation criteria
Evaluation criteria Data Collection methods Information Obtained

Reactions • Administering questionnaires at the end of each session or day or at • Trainees degree of satisfaction with
the end of the programme, popularly known as course evaluation • The trainer
form • Subject matter and content
• Training environment

Learning • Paper and pencil tests • Trainees level of understanding before and after
• Performance tests the training to determine gains in knowledge
• Simulation tests

Behaviour • Performance appraisal • Ratings of trainees before and after training to

• Observation of trainees on job assess the degree to which training has changed
• Interviews with thee trainees and their managers their performance

Results • Productivity data records • Before and after data on performance

• Annual reports of company criteria measures.
• Measures such as turnover, grievances, absenteeism, sales target
[email protected] 15
Special forms of training and development
• Team training
• Diversity training
• Training for global assignments
• Training for leadership skills
• Orientation training

16
Checklist of Topics in an Orientation programme
•Company History •Conditions of
•Organisations
employment purpose and •Explanation of job duties,
strategy standards and appraisal
•List of Chain criteria
of command •Safety
Rules, regulations and
Who are the
•Introductions to other procedures(
Policies Standard
key
employees Operating Procedures
executives
•Expectations for attendance, manual)
conduct and
appearance

17
Roles of HR and Line in Orientation Training
Program
Orientation Training
Roles and Responsibilities

Line manger
•Prepare the workgroup to receive
the new employee
HR Manager
•Provide information on
•Co-ordinate activities
newcomer’s responsibilities
•Provide information about
•Provide information about
conditions of employment
expected performance standards
•Provide general
•Introduce newcomers to co-
organizational information
workers and subculture of
workgroup
•Provide feedback and coaching
New Developments in Training and Development

New Developments

Technology and training Competency- based approach to

•Computer- based training development
•Distance training and video conferencing •Competency assessment
•E- training •Competency modeling

19
 Technology and Training
• Computer based training (CBT)
• Computer assisted instruction (CAI)
• Computer managed instruction ( CMI)
• Virtual reality training
• Distance training and video conferencing

20
 Technology and Training
• Computer based training (CBT)
• Organisations use computers to train
employees especially in technical skills
• IN CBT , the trainee uses computer based systems
to interactively increase his/ her knowledge and
skills.
• It uses multimedia, audio animation, graphics,
and interactive videos and photos.
• Two types of techniques used in CBT , they are
• Computer assisted instruction (CAI)
• Computer managed instruction ( CMI)

21
 Technology and Training
• Computer assisted instruction (CAI)
• CAI delivers training material directly to the trainee
through a computer terminal in an interactive format.
These are expert systems that are used to tutor the
trainee, monitor trainee knowledge and provide
adaptive tutoring based on the responses of the
trainee
• Computer managed instruction ( CMI)
• CMI uses computer to manage the administrative
functions of training such as registration , record
keeping, scoring, grading etc.
• Virtual reality training
• virtually
It places same as the physical
the trainee environment
in a simulated situation , which is
 Technology and Training
• Distance Training and video conferencing
• Tele-training
• It involves offering training program over satellite
based network.
• The trainer is in a central location and the teaches
a group of employees at remote location/s.
• Video conferencing
• Through audiovisual equipment, video conferencing
allows people form geographically dispersed
locations to communicate live with each other.

23
 Technology and Training
• E- training/ cyber learning
• It’s a high tech training method which uses internet
or the intranet of an organisation to conduct training
online.
• Employee training is managed online and e- learning
is used for skill Upgradation.

24
 Executive Development

• Executive development means not only improvement in job performance, but

also improvement in knowledge, personality, attitude, behaviorism of an
executive, etc.
• It means that executive development focuses more on the executive’s personal
growth . And consists of all the means that improve his/her performance and
behavior.
• Executive development helps understand cause and effect relationship,
synthesize from experience, visualize relationships or think logically.
• some behavioral scientists even suggest that the executive development is
predominantly an educational process rather than a training process
• 1. Executive development, being a predominantly educational process, is a continuous and life-
long process. It is not like training as a one-shot programme but an on going continuous
programme throughout the career of an executive or manager.

• 2. Like any kind of learning, executive development is based on the assumption that there
always exists a gap between what an executive performs and what he/she can. Executive
development harnesses this untapped potential.
 Objectives of Executive Development
• The main objectives of any programme of executive development are to :
1. Improve the performance of managers at all levels.
2. Identify the persons in the organization with the required potential and prepare them for
higher positions in future.
3. Ensure availability of required number of executives / manager succession who can take
over in case of contingencies as and when these arise in future.
4. Prevent obsolescence of executives by exposing them to the latest concepts and techniques
in their respective areas of specialization.
5. Replace elderly executives who have risen from the ranks by highly competent and
academically qualified professionals.
6. Improve the thought processes and analytical abilities.
7. Provide opportunities to executives to fulfill their career aspirations.
8. Understand the problems of human relations and improve human relation skills
Level wise objectives of the executive/ management
development
(A) Top Management
1. To improve thought processes and analytical ability in order to uncover and
examine problems and take decisions in the best interests of the country and
organization;
2. To broaden the outlook of the executive in regard to his role, position and
responsibilities in the organisation and outside;
3. To think through problems which may confront the organization now or in the
future
4. To understand economic, technical and institutional forces in order to solve
business problems;
5. To acquire knowledge about the problems of human relations
• B) Middle Line Management
1. To establish a clear picture of executive functions and responsibilities;
2. To bring about an awareness of the broad aspects of management problems,
and an acquaintance with and appreciation of interdepartmental relations.
3. To develop the ability to analyze problems and to take appropriate action;
4. To develop familiarity with the managerial use of financial accounting,
psychology, business statistics;
5. To inculcate knowledge of human motivation and human relationships; and
6. To develop responsible leadership.
• C) Functional Executives and Specialists.
1. To increase knowledge of business functions and operations in specific fields in
marketing production, finance, personnel;
2. To increase proficiency in management techniques such as work study, inventory
control, operations research, quality control;
3. To stimulate creative thinking in order to improve methods and procedures;
4. To understand the functions performed in a company
5. To understand industrial relations problems; and
6. To develop the ability to analyse problems in one’s area or functions
 IMPORTANCE OF EXECUTIVE
DEVELOPMENT
• Change in organizations has become sine quo non with rapid changes in the total
environment. A manager, therefore, requires to be imparted training to be
abreast of and cope with ongoing changes in his / her organization. Otherwise,
the manager becomes obsolete
• Without training, the executives lose their punch and drive. Training and
development are effective ways of overcoming the executive dropouts.
• With the recognition that managers are made not born, there has been
noticeable shift from owner managed to professionally managed enterprises.
• Given the knowledge era, labor management relations are becoming increasingly
complex.In such situation, managers not only need job skills but also behavioral
skills in union negotiations, collective bargaining, grievance redressal, etc. These
skills can be effectively learned through training and development programmes
• The nature and number of problems change along with increase in the size and
structure of enterprise from small to large. This underlines the need for
developing managerial skills to handle the problems of big, giant and complex
organizations
Executive Development-The Process
 Identifying Development Needs
• First of all, the present and future developmental needs for executives/ managers
need to be ascertained by identifying how many and what type of executives will
be required in the organization at present and in the future.
• This needs to be seen in the context of organizational as well as individual, i.e
manager needs.
• While organizational needs may be identified by making organizational analysis in
terms of organization's growth plan, strategies, competitive environment, etc.,
individual needs to be identified by the individual career planning and appraisal,
Appraisal of Present Managerial Talent

• The second step is an appraisal of the present managerial talent for the
organisation. For this purpose, a qualitative assessment of the existing
executives/managers in the organisation is made.
• Then, the performance of every executive is compared with the standard
expected of him/her
 Inventory of Executive Manpower
Based on information gathered from human resource planning, an inventory is
prepared to have complete information about :
i)Each executive in each position.
ii)Information on the executive’s age, education, experience, health record,
psychological test results,
iii) Performance appraisal data, etc. is collected and the same is maintained on cards
and replacement tables.
• An analysis of such inventory shows the strengths and also discloses the deficiencies
and weaknesses of the executives in certain functions relative to the future needs of
the concerned organization.
• From this executive inventory, we can begin the fourth step involved in the
executive development process
 Developing Development Programmes
• Having delineated strengths and weaknesses of each executive, the development
programmes are tailored to fill in the deficiencies of executives .
• Such tailor-made programmes of development focus on individual needs such as
skill development, changing attitudes, and knowledge acquisition
 Conducting Development Programmes
• At this stage, the manager actually participates in development programmes.
• It is worth mentioning that no single development programme can be adequate
for all managers.
• The reason is that each manager has a unique set of physical, intellectual and
emotional characteristics.
• There can be different development programmes to uniquely suit to the needs of
an executive/ manager. these development programmes may be on-the-job or
off-the-job programmes organised either by the organisation itself or by some
outside agencies
 Evaluating Development Programmes

• Executive development programme is evaluated to see changes in behaviour and

executive performance.
• Evaluation of programme enables to appraise program's effectiveness, highlight
its weaknesses and aids to determine whether the development should be
continued or how it can be improved
Executive development method
 Competency- based approach to development
• Competency:
It’s a cluster of related knowledge, skills and attitudes that affects a major part
of an individual job, that correlates with performance on the job, that can be
measured against well- accepted standards and that can be improved via
training and development

41
 Competency Assesment
• Its is the process of identifying the competencies
among a group of employees.
• Task analysis Vs competency assessment
• Task analysis bases training what people
on
whereas competency assessment do, bases
who the successful performers are training on
• Task analysis focuses on jobs with an emphasis on
psychomotor skills whereas competency assessment
conducts training for employees who perform decision
making tasks and are knowledge workers such as
mangers and professionals

42
 Competency Model
• A competency model is a success profile created on
the basis of competency assessment.
• A competency model is an organizing frame
work that lists the competencies required for
effective performance in a specific job,
organisation or a process.
• These competencies are associated with exemplary
performers and tied to corporate culture.

43
44
45
46
47
Strategic Approach to Competency Assessment
• The approach consists of five main building blocks
– The strategic review

– Identifying strategic areas of competence

– Determining competency requirements

– Assessing competency gap( competency requirement & Competency

possessed by employees)
– Application( Managers competencies are tested in this stage) i
• Every line manager should engage in at least 4 activities which relate to
performance in job ( selection, assessment, development & Succession)

48
•Thank you