CHAPTER 3 TRAINING & DEVELOPMENT TRAINING & DEVELOPMENT Definition of Training & Development Improve performance Training &

Development is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge. MEANING O! TRAINING & DEVELOPMENT " The need for Training and Development is determined by the employees performance deficiency, computed as follows. Training & Development Need !tandard "erformance # $ctual "erformance %e can make a distinction among Training, Development and &ducation. Di#tin$tion %et&een Training an' E'($ation Training E'($ation $pplication oriented Theoretical )rientation 'ob e(perience *lassroom learning !pecific Task in mind *overs general concepts Narrow "erspective +as ,road "erspective Training is 'ob !pecific &ducation is no bar Training Training refers to the process of imparting specific skills. $n employee undergoing training is presumed to have had some formal education. No training program is complete without an element of education. +ence we can say that Training is offered to operatives. E'($ation -t is a theoretical learning in classrooms. The purpose of education is to teach theoretical concepts and develop a sense of reasoning and .udgment. That any training and development program must contain an element of education is well understood by +/ !pecialists. $ny such program has university professors as resource persons to enlighten participants about theoretical knowledge of the topics proposed to discuss. -n fact organi0ations depute or encourage employees to do courses on part time basis. *&)s are known to attend refresher courses conducted by business schools. The education is more important for managers and e(ecutives rather than low cadre workers. $nyways education is common to all employees, their grades notwithstanding. Development Development means those learning opportunities designed to help employees to grow. Development is not primarily skills oriented. -nstead it provides the general knowledge and attitudes, which will be helpful to employers in higher positions. &fforts towards development often depend on personal drive and ambition. Development activities such as those supplied by management development programs are generally voluntary in nature. Development provides knowledge about business environment, management principles and techni1ues, human relations, specific industry analysis and the like is useful for better management of a company.

O%)e$tive# of *MDP+ Management Development Program# OR A'vantage# of Development 2. 3aking them !elf4starters *ommitted 3otivated /esult oriented !ensitive to environment 5nderstand use of power 6. *reating self awareness 7. Develop inspiring leadership styles 8. -nstill 0est for e(cellence 9. Teach them about effective communication :. To subordinate their functional loyalties to the interests of the organi0ation Differen$e %et&een Training an' Development Training Training is skills focused Training is presumed to have a formal education Training needs depend upon lack or deficiency in skills Trainings are generally need based Training is a narrower concept focused on .ob related skills Training may not include development Development Development is creating learning abilities Development is not education dependent

Development depends on personal drive and ambition Development is voluntary Development is a broader concept focused on personality development Development includes training wherever necessary Training is aimed at improving .ob related Development aims at overall personal efficiency and performance effectiveness including .ob efficiencies ,-at are t-e Training Inp(t#. !kills &ducation Development &thics "roblem !olving !kills Decision 3aking $ttitudinal *hanges TRAINING AND DEVELOPMENT O/0ECTIVE1 The principal ob.ective of training and development division is to make sure the availability of a skilled and willing workforce to an organi0ation. -n addition to that, there are four other ob.ectives; -ndividual, )rgani0ational, <unctional, and !ocietal. -ndividual )b.ectives # help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organi0ation.

)rgani0ational )b.ectives # assist the organi0ation with its primary ob.ective by bringing individual effectiveness. <unctional )b.ectives # maintain the departments contribution at a level suitable to the organi0ations needs. !ocietal )b.ectives # ensure that an organi0ation is ethically and socially responsible to the needs and challenges of the society.-mportance of Training & Development +elps remove performance deficiencies in employees =reater stability, fle(ibility and capacity for growth in an organi0ation $ccidents, scraps and damages to machinery can be avoided !erves as effective source of recruitment -t is an investment in +/ with a promise of better returns in future /educes dissatisfaction, absenteeism, complaints and turnover of employees NEED O! TRAINING In'ivi'(al level Diagnosis of present problems and future challenges -mprove individual performance or fi( up performance deficiency -mprove skills or knowledge or any other problem To anticipate future skill4needs and prepare employee to handle more challenging tasks To prepare for possible .ob transfers Gro(p level To face any change in organi0ation strategy at group levels %hen new products and services are launched To avoid scraps and accident rates IMPORTANCE O! TRAINING AND DEVELOPMENT )ptimum 5tili0ation of +uman /esources # Training and Development helps in optimi0ing the utili0ation of human resource that further helps the employee to achieve the organi0ational goals as well as their individual goals. Development of +uman /esources # Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organi0ation. -t also helps the employees in attaining personal growth. Development of skills of employees # Training and Development helps in increasing the .ob knowledge and skills of employees at each level. -t helps to e(pand the hori0ons of human intellect and an overall personality of the employees. "roductivity # Training and Development helps in increasing the productivity of the employees that helps the organi0ation further to achieve its long4term goal.

Team spirit # Training and Development helps in inculcating the sense of team work, team spirit, and inter4team collaborations. -t helps in inculcating the 0eal to learn within the employees. )rgani0ation *ulture # Training and Development helps to develop and improve the organi0ational health culture and effectiveness. -t helps in creating the learning culture within the organi0ation. )rgani0ation *limate # Training and Development helps building the positive perception and feeling about the organi0ation. The employees get these feelings from leaders, subordinates, and peers. >uality # Training and Development helps in improving upon the 1uality of work and work4life. +ealthy work4environment # Training and Development helps in creating the healthy working environment. -t helps to build good employee, relationship so that individual goals aligns with organi0ational goal. +ealth and !afety # Training and Development helps in improving the health and safety of the organi0ation thus preventing obsolescence. 3orale # Training and Development helps in improving the morale of the work force. -mage # Training and Development helps in creating a better corporate image. "rofitability # Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Training and Development aids in organi0ational development i.e. )rgani0ation gets more effective decision making and problem solving. -t helps in understanding and carrying out organi0ational policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display. TRAINING PROCE11 1tep# in training pro$e## 2. )rgani0ational ob.ectives 6. $ssessment of Training needs 7. &stablishment of Training goals 8. Devising training programme 9. -mplementation of training programme :. &valuation of results ?et us go through the steps in training process in detail;

I2 Organi3ational O%)e$tive# an' 1trategie#; The first step in the training process in an organi0ation is the assessment of its ob.ectives and strategies. %hat business are we in@ $t what level of 1uality do we wish to provide this product or service@ %here do we want to be in the future@ -t is only after answering these related 1uestions that the organi0ation must assess the strengths and weaknesses of its human resources. II2 Nee'# A##e##ment Needs assessment diagnosis present problems and future challenges to be met through training and development@ )rgani0ations spend vast sums of money Ausually as a percentage on turnoverB on training and development. ,efore committing such huge resources, organi0ations that implement training programs without conducting needs assessment may be making errors. Needs assessment occurs at two levels4 group and individual. $n individual obviously needs training when his or her performance falls short of standards, that is, when there is performance deficiency. -nade1uacy in performance may be due to lack of skill or knowledge or any other problem. The problem of performance deficiency caused by absence of skills or knowledge can be remedied by training. <aulty selection, poor .ob design, improving 1uality of supervision, or discharge will solve the problem. $ssessment of training needs must also focus on anticipated skills of an employee. Technology changes fast and new technology demands new skills. -t is necessary that the employee be trained to ac1uire new skills. This will help himCher to progress in his or her career path. Training and development is essential to prepare the employee to handle more challenging tasks. -ndividuals may also re1uire new skills because of possible .ob transfers. $lthough .ob transfers are common as organi0ational personnel demands vary, they do not necessarily re1uire elaborate training efforts. &mployees commonly re1uire only an orientation to new facilities and .obs. 'obs have disappeared as technology, foreign competition, and the forces of supply and demand are changing the face of our industry. $ssessment of training needs occurs at the group level too. $ny change in the organi0ations strategy necessitates training of groups of employees. III2 Training an' Development o%)e$tive# )nce training needs are assessed, training and development goals must be established. %ithout clearly set goals, it is not possible to design a training and development programme and, after it has been implemented there will be no way of measuring its effectiveness. =oals must be tangible, verifiable, and measurable. This is easy where skills training is involved. <or e(ample, the successful trainee will be e(pected to type 99 words per minute with two or three errors per page. Nevertheless, clear behavioral standards of e(pected results are necessary so that the programme can be effectively designed and results can be evaluated.

IV2 De#igning Training an' Development Programme &very training and development programme must address certain vital issues 2. %ho participates in the programme@ 6. %ho are the trainers@ 7. %hat methods and techni1ues are to be used for training@ 8. %hat should be the level of training@ 9. %hat learning principles are needed@ :. %here is the program conducted@ %ho are the trainers; Trainers should be selected on the basis of self4nomination, recommendations of supervisors or by the +/ department itself. %hatever is the basis, it is advisable to have two or more target audience. <or e(ample, rank4and4 file employees and their supervisors or by the +/ department itself. !everal people, including the following may conduct training and Development programmes; 2. -mmediate supervisors 6. *o4workers, as in buddy systems, 7. 3embers of the personnel staff, 8. !pecialists in other parts of the company, 9. )utside consultants, :. -ndustry associations, and faculty members at universities V2 Met-o'# an' Te$-ni4(e# of training $ multitude of methods of training is used to train employees. Training methods are categori0ed into two groups AiB on the .ob training and AiiB off4the .ob methods. )n the .ob training; refers to methods that are applied in the workplace, while the employees is actually working. V2 Planning Training Eval(ation 'ohn Dopyera and ?ouise "itone identified eight decision points in planning training evaluation. They are; 2. !hould an evaluation be done@ %ho should evaluate@ %hat is the purpose of evaluation@ There are mainly two purposes of doing evaluation. They are .ustification evaluation and determination evaluation. 'ustification evaluations are undertaken as reactions to mandates. )ther purposes that will make evaluation efforts more fruitful. These purposes include training needs assessment, programme improvements and impact evaluation.
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%hat will be measured@ The focus of the evaluation will be on training and delivery, programme content, materials, impact of training on individuals through learning, behaviour or performance change. ?earning can be measured through pre4test and post4 test. &valuate the effects of training after the trainee returns to the work place using changes in between or the work results as indicators.

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+ow comprehensive will the evaluation be@ The scope or the duration and comprehensiveness of the evaluation is influenced by available support, communication and evaluation purpose. %ho has the authority and responsibility@ %ho has the authority and responsibility at different stages of evaluation will be determined by the factors like personnel, credibility of internal staff, communication, ob.ectivity of internal staff to do an evaluation regardless of results. %hat are the sources of data@ The most common sources of evaluation data are reactions, opinions andC or test results of the participants, managers, supervisors, production records, 1uality control, financial records, personnel records, safety records, etc. +ow will the data be collected and compiled@ Data can be collected before training for needs analysis or pre4testing purpose, during training programme to make improvements along the way and after training for evaluation. Ne(t step is selection of treatment or control groups and determination of nature of samples. Data can be complied either manually or by computers. +ow will the data be analysed and reported@ <irst reporting issue is concerned with audiences like participants or trainees, training staff, managers, customers etc. !econd and third issues are concerned with analysis and results and accuracy, policies and format respectively. These decision points are intended to increase awareness of and interest in u. evaluation of training, to improve planning skills and to encourage more systematic4 evaluation of training.

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The steps in the training process can be simplified as follows; 52 Anal63e *larify organi0ational and training program ob.ectives. $gree the scope of the training program. $rticulate training administration re1uirements. Determine strategies for transferring learned skills to the workplace. Detail pro.ect risks, opportunities and assumptions. -nvestigate constraints in implementing the program, including technological, budget, timing and duration. ?ist training vendorCtrainer selection criteria. Determine the target participants, program entry re1uirements, participant characteristics and special needs. Determine e(tent of training participant knowledgeCskill assessment re1uired. Determine the tasks currently performed by target participants and level of performance re1uired following the training. &stimate program design, development, implementation and evaluation costs, effort re1uired and schedule. 72 De#ign

Translate the program ob.ectives into terminal and enabling learning ob.ectives. >uantify program development, implementation and evaluation costs and effort re1uired. Determine program structure and se1uence. Determine program duration and pace. Decide program format and mode of delivery. !pecify type of participant assessments and assessment conditions. Determine program evaluation methodology, data collection methods, timing and reporting formats. $rticulate transfer of learning methods and workplace support. Define implementation and training administration re1uirements. 2. Develop
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Develop communication packs for program stakeholders. Develop session plans, trainer guides, learner guides and trainer and participant resources. Develop trainer and on4the4.ob aids. Develop coachingCmentoring guides and resources. Develop technology infrastructure and software. Develop participant assessments. Develop pro.ect and program evaluation instruments. *onduct pilot program to test that program meets client re1uirements. /eview implementation and evaluation costs, effort re1uired and schedule.

Implement /ollout program communications to stakeholders. "roduce program materials and aids. -nstall technology infrastructure and services. !et up administrative databases and systems. -nstall on4the4.ob aids. "repare coachesCmentors. ,ook venue, accommodation and travel arrangements. !et up venue and accommodation. !chedule participants. *onduct training sessions. -mplement training transfer strategies. *onduct participant assessments. *ollect participant feedback. Eval(ate *ollect training program evaluation data. *ollect pro.ect evaluation data. /eview training program performance Anumber of employees trained, percent participants passed, participant satisfactionB. /eview pro.ect performance Acost, schedule, scope, stakeholder satisfaction, pro.ect team satisfactionB. /eport program and pro.ect performance results.

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TRAINING NEED ANAL81I1 *TNA+ $n analysis of training need is an essential re1uirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is re1uired for effective performance and present level of performance. ,-6 training nee' anal6#i#. Training need analysis is conducted to determine whether resources re1uired are available or not. -t helps to plan the budget of the company, areas where training is re1uired, and also highlights the occasions where training might not be appropriate but re1uires alternate action. Training Nee' ari#e# at t-ree level# *orporate need and training need are interdependent because the organi0ation performance ultimately depends on the performance of its individual employee and its sub group. )rgani0ational ?evel # Training need analysis at organi0ational level focuses on strategic planning, business need, and goals. -t starts with the assessment of internal environment of the organi0ation such as, procedures, structures, policies, strengths, and weaknesses and e(ternal environment such as opportunities and threats. $fter doing the !%)T analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is re1uired. $nd, opportunities can be e(ploited by balancing it against costs. <or this approach to be successful, the +/ department of the company re1uires to be involved in strategic planning. -n this planning, +/ develops strategies to be sure that the employees in the organi0ation have the re1uired Enowledge, !kills, and $ttributes AE!$sB based on the future E!$s re1uirements at each level. -ndividual ?evel # Training need analysis at individual level focuses on each and every individual in the organi0ation. $t this level, the organi0ation checks whether an employee is performing at desired level or the performance is below e(pectation. -f the difference between the e(pected performance and actual performance comes out to be positive, then certainly there is a need of training. +owever, individual competence can also be linked to individual need. The methods that are used to analy0e the individual need are; F $ppraisal and performance review F "eer appraisal F *ompetency assessments F !ubordinate appraisal F *lient feedback F *ustomer feedback F !elf4assessment or self4appraisal )perational ?evel # Training Need analysis at operational level focuses on the work that is being assigned to the employees. The .ob analyst gathers the information on whether the .ob is clearly understood by an employee or not. +e gathers this information through technical interview, observation, psychological testG 1uestionnaires asking the closed ended as well as open ended

1uestions, etc. Today, .obs are dynamic and keep changing over the time. &mployees need to prepare for these changes. The .ob analyst also gathers information on the tasks needs to be done plus the tasks that will be re1uired in the future. ,ased on the information collected, training Need analysis ATN$B is done. -dentification of Training Nee'# *Met-o'#+ In'ivi'(al Training Nee'# I'entifi$ation 2. "erformance $ppraisals 6. -nterviews 7. >uestionnaires 8. $ttitude !urveys 9. Training "rogress <eedback :. %ork !ampling D. /ating !cales Gro(p Level Training Nee'# I'entifi$ation 2. )rgani0ational =oals and )b.ectives 6. "ersonnel C !kills -nventories 7. )rgani0ational *limate -ndices 8. &fficiency -ndices 9. &(it -nterviews :. 3,) C %ork "lanning !ystems D. >uality *ircles H. *ustomer !atisfaction !urvey I. $nalysis of *urrent and $nticipated *hanges /enefit# of Training Nee'# I'entifi$ation 8. Trainers can be informed about the broader needs in advance 9. Trainers "erception =aps can be reduced between employees and their supervisorsTrainers can design course inputs closer to the specific needs of the participants :. Diagnosis of causes of performance deficiencies can be done METHOD1 O! TRAINING On t-e 0o% Training# These methods are generally applied on the workplace while employees is actually working. <ollowing are the on4the4.ob methods. 0o% Rotation -n this method, usually employees are put on different .obs turn by turn where they learn all sorts of .obs of various departments. The ob.ective is to give a comprehensive awareness about the .obs of different departments. $dvantage # employee gets to know how his own and other departments also function. -nterdepartmental coordination can be improved, instills team spirit. Disadvantage # -t may become too much for an employee to learn. -t is not focused on employees own .ob responsibilities. &mployees basic talents may remain under utili0ed. 0o% Coa$-ing $n e(perienced employee can give a verbal presentation to e(plain the nitty4 grittys of the .ob.

0o% In#tr($tion -t may consist an instruction or directions to perform a particular task or a function. -t may be in the form of orders or steps to perform a task. Apprenti$e#-ip# =enerally fresh graduates are put under the e(perienced employee to learn the functions of .ob. Intern#-ip# an' A##i#tant#-ip# $n intern or an assistants are recruited to perform a specific time4bound .obs or pro.ects during their education. -t may consist a part of their educational courses. A'vantage# of On"t-e"0o% Training -t is directly in the conte(t of .ob -t is often informal -t is most effective because it is learning by e(perience -t is least e(pensive Trainees are highly motivated -t is free from artificial classroom situations Di#a'vantage# of On"t-e"0o% Training Trainer may not be e(perienced enough to train -t is not systematically organi0ed "oorly conducted programs may create safety ha0ards Off t-e 0o% Training# These are used away from work places while employees are not working like classroom trainings, seminars etc. <ollowing are the off4the4.ob methodsG Cla##room Le$t(re# -t is a verbal lecture presentation by an instructor to a large audience. $dvantage # -t can be used for large groups. *ost per trainee is low. Disadvantages # ?ow popularity. -t is not learning by practice. -t is )ne4way communication. No authentic feedback mechanism. ?ikely to boredom. A('io"Vi#(al -t can be done using <ilms, Televisions, Jideo, and "resentations etc. $dvantages # %ide range of realistic e(amples, 1uality control possible,. Disadvantages # )ne4 way communication, No feedback mechanism. No fle(ibility for different audience. 1im(lation creating a real life situation for decision4making and understanding the actual .ob conditions give it. <ollowing are some of the simulation methods of trainings Ca#e 1t('ie# -t is a written description of an actual situation and trainer is supposed to analy0e and give his conclusions in writing. The cases are generally based on actual organi0ational situations. -t is an ideal method to promote decision4making abilities within the constraints of limited data. Role Pla6# +ere trainees assume the part of the specific personalities in a case study and enact it in front of the audience. -t is more emotional orientation and improves interpersonal relationships. $ttitudinal change is another result. These are generally used in 3D".

1en#itivit6 Training#; This is more from the point of view of behavioral assessment, under different circumstances how an individual will behave himself and towards others. There is no preplanned agenda and it is instant. $dvantages # increased ability to empathi0e, listening skills, openness, tolerance, and conflict resolution skills. Disadvantage # "articipants may resort to their old habits after the training. Programme' In#tr($tion# "rovided in the form of blocks either in book or a teaching machine using 1uestions and <eedbacks without the intervention of trainer. $dvantages # !elf paced, trainees can progress at their own speed, strong motivation for repeat learning, material is structured and self4contained. Disadvantages # !cope for learning is lessG cost of books, manuals or machinery is e(pensive. Comp(ter Ai'e' In#tr($tion# -t is e(tension of "- method, by using computers. $dvantages # "rovides accountabilities, modifiable to technological innovations, fle(ible to time. Disadvantages # +igh cost. La%orator6 Training A'vantage# of Off"t-e"0o% Training Trainers are usually e(perienced enough to train -t is systematically organi0ed &fficiently created programs may add lot of value Di#a'vantage# of Off"t-e"0o% Training -t is not directly in the conte(t of .ob -t is often formal -t is not based on e(perience -t is least e(pensive Trainees may not be highly motivated -t is more artificial in nature /ARRIER1 TO E!!ECTIVE TRAINING 2. ?ack of 3anagement commitment 6. -nade1uate Training budget 7. &ducation degrees lack skills 8. ?arge scale poaching of trained staff 9. Non4coordination from workers due to downsi0ing trends :. &mployers and , !chools operating distantly D. 5nions influence Ho& To Ma9e Training Effe$tive. 2. 3anagement *ommitment 6. Training & ,usiness !trategies -ntegration 7. *omprehensive and !ystematic $pproach 8. *ontinuous and )ngoing approach 9. "romoting ?earning as <undamental Jalue

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*reations of effective training evaluation system

TRAINING EVAL:ATION The process of e(amining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. P(rpo#e# of Training Eval(ation The five main purposes of training evaluation are; <eedback; -t helps in giving feedback to the candidates by defining the ob.ectives and linking it to learning outcomes. /esearch; -t helps in ascertaining the relationship between ac1uired knowledge, transfer of knowledge at the work place, and training. *ontrol; -t helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly. "ower games; $t times, the top management Ahigher authoritative employeeB uses the evaluative data to manipulate it for their own benefits. -ntervention; -t helps in determining that whether the actual outcomes are aligned with the e(pected outcomes. Pro$e## of Training Eval(ation ,efore Training; The learners skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the ob.ectives and learning outcomes of the program. )nce aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style. During Training; -t is the phase at which instruction is started. This phase usually consist of short tests at regular intervals $fter Training; -t is the phase when learners skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organi0ational levels. There are various evaluation techni1ues for this phase. Te$-ni4(e# of Eval(ation The various methods of training evaluation are; F )bservation

F >uestionnaire F -nterview F !elf diaries F !elf recording of specific incidents