Training & Development

Training and development

Employee Training Introduction

Need and benefit of Training

Advantages Of Training Programme

3 Employee Training Tips For Managers

Training Process

On-the-job Methods
o Job Rotation
o Coaching
o Job Instruction
o Committee Assignments
o Apprenticeship
o Internship

Off-the-job Methods
o Classroom Lectures
o Audio-Visual
o Simulation
o Vestibule Training
o Case Studies
o Role Playing

o Programmed Instructions

Sensitivity Training

Management Development
o On the Job Methods [MD]

Job Rotation

Mentoring

Job Instruction Technique

o Off the Job Methods [MD]

Case Studies

Business Games

Simulation

In-basket Method

Sensitivity training

Executive Development
TRAINING AND DEVELOPMENT is a subsystem of an organization and core function
of human resource management. It ensures continuous skill development of employees
working in organisation and habituates process of learning for developing knowledge to
work. Training and Development is the foundation for obtaining quality output from
employees.
Training and Development is a structured program with different methods will be
designed by professionals in particular job. It has become most common and continuous
task in any organisation for updating skills and knowledge of employees in accordance
with changing environment. Optimisation of cost with available resources has become
pressing need for every organisation which will be possible only by way of improving
efficiency and productivity of employees, possible only by way of providing proper
employee training and development conditioned to that it should be provided by
professionals.
what is the difference between training and development?

This is typical questions to to give clear answer. Previously many authors have defined
the difference between training and development, but still there is little confusion in
understanding the difference. In fact many organisations are using term "training and
development" as one and same. Mostly we hear the term "training" for the purpose of the
developing skills and knowledge among employees. Both training and development are
continuous and core tasks of organisation, but employee training will be for the particular
job to develop skills in concern particular job for a particular period and will be given
periodically whenever updating of skills needed for performing particular job and
moreover training is meant for the purpose of development of technicality among
employees. Training is mainly provided for making employee aware on how to handle
particular job, technology or equipment for doing particular task or function in the
organisation. ultimately training of employees will be by way of teaching by the
professional in particular job which involves technicality to develop skill. In many and
large organisations even in governmental organisations financial budgeting provides a
separate budget for the purpose of employee training as a key overhead which has been
not ignored ever. Because employee training is very expensive, especially if we take
information technology companies spends large amounts for providing training to their
employees and frequency of training is high because change of technology is not constant
and updated continuously. Therefore to make aware of new technology and update their
skills in accordance with new technology, training of employees is more frequent as that
of other industries.
Coming to employee development we don't hear or see as that of employee training
program in the organisation. Employee development is psychological oriented mainly
provided for people who deals with managerial tasks. As compared to technical staff,
managerial staff will be very low in number because manager who is having more
efficiency can manage more number of people which is a real manager capability, but
coming to technical jobs cannot be done by one or with minimum available skilled labour
if there is need for high or large production. ultimately development of employees is by
way of learning by way of observations to develop knowledge. In fact training is also
provided for management level personnel to understand technicalities involved and
nature of work done by the staff working under them, ultimately to manage them.

TRAINING PROCESS
Step 1: Decide If Training is needed
The first step in the training process is a basic one: to determine whether a problem can
be solved by training. Training is conducted for one or more of these reasons: 1) Required
legally or by order or regulation 2) to improve job skills or move into a different position
3) for an organization to remain competitive and profitable. If employees are not
performing their jobs properly, it is often assumed that training will bring them up to
standard. This may not always be the case. Ideally, training should be provided before
problems or accidents occur and should be maintained as part of quality control.
Step 2: Determine What Type of Training is needed

The employees themselves can provide valuable information on the training they need.
They know what they need/want to make them better at their jobs. Just ask them! Also,
regulatory considerations may require certain training in certain industries and/or job
classifications. Once the kind of training that is needed has been determined, it is equally
important to determine what kind of training is not needed. Training should focus on
those steps on which improved performance is needed. This avoids unnecessary time lost
and focuses the training to meet the needs of the employees.
Step 3: Identifying Goals and Objectives
Once the employees' training needs have been identified, employers can then prepare for
the training. Clearly stated training objectives will help employers communicate what
they want their employees to do, to do better, or to stop doing! Learning objectives do not
necessarily have to be written, but in order for the training to be as successful as possible,
they should be CLEAR and thoughtout before the training begins.

Step 4: Implementing the Training

Training should be conducted by professionals with knowledge and expertise in the given
subject area; period. Nothing is worse than being in a classroom with an instructor who
has no knowledge of what they are supposed to be teaching! Use in-house, experienced
talent or an outside professional training source as the best option. The training should be
presented so that its organization and meaning are clear to employees. An effective
training program allows employees to participate in the training process and to practice
their skills and/or knowledge. Employees should be encouraged to become involved in
the training process by participating in discussions, asking questions, contributing their
knowledge and expertise, learning through handson experiences, and even through role
playing exercises.

Step 5: Evaluation Training Program

One way to make sure that the training program is accomplishing its goals is by using an
evaluation of the training by both the students and the instructors Training should have,
as one of its critical components, a method of measuring the effectiveness of the training.
Evaluations will help employers or supervisors determine the amount of learning
achieved and whether or not an employee's performance has improved on the job as a
result.

On-the-job Methods
On the Job Trainings (OJT):
When an employee learns the job in actual working site in real life situation, and not simulated
environment, it is called OJT. Employee learns while working. Take the instance of roadside
mechanics. Small boys working there as helpers learn while helping the head mechanic. They do not
learn the defect analysis and engine repairing skills in any classroom on engine models.
This type of training, also known as job instruction training, is the most commonly used method.
Under this method, the individual is placed on a regular job and taught the skills necessary to perform
that job. The trainee learns under the supervision and guidance of a qualified worker or instructor.
On-the-job training has the advantage of giving firsthand knowledge and experience under actual
working conditions. While the trainee learns how to perform a job, he is also a regular worker
rendering the services for which he is paid. The problem of transfer of trainee is also minimised as
the person learns on-the-job. The emphasis is placed on rendering services in the most effective
manner rather than learning how to perform the job. On-the-job training methods include job
rotation, coaching, job instruction or training through step-by-step and committee assignments.
On-the-job training boosts employee morale: Survey
Over 40% employers voted on-the-job training for increased productivity and 35% for enhanced
employee morale in the organization in a survey concerning training and development, conducted by
TJinsite, research and knowledge arm of TimesJobs.com. A considerable share of the surveyed
employers also claimed to reduce attrition by using training and development methodology.
Employees too appreciate learning and training at the workplace since it enables them to develop
knowledge and skills without leaving the work. In the TJinsite survey, on-the-job training by seniors
has been voted as the most preferred method of training by 71% employees. Other training methods
come at distant second; with workshop and seminars preferred by 15% of surveyed employees,
followed by external trainers (11%) and least preferred manual & journals (3%).
Mostly on-the-job training for new employees is followed by induction programme which is meant
for making new employees aware of organisation's culture, policies, procedures and for interaction of
new employees with each other. In India at NTPC (National Thermal Power Corporation), is offering
employee induction programme for its new employees and later sent to on-the-job training. Boston
Consulting Group's (BCG) India office, is also giving on-the-job training with live Case study for 1 3 months for its new employees.

On-The-Job Training Methods

(a) Job Rotation: This type of training involves the movement of the trainee from one job to another.
The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the
different job assignments. Though this method of training is common in training managers for
general management positions, trainees can also be rotated from job to job in workshop jobs. This
method gives an opportunity to the trainee to understand the problems of employees on other jobs
and respect them.
Job rotation method has been using in the Indian banking sector mainly by State bank group for the
probationary officers for the period of approximately 2 years to finally post them as assistant bank
manager. Under this method of training candidates are placed in each and every job starts from
clerical job, assistant, cashier and managerial job for the purpose of knowing importance in nature of
every job before handling Asst bank manager position.
(b) Coaching: The trainee is placed under a particular supervisor who functions as a coach in
training the individual. The supervisor provides feedback to the trainee on his performance and offers
him some suggestions for improvement. Often the trainee shares some of the duties and
responsibilities of the coach and relieves him of his burden. A limitation of this method of training is
that the trainee may not have the freedom or opportunity to express his own ideas.
Experience is simply the name we give our mistakes." - Oscar Wilde.
(c) Job Instruction: This method is also known as training through step by step. Under this method,
trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do
the job. The trainer appraises the performance of the trainee, provides feedback information and
corrects the trainee.
(d) Committee Assignments: Under the committee assignment, group of trainees are given and
asked to solve an actual organisational problem. The trainees solve the problem jointly. It develops
team work.
(e) Apprenticeship: Apprenticeship is a formalized method of training curriculum program that
combines classroom education with on-the-job work under close supervision. The training curriculum
is planned in advance and conducted in careful steps from day to day. Most trade apprenticeship
programs have a duration of three to four years before an apprentice is considered completely
accomplished in that trade or profession. This method is appropriate for training in crafts, trades and
technical areas, especially when proficiency in a job is the result of a relatively long training or
apprenticeship period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a pattern designer,
a mechanic, etc.
(f ) Internship
Internship is one of the on-the-job training methods. Individuals entering industry in skilled trades
like machinist, electrician and laboratory technician are provided with thorough instruction though
theoretical and practical aspects. For example, TISCO, TELCO and BHEL select the candidates from
polytechnics, engineering colleges and management institutions and provide apprenticeship training.

Apprenticeship training programmes are jointly sponsored by colleges, universities and industrial
organisations to provide the opportunity to the students to gain real-life experience as well as
employment. Exhibit presents the benefits of apprenticeship training.
Most of the Universities and Colleges encourage students for internship as part of the curriculum as it
is beneficial to all concerned.
Off-the-job Methods
Off-the-job training is conducted in a location specifically designated for training. It may be near the
workplace or away from work, at a special training center or a resort Conducting the training away
from the workplace minimize distractions and allows trainees to devote their full attention to the
material being taught- However, off-the-job training programs may not provide as much transfer of
training to the actual job as do on-the-job programs. Many people equate off-the-job training with the
lecture method, but in fact a very wide variety of methods can be used.
Definitions:
Employee training at a site away from the actual work environment. It often utilizes lectures, case
studies, role playing, simulation, etc. See also on the job training.
Off the Job Training Methods
1. Classroom Lectures: under the off the job methods of training, classroom method or lecture
method is well-known to train white collar or managerial level employees in the organisation. under
this method employees are called to the room like that of classroom to give training by trainer in the
form of lectures. This method is effectively used for the purpose of teaching administrative aspects or
on management subject to make aware of procedures and to give instructions on particular topic.
Advantage It can be used for large groups. Cost per trainee is low.
Disadvantages Low interest of employees. It is not learning by practice. It is One-way
communication. No authentic feedback mechanism. Likely to lead to boredom for employees.
2. Audio-Visual: Providing training by way of using Films, Televisions, Video, and Presentations etc.
This method of training has been using successfully in education institutions to train their students in
subjects to understand and assimilate easily and help them to remember forever. New companies
have come up for providing audio visual material for students in their concern subjects. In the
corporate sector, mainly in customer care centres employers are giving training to their employees by
using audio visuals material to teach how to receive, talk and behaviour with the customer.
Advantages Wide range of realistic examples, quality control possible.
Disadvantages One-way communication, No feedback mechanism. No flexibility for different
audience.
3. Simulation: the simulation Method of training is most famous and core among all of the job
training methods. in the simulation training method, trainee will be trained on the especially designed
equipment or machine seems to be really used in the field or job. But, those equipment or machines
are specifically designed for training trainees were making them ready to handle them in the real field

or job. This method of planning is mostly used where very expensive machinery or equipment used
for performing Job or to handle that job.

Example:- The simulation method has been using widely for the purpose of training aeroplane pilots
on aeroplane simulator to make them ready to handle an fly aeroplane. Especially in Air force fighter
pilots are getting trained on the jet fighters simulator. because the cost of aeroplane or jet fighter will
be very expensive, hence employer may not allow directly to get trained on real equipment to avoid
damage to equipment or machine or in sometimes may cause loss of trainee life. To avoid all such
risks by the employer giving training on simulator is safe. (normally simulators for the purpose of
training would be provided by the manufacturer of original equipment).
4. Vestibule Training: - Mostly this method of training will be used to train technical staff, office
staff and employees who deal with tools and machines. Employees learn their jobs on the equipment
they will be using, but the training is conducted away from the actual work floor by bringing
equipments or tools to certain place where training is provided, but not work place. Vestibule training
allows employees to get a full feel for doing task without real world pressures. Additionally, it
minimizes the problem of transferring learning to the job.vestibule training is provided to employees
when new or advanced equipment or tools introduced in to the organisation to do a particular job by
using them. For this purpose such equipment is brought to a separate place to give demonstration and
train how to use and that handle it by employees safely.
5. Case Studies: It is a written description of an actual situation in the past in same organisation or
somewhere else and trainees are supposed to analyze and give their conclusions in writing. This is
another excellent method to ensure full and whole hearted participation of employees and generates
good interest among them. Case is later discussed by instructor with all the pros and cons of each
option. It is an ideal method to promote decision-making abilities within the constraints of limited
data.
6. Role Playing: During a role play, the trainees assume roles and act out situations connected to the
learning concepts. It is good for customer service and training. This method is also called rolereversal, socio-drama or psycho-drama. Here trainees act out a given role as they would in a stage
play. Two or more trainees are assigned roles in a given situation, which is explained to the group.
There are no written lines to be said and, naturally, no rehearsals. The role players have to quickly
respond to the situation that is ever changing and to react to it as they would in the real one. It is a

method of human interaction which involves realistic behaviour in an imaginary or hypothetical

situation. Role playing primarily involves employee-employer relationships, hiring, firing, discussing
a grievance problem, conducting a post appraisal interview, disciplining a subordinate, or a salesman
making presentation to a customer.
7. Programmed Instructions: This involves two essential elements: (a) a step-by-step series of bits
of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the
series and checking on the trainees knowledge. Questions are asked in proper sequence and
indication given promptly whether the answers are correct.This programme may be carried out with a
book, a manual or a teaching machine. It is primarily used for teaching factual knowledge such as
Mathematics, Physics, etc.
8. Management Games With computerized management games, trainees divide into five- or sixperson groups, each of which competes with the others in a simulated marketplace. Each group
typically must decide, for example.
1. how much to spend on advertising.
2. how much to produce,
3. how much inventory to maintain, and
4. how many of which product to produce.
Usually, the game itself compresses a two- or three-year period into days, weeks, or months. As in the
real world, each company team usually can't see what decisions (such as to boost advertising) the
other firms have made, although these decisions do affect their own sales.
Management games can be effective. People learn best by being involved, and the games can gain
such involvement. They help trainees develop their problem-solving skills, as well as to focus
attention on planning rather than just putting out fires. The groups also usually elect their own
officers and organize themselves. This can develop leadership skills and foster cooperation and
teamwork.
Advantages of Off-the-Job Training:
Trainers are usually experienced enough to train
It is systematically organized
Efficiently created programs may add lot of value
Disadvantages of Off-the-Job Training:
It is not directly in the context of job
It is often formal
It may not be based on experience.
It is expensive.
Trainees may not be much motivated
It is artificial in nature.
Sensitivity Training
Sensitivity training involves

such

groupings

as

--T groups

(T for

training), encounter

groups, laboratory training groups, and human awareness groups are all names usually associated
with what is known as sensitivity training.
Sensitivity training is about making people understand about themselves and others reasonably,
which is done by developing in them social sensitivity and behavioral flexibility.

Social sensitivity in one word is empathy. It is ability of an individual to sense what others
feel and think from their own point of view.

Behavioral flexibility is ability to behave suitably in light of understanding.

Procedure of Sensitivity Training

Sensitivity Training Program requires three steps:
1. Unfreezing the old values -It requires that the trainees become aware of the inadequacy of the old
values. This can be done when the trainee faces dilemma in which his old values is not able to
provide proper guidance. The first step consists of a small procedure:

An unstructured group of 10-15 people is formed.

Unstructured group without any objective looks to the trainer for its guidance

But the trainer refuses to provide guidance and assume leadership

Soon, the trainees are motivated to resolve the uncertainty

Then, they try to form some hierarchy. Some try assume leadership role which may not be
liked by other trainees

Then, they started realizing that what they desire to do and realize the alternative ways of
dealing with the situation

2. Development of new values - With the trainer's support, trainees begin to examine their
interpersonal behavior and giving each other feedback. The reasoning of the feedbacks are discussed
which motivates trainees to experiment with range of new behaviors and values. This process
constitutes the second step in the change process of the development of these values.
3. Refreezing the new ones - This step depends upon how much opportunity the trainees get to
practice their new behaviors and values at their work place.
In one way Sensitivity training is the process of developing emotional intelligence, which means
"the mental ability an individual possesses enabling him or her to be sensitive and understanding to
the emotions of others as well as being able to manage their own emotions and impulses". [Emotional
intelligence, according to Merriam Webster, "describes the ability, capacity, skill or, in the case of the
trait, to identify, assess, and manage the emotions of one's self, of others, and of groups."] Emotional
intelligence enable employees to act according to the situation in the organization faced by him. It

develops the ability to understand others feeling and their mental status and interact accordingly.
Conflicts and misunderstandings are mostly raised because of lack of emotional intelligence
possessed by the person which leads to breakup in perception and relationship they main since long
time in organization and effects the productivity of the organization. Emotional intelligence became a
popular study in 1995 when Daniel Goleman published his book, Emotional Intelligence: Why it can
matter more than IQ. Emotional Intelligence is the ability to recognize and use one's own emotions as
well as the emotions of others to help determine what to do (or not to do). The competencies
include...

Emotional Self-Awareness (knowing what you are feeling),

Emotional Self-Management (choosing your emotions - transforming negative emotions into

positive emotions),

Emotional Self-Motivation (using positive emotions to persist under pressure),

Empathy (awareness of other's feelings and using that awareness for successful solutions),
and

Nurture Relationships (creating a cooperative and collaborative climate)

The ability to stop and transform negative feelings in any given moment helps us to stop much of the
stress that we might have otherwise experienced.
Goals of Sensitivity Training
While the emphases, styles and specific goals of the multitude of sensitivity training programs vary,
there does seem to be some consensus as to general goals. These include:
1. Increased understanding, insight, and self awareness about one's own behavior and its impact on
others, including the ways in which others interpret one's behavior.
2. Increased understanding and sensitivity about the behavior of others, including better interpretation
of both verbal and nonverbal clues, which increases awareness and understanding of what the other
person is thinking and feeling.
3. Better understanding and awareness of group and intergroup processes, both those that facilitate
and those that inhibit group functioning.
4. Increased diagnostic skills in interpersonal and intergroup situations. For the authors, the
accomplishments of the first three objectives provide the basic tools for accomplishing the fourth
objective.
5. Increased ability to transform learning into action, so that real life interventions will be more
successful in increasing member effectiveness, satisfaction, output, or effectiveness.
6. Improvement in individuals' ability to analyze their own interpersonal behavior, as well as to learn

how to help themselves and others with whom they come in contact to achieve more satisfying,
rewarding, and effective interpersonal relationships.
Different sensitivity programs may emphasize one or more of these goals or may neglect some.
However, they are goals that are common to most T groups.
Outcomes of sensitivity training
The outcomes they depict (self, role, and organization) are only possibilities, and cannot be
guaranteed for everyone attending a sensitivity training program. This is because some participants
do not learn or learn very little from a T group experience, others learn some things, and others learn
a considerable amount and variety of things and because programs vary so much in terms of their
nature and goals. Possible outcomes are as follows:
Self
1. Increased awareness of own feelings and reactions, and own impact on others.
2. Increased awareness of feelings and reactions of others, and their impact on self.
3. Increased awareness of dynamics of group action.
4. Changed attitudes toward self, others, and groups; i.e., more respect for, tolerance for, and
faith in self, others, and groups.
5. Increased interpersonal competence; i.e., skill in handling interpersonal and group
relationships toward more productive and satisfying relationships.
Role

1. Increased awareness of own organizational role, organizational dynamics, dynamics of larger

social systems, and dynamics of the change process in self, small groups, and organizations.
2. Changed attitudes toward own role, role of others, and organizational relationships, i,e., more
respect for and willingness to deal with others with whom one
3. is interdependent, greater willingness to achieve collaborative relationships with others based
on mutual trust.
4. Increased interpersonal competence in handling organizational role relationships with
superiors, peers, and subordinates.
Organization

1. Increased awareness of, changed attitudes toward, and increased interpersonal competence
about organizational problems of interdependent groups or units.
2. Organizational improvement through the training of relationships or groups rather than

isolated individuals.