Training and development

Training and Development

• Training – Effort initiated by an organization to foster

learning among its members.– Tends to be narrowly focused and oriented

toward short-term performance concerns.• Development

– Effort that is oriented more toward broadening an individual’s skills for the future responsibilities.

• Training is the formal and systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience.” (Armstrong, 2001: 543)

• Development is any learning activity, which is directed towards future, needs rather than resent needs, and which is concerned more with career growth than immediate performance.

• A formal definition of training and development is - it is any attempt to improve current or future employee performance by increasing an employee’s ability to perform through learning, usually by changing the employee’s attitude or increasing his her skills and knowledge.

• Training is the acquisition of technology, which permits employees to perform their present job to standards. It improves human performance on the job the employee is presently doing or is being hired to do.

• Development is training people to acquire new horizons, technologies, or viewpoints.

• It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive.

• It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job.

Point of distinction

Trg Dev

Contents Technical and mechanical operations

Conceptual and philosophical concepts

Participants Non managerial personnel Managerial personal

Time period Short term .one short affair Long term continuous process

Purpose Specific , job related skills Total personality

Initiative Frm mgmt external motivation

Frm individual himself-internal motivation

Nature of the process

REACTIVE PROCESS PROACTIVE PROCESS

Imp of T & D• High productivity• Better quality of work• Less learning period• Cost reduction• Reduced supervision• Low accident rate• High morale• Personal growth• Org climate

The purpose of training

• The aim of training is to help the organization achieve its purpose by adding value to its key resource – the people it employs. The purpose of training is to:– To increase productivity and quality– To promote versatility and adaptability to new methods– To reduce the number of accidents– To reduce labor turnover– To increase job satisfaction displaying itself in lower labor

turn-over and less absenteeism– To increase efficiency

When does the need for training arise?• The installation of new equipment or techniques• A change in working methods or products produced• A realization that performance is inadequate• Labor shortage, necessitating the upgrading of some

employees• A desire to reduce the amount of scrap and to

improve quality• An increase in the number of accidents• Promotion or transfer of individual employees.• Ensures availability of necessary skills and there

could be a pool of talent from which to promote from.

Advantages of training

1. Leads to improved profitability and/or more positive attitudes toward profits orientation.

2. Improves the job knowledge and skills at all levels of the organization.

3. Improves the morale of the workforce.

Advantages of training

4. Helps people identify with organizational goals.

5. Helps create a better corporate image.6. Foster openness and trust.7. Improves the relationship between boss and

subordinate.8. Aids in organizational development.

Advantages of training

9. Learns from the trainee.10. Helps prepare guidelines for work.11. Aids in understanding and carrying out

organizational policies.12. Provides information for future needs in all

areas of the organization.

Advantages of training

13. Organization gets more effective decision-making and problem solving.

14. Aids in development for promotion from within.

15. Aids in developing leadership skill, motivation, loyalty, better attitudes, and other aspects that successful workers and mangers usually display.

16. Aids in increasing productivity and/or quality of work.

Advantages of training

17. Helps keep costs down in many areas, e.g. production, personnel Administration, etc.

18. Develops a sense of responsibility to the organization for being competent and knowledgeable.

19. Improves labor-management relations.20. Reduces outside consulting costs by utilizing

competent internal consulting.

Disadvantages of training

1.Can be a financial drain on resources; expensive development and testing.

2. Often takes people away from their job for varying periods of time;

3. Equips staff to leave for a better job4. Bad habits passed on5. Narrow experience

The Systems Approach to Training and Development

• Four Phases– Needs assessment– Program design– Validation or testing– Implementation– Evaluation

Systems Model of Training

Phase 1:Phase 1:Needs Needs

AssessmentAssessment________________________________

• Organization Organization analysisanalysis

• Task analysisTask analysis• Person analysisPerson analysis

Phase 2:Phase 2:DesignDesign

________________________________• Instructional Instructional

objectivesobjectives• TraineeTrainee

readinessreadiness• LearningLearning

principlesprinciples

Phase 3:Phase 3:ImplementationImplementation________________________________

• On-the-jobOn-the-jobmethodsmethods

• Off-the-jobOff-the-jobmethodsmethods

• ManagementManagementdevelopmentdevelopment

Phase 4:Phase 4:EvaluationEvaluation

________________________________• ReactionsReactions• LearningLearning• Behavior transferBehavior transfer• ResultsResults

Needs Assessment for Training

• ORGANIZATIONALORGANIZATIONALANALYSISANALYSIS

TASK ANALYSIS TASK ANALYSIS

• PERSON ANALYSISPERSON ANALYSIS

……of environment, strategies, and resources of environment, strategies, and resources to determine where to emphasize trainingto determine where to emphasize training

……of the activities to be performed in order to of the activities to be performed in order to determine the KSAs needed.determine the KSAs needed.

……of performance, knowledge, and skills in of performance, knowledge, and skills in order to determine who needs training.order to determine who needs training.

Training Need Assessment

• Training needs can be identified through the following types of analysis (Thayer & McGhee Model):

• 1) Organizational analysis:• 2) Task or role analysis:• 3) Manpower analysis:

Organizational analysis:

• involves a study of the entire organization in terms of its objectives, its resources, the utilization of these resources, in order to achieve stated objectives and its interaction pattern with environment.– Analysis of objectives:– Resource utilization analysis:– Environmental scanning:– Organizational climate analysis:

Task or role analysis:

• This is a detailed examination of a job, its components, its various operations and conditions under which it has to be performed. The focus here is on the roles played by an individual and the training needed to perform such roles.

• The whole exercise is meant to find out how the various tasks be performed and what kind of skills, knowledge, attitudes are needed to the job needs.

Task or role analysis:

• Questionnaires, interviews, reports, tests, observation and methods are generally used to collect job related information from time-to-time.

• After collecting the information, an appropriate training program may be designed, paying attention to (i) performance standards required of employees, (ii) the tasks they have to discharge, (iii) the methods they will employ on the job and (iv) how they have learned such methods, etc.

Manpower analysis:

• The focus is on the individual-in a given job• There are three issues to be resolved through

manpower analysis. – First -whether performance is satisfactory and training is

required. – Second, whether the employee is capable of being trained

and the specific areas in which training is needed. – Finally, we need to state whether poor performances (who

can improve with requisite training inputs) on the job need to be replaced by those who can do the job.

Manpower analysis:

• Other options to training such as modifications in the job or processes should also be looked into.

• Personal observation, performance reviews, supervisory reports, diagnostic tests help in collecting the required information and select particular training options that try to improve the performance individual workers.

Areas of Training

• Knowledge• Technical Skills• Social Skills• Techniques

Need for Employee Training and Development

• Training and development can be initiated for a variety of reasons for an employee or group of employees, e.g.a.) When a performance appraisal indicates performance

improvement is neededb.) To "benchmark" the status of improvement so far in a

performance improvement effortc.) As part of an overall professional development programd.) As part of succession planning to help an employee be

eligible for a planned change in role in the organizatione.) To "pilot", or test, the operation of a new performance

management systemf.) To train about a specific topic

Methods and Techniques of training

• A multitude of methods of training is used to train employees. Training methods are categorized into two groups (i) on the job training and (ii) off-the job methods.

• On the job training: refers to methods that are applied in the workplace, while the employees is actually working.

On-job training

• “Training that is planned and structured that takes place mainly at the normal workstation of the trainee- although some instruction may be provided in a special training area on site - and where a manager, supervisor, trainer or peer colleague spends significant time with a trainee to teach a set of skills that have been specified in advance.”

Advantages

• Tailor-made course content with use of REAL company situations/examples.

• It is usually less expensive than off-job training

• Learning will take place using the equipment which will be actually used

• Trainees acclimatise more rapidly

Disadvantages• Possibility of poor instruction and insufficient time.• Trainee may be exposed to bad work practices.• A large amount of spoiled work and scrap material

may be produced.• Valuable equipment may be damaged.• Training takes place under production conditions that

are stressful, i.e. noisy, busy, confusing and exposing the trainee to comments by other workers.

Off-job training Advantages• A specialist instructor enables delivery of high

quality training.• Wider range of facilities and equipment are available.• The trainee can learn the job in planned stages.• It is free from the pressures and distractions of

company life.• It is easier to calculate the cost of off-job training

because it is more self-contained• Cross-fertilisation of ideas between different

companies.

Disadvantages

• Can result in transfer of learning difficulties when a trainee changes from training equipment to production equipment.

• No training can be entirely off-job as some aspects of the task can only be learned by doing them in the normal production setting, with its own customs and network of personal relationships.

• Can be more expensive.• Carrying out the training

On the Job Training

• Orientation training• Job-instruction training• Apprentice training• Internships and assistantships• Job rotation• Coaching

Apprenticeship Training• A structured process by which individuals become

skilled workers through a combination of classroom instruction and on-the-job training.

• This method of training is usually done in crafts, trades and in technical areas.

• It is the oldest and most commonly used method, if the training is relatively for a longer period.

• Here a major part of training is spent on the job productive work.

• Each apprentice is given a programme of assignments according to a pre-determined schedule, which provide for efficient training in trade skills.

Off-the –job training:• Vestibule• Lecture• Special study• Films• Television• Conference or discussion• Case study• Role playing• Simulation• Programmed instruction• Laboratory training

Vestibule Training:• This training method attempt to duplicate on-the-job situation

in a company classroom. • It is a classroom training that is often imported with the help

of the equipment and machines, which are identical with those in use in the place of work.

• This technique enables the trainees to concentrate on learning new skill rather than on performing on actual job.

• This type of training is efficient to train semi-skilled personnel, particularly when many employees have to be trained for the same kind of work at the same time.

• Often used to train – bank tellers, inspectors, machine operators, typists etc.

Lectures• is a verbal presentation of information by an instructor to a

large audience. The lecture is presumed to possess a considerable depth of knowledge of the subject at hand.

• A virtue of this method is that is can be used for very large groups, and hence the cost per trainee is low.

• This method is mainly used in colleges and universities, though its application is restricted in training factory employees.

• Limitations of the lecture method account for its low popularity. The method violates the principle of learning by practice. It constitutes a one-way communication.

Audio-visuals:• Audio-visuals include television slides, overheads,

videotapes and films. • These can be used to provide a wide range of realistic

examples of job conditions and situations in the condensed period of time.

• The quality of the presentation can be controlled and will remain equal for all training groups.

• But, audio-visuals constitute a one-way system of communication with no scope for the audience to raise doubts for clarification.

• There is no flexibility of presentation

Programmed Instruction (PI)

• This is method where training is offer without the intervention of a trainer. Information is provided to the trainee in blocks, either in a book form of through a teaching machine.

• PI involves:1. Presenting questions, facts, or problems to the learner2. Allowing the person to respond3. Providing feedback on the accuracy of his or her answers4. If the answers are correct, the learner proceeds to the next

block. If not, he or she repeats the same.

Computer-Assisted Instruction (CAI):

• this is an extension of the PI method. • CAI provides for accountability as tests are taken on

the computer so that the management can monitor each trainee’s progress and needs.

• CAI training program can also be modified easily to reflect technological innovations in the equipment for which the employee is being trained.

• This training also tends to be more flexible in that trainees can usually use the computer almost any time they want, thus get training when they prefer.

Simulation

• A simulator is any kind of equipment or technique that duplicates as nearly as possible the actual conditions encountered on the job.

• Simulation then, is an attempt to create a realistic decision-making environment for the trainee. Simulations present likely problem situations and decision alternatives to the trainee.

• The more widely held simulation exercises are case study, role-playing and vestibule training.

Conference

• In this method, the participating individuals confer to discuss points of common interest to each other.

• It is a basic to most participative group centered methods of developments.

• This emphasis on small group discussion, on organized subject matter and on the active participation of the members involved.

Case Studies

• This method is developed in 1800S At the Harvard Law School.

• The case study is based upon the belief that managerial competence can best be attained through the study, contemplation and discussion of concrete cases.

• When the trainees are given cases to analyze, they are asked to identify the problem and recommend tentative solution for it.

Case Studies• The case study is primarily useful as a training

technique for supervisors and is specially valuable as a technique of developing discussion-making skills, and for broadening the prospective of the trainee.

• In case study method the trainee is expected to master the facts, should acquainted with the content of the case, define the objective sought in dealing with the issues in the case, identify the problem, develop alternative courses of action, define the controls needed to make the action effective and role play the action to test its effectiveness and find conditions that may limit it.

Case Studies• The use of case studies is most appropriate when:

– Analytic, problem-solving, and critical thinking skills are most important.

– The KSAs are complex and participants need time to master them.

– Active participation is desired.– The process of learning (questioning, interpreting,

and so on) is as important as the content.– Team problem solving and interaction are possible.

Case Studies• When Using Case Studies…

– Be clear about learning objectives, and list possible ways to achieve the objectives.

– Decide which objectives would be best served by the case method.

– Identify available cases that might work, or consider writing your own.

– Set up the activity—including the case material, the room, and the schedule.

– Follow the principles of effective group dynamics.Figure 6.8a

Source: Adapted from Albert A. Einsiedel, Jr., “Case Studies: Indispensable Tools for Trainers,” Training and Development, August 1995, 50–53.

Case Studies (cont’d)

• When Using Case Studies…– Provide a chance for all learners to take part and

try to keep the groups small.

– Stop for process checks and be ready to intervene if group dynamics get out of hand.

– Allow for different learning styles.

– Clarify the trainer’s role.

– Bridge the gap between theory and practice.Figure 6.8b

Source: Adapted from Albert A. Einsiedel, Jr., “Case Studies: Indispensable Tools for Trainers,” Training and Development, August 1995, 50–53.

Role Playing

• In role-playing trainees act out the given role as they would be in stage play.

• Two or more trainees are assigned parts to play before the nest of the class.

• Here role players are informed of a situation and of the respective roles they have to pay.

• Sometimes after the preliminary planning, the situation is acted out by the role players.

Role Playing

• This method primarily involves employee-employer relationship – Hiring, firing, discussing a grievance procedure, conducting a post appraisal interview etc.

• Create a realistic situation and have trainees assume the roles of specific persons in this situation

• In order to solve the problem at hand and develop trainees’ skills in areas, like leadership

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.

Role Playing (cont’d)

• Successful role play requires that instructors:

– Prepare the observers by giving them specific tasks (such as evaluation or feedback).

– Guide the role-play enactment through its bumps (since it is not scripted).

– Keep it short.

– Discuss the enactment and prepare bulleted points of what was learned.

• Management Game.– Like strategic game.– Trainees learn best by getting involved in the

activity itself, and the games can be useful for gaining such involvement.

Evaluating the Training Effort

• Controlled Experimentation.– Methods for testing the effectiveness of a training

program with before-and-after test and a control group.

– It can eliminate the factor of organization wide change, like a raise in pay.

– Use training evaluation forms to measure.

Phase 4: Evaluating the Training Program

• Criteria forEvaluatingTraining

Figure 6.9

ReactionsReactions

Beh

avio

urB

ehav

iour Learning

Learning

ResultsResults

Training Program Evaluation

Criterion 4: Results assessmentCriterion 4: Results assessment

Criterion 2: Extent of learning Criterion 2: Extent of learning

Measuring program effectivenessMeasuring program effectiveness

Criterion 1: Trainee reactionsCriterion 1: Trainee reactions

Criterion 3: Learning transfer to jobCriterion 3: Learning transfer to job

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?

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.

Criterion 3: Behavior

• Transfer of Training– Effective application of principles learned to

what is required on the job.

Criterion 4: Results

• Utility of Training Programs.– The benefits derived from training.

• 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.

Criterion 4: Results (cont’d)

• Benchmarking– The process of measuring one’s own services and

practices against the recognized leaders in order to identify areas for improvement.

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

– Do: collect data about activities.– Check: Analyze data.– Act: Establish goals, implement changes, monitor

progress, and redefine benchmarks.