Traning and Development1

7/29/2019 Traning and Development1

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Training

Systematic development process whereby people acquire

knowledge, Skills and attitudes for the achievement of

organizational goals or enhancement of the performance of

the employees.

The Context of Training

Training make organizations more competitive Training helps retain valuable employees

Motivating

Improving Employee performance

Preparing for promotion & succession HRD: Traning:Activities to teach employees how to

better perform their present job.

Development: Involves those activities that prepare

an employee for future responsibilities.


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TRAINING refers to a planned effort by anorganization to facilitate employees in acquiring

skill, attitude and behavior that are critical forsuccessful performance on the job.

On acquiring the knowledge and skills, the

employees are expected to apply them to day-to-

day activities without which the relevance oftraining would be lost .


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A SYSTEMATIC TRAINING & DEVELOPMENT MODEL

Identify

Training Needs

Organizational

Variables

Task Variables

Person

Variables

Develop

Evaluation

Criteria

Reaction

Learning

BehaviorResults

Establish

Training

Objectives

Select &

Design

Programs

Evaluate

outcomes

against

criteriaConduct

Program

ACTIVITY EVALUATIONASSESMENT


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Assessment Phase: Translation of training needs intotraining objectives and gives direction purpose of training.

Need assessment: Is a systematic analysis of the specific

training activities the organization requires to achieve itsobjectives.

Organizational Variables;(In what context will training

occur)Organizational culture, organizational external

environment, Hr objectives ,Hr planning.

Person variables: (Who needs to be trained and why) Job

specification, Performance Appraisal

Observation by supervisor, Feedback Task variable: (What needs to be taught) Job analysis

and Job description.


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Five methods to gather need assessment.

Interviewing the employees

Questionnaires Observation

Focus group

Documentation/ Records.

InterviewQs

1. What problems is the employee having in his/her job?

2.What additional skills and/knowledge does the

employee need to better perform the job? 3. What training does the employee believe is needed.?


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Qs. Developing a list of skills required to perform a

particular tasks and asking the employees.

Attitude survey. Observer: Trained Observer/ job analyst and develop

training needs.

Focus: Composed of employees from various departments

and various levels within the organization. Qs1. What skills/ knowledge will our employees need for

our organization to stay competitive over the next five

years

Qs2 What problem does our organization have that can besolved through training?

Documentaton:Absenteeism; turnover; accident rates

performance appraisal..


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Training Objectives

State what will result for the organization, department

or individual when the training is completed.

Instructional objectives: What principles , facts ,

concepts are to be learned, who and when to be

taught in the training program.

Organizational & departmental objectives: What

impact will the training have on the organizational and

departmental outcome; absenteeism, turnover, produt.

Individual performance & Growth objectives:What impact will the traning have on the behavioral

and attitudinal outcome of the individual traniee and

personal growth of the traniee


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Activity phase: How to Achieve.

Location: on the job vs off-thejob

Timing: Spaced, massed and session

Presenter: external vs internal Delivering Off- the-job: Classroom activities


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Delivering Off- the-job:

Classroom activities: Effective means of imparting

knowledge to large groups with limited or no knowledge. SIMULATION: A Training Device designed to reproduce

a real-world situation in a risk-controlled learning

environment.

VESTIBULE TRAINING: Training that takes placeaway from the production area on equipment that

closely resembles the actual equipment used on the

job.

ROLE-PLAYS: Training activities in which participantsassume the roles of specific people in situations (such

as the role of interviewer and job applicant), act out

the event and then review the implications of their

behavior.


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IN-BASKET EXERCISES: A simulation in which

the participant is asked to establish priorities for

handling a number of business papers, such asmemos, reports and telephone messages, that

would typically cross a managers desk.

ADVENTURE TRAINING: Presents managers

with physical & mental challenges.The aim is topromote self-awareness, confidence & teamwork.


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On-the-job Traning(OJT)

Traning that shows the employee how to performthe job and allow to do it under the trainer's

supervision.

JOB ROTATION/ cross traning : Increases task

variety by moving employees from one task to

another for specified time period .

COACHING: On-the-job approach to

management development in which the manager

is given as opportunity to teach on a one-to-one

basis.


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MENTORING: A developmentally oriented relationshipbetween senior & junior colleagues or peers that involvesadvising, role- modeling, sharing contacts & giving general

support. BEHAVIOR MODELING: A process of learning from other

peoples experience by simulating (copying) their behavior.

ACTION LEARNING: Based on learning by experience.Uses real problems from the work situation for trainees to

solve. COMPETENCY-BASED TRAINING: Skill approach to

employee development. Focus is on performing to specifictasks to a pre-determined standard.

Apprenticeship Traning: Giving instruction, both on

andoff the job in the practical and theoreticalaspects of the work required in a highly skilledoccupation. Airplane mechanic, Automotive mechanic,Technician


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Steps for effective onthe job

training

Preparation of the trainee for learning the job:Showing interest, explaining the importance etc.

Breakdown of work into components and

identification of key points:

Presentation of the operation and knowledge

Told and demonstrate , explained.

Performance tryout: Perform the job under the

guidance Follow up


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Traning Evaluation: Kirkpatrick model

1. Reaction: How much did the trainees like theprogram? Pleased /?

2. Learning: What principles ., facts, concepts

were learned in the program?

Behavior: Did the job behavior of the trainees

change because of the program?

Results: What were the results of the program in

terms of factors such as reduced cost ; Reductionin turnover?


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TRAINING TECHNOLOGIES

PROGRAMMED INSTRUCTION

COMPUTER-BASED TRAINING

MULTIMEDIA TRAINING


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Structure of Training programSTRUCTURE RATIO OF CLASSROOM/

STURED TRAINING TO

ON-THE-JOB

Private

Organization

Induction

Structured Classroom training (6 weeks for GETs and 15 days for

DETs)

1.5 month-Site and field visits

On-the-job training at corporate as well as site offices.

The trainees are directly placed at sites

At sites after 1 day induction the trainees are put on on-the-job

trainingIn-between various classroom sessions are organized as per the

requirements of the trainees and the recommendations of the

Project Managers

6 months training at corporate office which is comprised of

induction, classroom training as well as on-the-job training

6 months training at various sites. This is completely on-the-job

training.

20:80

10:90

Private Organisation Induction

1 month classroom training

3 month on-site training

Followed by on-the-job training at corporate office as well as at

sites.4 months structured classroom training

Followed by 6 months on-the-job training at sites

2 months advance training. This advance training is a combination of

both classroom as well as on-the-job training.

20:80

40:60

O O C C G O O


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RATIO OF TECHNICAL TRAINING TO BEHAVIORAL

TRAINING

Private Organisation

80:20 /70:30

Public Organisation 80:20


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CONSTITUENTS OF BEHAVIORAL

TRAINING

Soft skills Presentation skills

Self-awareness

Positive attitude

Team building

Time management

Stress management

Leadership Skills, Communication and Negotiation Skills.

Conflict Management, etc.


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SOURCE OF TRAINERSPrivate Organization

In-house experts

Experts from National Hydro Power Corporation, National Thermal PowerCorporation, Central Board of Power and Irrigation

Faculties from IIT-Delhi, IIT-Rourkee, Amity University

In-house experts

Faculties from IIMs, NIS Academy, Xavier Labor Relation Institute inIndia(XLRI),Tata Institute of Social Sciences-Mumbai, Institute of Cost andWorks Accountants of India (ICWAI

In-house experts Faculties from IIT-Delhi, IIT-Kanpur, Jamia Milia Is lamia

Public Organisation

In- house experts

Faculties from IIT- Delhi, IIM- Indore, Jamia Milia Is lamia, Birla Instituto ofTechnology and Science(BITS)- Pilani, International Management Institute-Delhi

In-house experts

Faculties from National Institutes of Technology (NITs) and National Schoolof Drama.


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The organizations majorly source their trainersfrom the in-house pool of experts available with

them. Though for certain technical and behavioral

programs, faculties from various educational

institutions and experts from the corporate arealso invited.

Some majorly source its trainers from its in-house

expertise as well as experts from various

government organizations. Not much of thetrainers are sourced from educational institutions


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Train the Trainer program .

Train the trainer is a popular program the worldover, the learning objective of which is to help the

people selected as trainers to acquire training

and facilitation skills. This program does not teach

technical skills to behavioral/ soft skill trainers.Technical skills training for trainers selected from

non-line background have to be customized,

based on the industry requirement, trainer job

role and previous background of the selected

trainer.

For example, the Indian Society for Training and

Development, New Delhi and the Institute of

HRD, Bangalore are known for their expertise inthis area.


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EVALUATION OF TRAINEES

Private Organization

Fortnightly written tests during classroom

training

Quarterly performance review meetings

Mid- term evaluation interview Technical presentation and final interview at

the end of the training


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Public Organization

Two half-yearly evaluation reviews

Trainers performance appraisal forms filled at regular intervalsduring classroom as well as on-the-job training

After completion of every training module evaluation is donethrough:

Written tests

Group Discussions

Presentations

Case study analysis

Mid-term evaluation interview

Final presentation

Evaluation of trainees can be made more effective at EIPL withthe help of monthly exercises in form of:

Written assignments Individual and Group Projects

Case study analysis

Presentations, etc.


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Interviews conducted by the panel consisting ofProject Manager, Business Unit Head and one

HR personnel at the regular intervals of 3 months.

Evaluation is done after the completion of 3

months, 6 months and one year of the trainingprogram with the help of:

Written tests

Individual and Group Projects Structured exercises and case studies

Group Discussions


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FEEDBACK MECHANISM USED TO GET THEFEDBACK OF THE TRAINEES REGARDING THE

TRAINING SESSION AND THE WHOLE TRAINING

PROGRAMPrivate Organization

Pre-designed questionnaire Summary evaluationreport comprised of:

Achievements of training objectives

Quality of time spent

Overall satisfaction of the training

Effectiveness of each session

Public Organization

Pre-designed questionnaire

Confirmation/ Absorption


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EVALUATION OF TRAINEES

Private Organization

Based on the performance of the trainees in the evaluationprocess, their progress reports, their aptitude, attitude,interests and preferences and the requirements of theorganization.

Based on report given by Project Manager, Business UnitHead and HR and interests and performance of thetrainees during the training program

Based on the areas of interest and performance of thetrainees

Public Organization

Based on the absorption interview conducted at the end oftraining period. The performance and conduct of the

trainees during the training program is also considered butthe main criteria is the absorption interview,

Absorption is sure provided the trainee completes thetraining.


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FEEDBACK MECHANISM USED TO GET THE

FEEDBACK OF TRAINERS REGARDING THE

OVERALL COMPETENCIES OF THE TRAINEES

Private Organisation

No such mechanism is present

A formal feedback through formal discussions is

taken from the trainers regarding the composition,

competency levels, academic excellence, ability

to apply theoretical knowledge to the practical

work situation, etc. is taken.

Public Organisation No such mechanism is present


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MEASURES TO RETAIN TRAINEES AFTER THE

COMPLETION OF THEIR TRAINING PROGRAM

Private Organisation Service bonds of four years

Service bonds of three years

No service bondsPublic Organisation

No service bonds


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TRAINEE MENTORING

Private Organisation Not present

Public Organisation

Implemented in full spirit with the trainee-mentorratio of 3:1.


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TRAINING VALIDITY

Lack of awareness of HR policies and Training Guidelines amongthe trainees- This issue was raised by majority of the former/ presenttrainees that they are/ were unaware of the HR policies as well astraining procedures of the organization. This resulted in lack of properunderstanding about the culture and procedures followed by theorganization.

Ambiguity of roles and responsibilities- the trainees are ambiguous

about their roles and responsibilities in the organization during and aftertheir training period. They lack a clear vision of their career paths in theorganization.

No feedback provided to the trainees regarding their performanceand progress- The trainees are not provided systematic and timelyfeedback about their performance, progress and evaluations during thetraining period which negates the possibility of timely action for

improvement in the areas of serious concern. Lack of proper guidance during OJT- the trainees feel that during

OJTs more emphasis is laid on the work being done and concept ofmentoring and guidance from the seniors loses its significance at times.It is agreed that this is caused due


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Lack of proper guidance during OJT- the trainees feel thatduring OJTs more emphasis is laid on the work being done andconcept of mentoring and guidance from the seniors loses itssignificance at times. It is agreed that this is caused due topressure of work at the sites but this is a sensitive issue as far astraining the fresh engineers is concerned.

Disillusionment towards the feedback system- The traineesopine that their feedback regarding various aspects of training ismerely a formal procedure and their feedback and suggestions isnot used for the further improvement of the training program.

Inadequacy of site exposures- it is being pointed out bymajority of interviewees that there is a lack of site and field visitsas far as people placed at the corporate office are concerned.

They feel the need of regular site visits to be able to carry outtheir work more efficiently at the corporate office.


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Training as a Revenue Source

Marketing training with or alongside productscan contribute significantly to a firms revenues

Integration of Job Performance, Training, and

Learning

Training is moving closer to the job to achievereal learning.

Training is using more real-world problems to

increase employee learning


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Performance Consulting

Figure 91


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Establishing Training Objectives

Gap Analysis The distance between where an organization is

with its employee capabilities and where it

needs to be.

Areas of Training Objectives

Company Policies & Procedure

Knowledge: Impart cognitive information and

details to trainees.

Skill: Develop behavior changes in how job and

tasks are performed.


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Attitude :Create interest and awareness of thetraining importance.

Human relation Training

Problem solving


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Learning: The Focus of Training

Learner Readiness

Ability to learn

Learners must possess basic skills

Motivation to learn

Learners must desire and value training

Self-efficacy

Learners must believe that

they can successfully learn

the training content


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Learning Practices

Active Practice The performance of job-related tasks and duties

by trainees during training

Spaced Practice

Several practice sessions spaced over a periodof hours or days

Massed practice

Performance of all the practice at once.


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Learning: Behaviors

Behavior Modeling Copying someone elses behavior by observing how

another person deals with a problem.

Reinforcement

Law of effect states that people tend to repeatbehaviors that are rewarded and avoid behaviors

that are punished.

Immediate Confirmation

Reinforcement and feedback are most effectivewhen given as soon as possible after training.


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Learning: Types of Training

Developmental and

Innovative Training

Required andRegular Training

Job/TechnicalTraining

Interpersonal andProblem-Solving

Training

Types ofTraining


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Training Delivery: Considerations

Nature of training Subject matter

Number of trainees

Individual vs. team

Self-paced vs. guided

Training resources

Costs

Geographic locations Time allotted

Completion timeline


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Internal Training

Informal Training Training that occurs through interactions and

feedback among employees.

On-the-Job Training (OJT)

Job Instruction

Apprenticeship & Coaching

Job Rotation

Committee Assignment


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On-the -Job Training

Problems with OJT

Poorly-qualified or indifferent trainers

Disruption of regular workBad or incorrect habits are passed on


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Off-the -Job Training

Classroom Lectures Simulation Exercises

1. Case Exercises2. Experiential Exercises

3. Computer modeling4. Vestibule Training

5 Role Playing

6. Business games

7. Incident method8.In-basket method

Programme Instruction


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Sensitivity Training

Transactional analysis

Conferences.


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External Training

Reasons for External Training May be less expensive to outsource training

Insufficient time to develop training

Lack of expertise

Advantages of interacting with outsiders

E-Learning: Training Online


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External Training: E-Learning E-Learning: Training Online

The using the Internet or an organizational intranetto conduct training online.

Criteria for adopting e-learning:

Sufficient top management support and funding

Accepting the idea of decentralized andindividualized training

Current training methods not meeting needs

Computer literacy and access to computers

Time and travel cost concerns for trainees

The number and self-motivation of trainees

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