TRAINING &

DEVELOPMENT

TRAINING & DEVELOPMENT

Training is process by which the aptitudes, skills

and abilities of employees to perform specific

jobs are increased.

Training is essentially practical, vocational and for

a short duration & for a specific job-related

purpose.

Development is a long term process utilizing a

systematic and organized procedure by which

managerial personnel learn conceptual &

theoretical

knowledge for general purpose.

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Yadav HRM

Training vs. Development

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Yadav HRM

Inputs in T & D

Skills

Education

Development

Ethics

Attitudinal changes

Decision making skills

Training Process

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Yadav HRM

Needs assessment

Deciding on objectives of T&D

Designing T&D programme

Implementation of the programme

Evaluation

On the Job Training

• Orientation training

• Job-instruction training

• Apprentice training

• Internships and

assistantships

• Job rotation

• Coaching

Off-the –job training: are used away from workplaces.

• Vestibule

• Lecture/Class-room

• Special study

• Films

• Television /Audio-visual

• Conference or discussion

• Case study

• Role playing

• Simulation

• Programmed instruction

• Laboratory training

METHODS OF

TRAINING

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Yadav HRM

Training Methods for

Nonmanagerial Employees (cont’d)

On-the-job training (OJT)

Method by which employees are given hands-on

experience with instructions from their supervisor or

other trainer.

Apprenticeship training

System of training in which a worker entering the

skilled trades is given thorough instruction and

experience, both on and off the job, in the practical

and theoretical aspects of the work.

Apprenticeship: 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.

Shachi

Yadav HRM

Training Methods for Nonmanagerial

Employees (cont’d)

Cooperative Training

Training program that combines practical on-the-job

experience with formal educational classes.

Internship Programs

Programs jointly sponsored by colleges, universities,

and other organizations that offer students the

opportunity to gain real-life experience while allowing

them to find out how they will perform in work

organizations.

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. In this, training is generally given in the form of lectures, conferences, case studies, role-play etc. 2

Lectures: Lecture 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.

. Demonstrations And Example: In this type of

training method trainer describes and

displays something, as & when he teaches an

employee, how to do something by actually

performing the activity himself & going on

explaining why & what he is doing. This

method is very effective in teaching because it

is much easier to show a person how to do a

job than tell him or give him instruction about

a particular job. This training is done by

combination with lectures, pictures, text

materials etc.

Audio-visuals: Audio-visuals include television slides, overheads, video-types 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. Further, 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. Further, there is no flexibility of presentation from audience to audience.

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

learner

2. Allowing the person to respond

3. Providing feedback on the accuracy of his or her

answers

4. 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.

There are three types of conferences,

* Direct discussion: - Here trainer guides the

discussion in such a way that the facts, principles

or concepts are explained.

* Training Conference: - The instructor gets the

group to pool its knowledge and past experience

and brings different points of view to bear on the

problem.

* Seminar Conference: - In this method instructor

defines the problem, encourages and ensures the

full participation in the discussion.

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 analyse, they are asked to identify the problem and recommend tentative solution for it. 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.

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. This method primarily involves employee-employer relationship – Hiring, firing,

discussing a grievance procedure, conducting a post appraisal interview etc.

Programmed Instructions: This method involves a sequence of steps that are often set up through the central panel of an electronic computer as guides in the performance of desired operation or series of operations. This method involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning. The programme involves – presenting questions, facts or problems to trainees to utilize the information given and the trainee instantly receive feedback on the basis of the accuracy of his answers.

To be really effective, the training methods must fit in training programme needs to find out how effective the methods are in accomplishing their goals of modifying skills, attitudes and ultimate behaviour.

Shachi

Yadav HRM

Levels of Training Evaluation Levels Questions being asked Measures

Result

Behaviour

Learning

Reaction

Accidents

Quality

Productivity

Turnover

Morale

Costs

Profits

Performance

Appraisal by

superior, peer,

client,

subordinate

Written tests

Performance

tests

Graded

simulations

Questionnaires

Is the

organisation or

unit better because

of the training?

Are trainees behaving differently

on the job after training? Are they

using the skills and knowledge

they learnt in training?

To what extent do trainees have greater

knowledge or skill after the training

programme than they did before?

Did the trainees like the programme, the trainers, the

facilities? Do they think the course was useful? What

improvement can they suggest?

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Yadav HRM

Evaluating Training

Trainee satisfaction

Did I like it?

New skills, knowledge gained

Did I learn anything?

Transfer of training

Can I use what I learned on the job?

Performance improvements

What measurable performance improvements have been made?

Return on investment

Was the cost worth the gain?

Shachi

Yadav HRM

Characteristics of Successful

Instructors

Knowledge of the subject

Adaptability

Sincerity

Sense of humor

Interest

Clear instructions

Individual assistance

Enthusiasm