TRAINING

Pallavi Tyagi
Definition
• Training is a planned programme designed to
improve performance and bring about measurable
changes in knowledge, skills, attitude and social
behavior of employees.
Features of Training
Increases knowledge and skills for doing a particular
job
Focuses attention on the individual job.
Concentrates on individual employees
Gives importance to short term performance
Need for Training
helps new recruits to perform assigned tasks effectively.
helps existing employees to prepare for higher level jobs
enables existing employees to keep in touch with latest
developments
permits employees to cope with changes brought in by
frequent transfers
makes employees more versatile, mobile, flexible and useful
to the organization
bridges the gap what the employee has and what the job
demands allows an employee to gain acceptance from peer
groups readily 
Development: Definition
• Development - Learning that goes beyond
today’s job and has a more long-term focus
• Prepares employees to keep pace with
organization as it changes and grows
Training vs.
Learnin g Dim ension Train in g Develo pment
Development Meant for Operatives Executives
Training is
concerned with Focus Current job Current and futu re jobs
teaching specific Scope Individual employee Work group or organisation
job related skills
and behavior. Goal Fix current skil deficit Prepare for future work demands
Development is Initiated by Management The Individual
future oriented
training, focusing Content Specific job related information General Knowledge
on the personal Tim e-frame Immediate Long term
growth of the
employee.
Areas and Types of Training
• Knowledge
• Technical skills
• Social skills
• Techniques
Types of Training
• Skills training: here certain basic skills like reading, writing,
computing, speaking, listening, problem solving etc. are
taught
• Refresher training: here the focus is on short term courses
that would help employees learn about latest developments
in their respective fields
• Cross functional training: this helps employees perform
operations in areas other than their assigned job.
• Team training: this is concerned with how team members
should communicate with each other, how they should
cooperate to get ahead, how they should handle conflict
situations, how to find their way using collective wisdom etc.
Types of Training
• Creativity training: This helps employees to think
unconventionally, break the rules, take risks, go out
of the box and develop unexpected solutions.
• Diversity training: It aims to create better cross
cultural sensitivity with the aim of fostering more
harmonious and fruitful working relationships among
a firm's employees
• Literacy training: This is generally offered to those
employees with weak reading, writing or arithmetic
skills.
Factors Influencing T&D
• Top management support
• Commitment from specialists and generalists
• Technological advances
• Organizational complexity
• Learning principles
• Other human resource functions
Training and Development (T&D) Process

Determine Specific T&D

Establish Specific T&D

Select T&D Method (s)

Implement T&D Programs

Evaluate T&D Programs

7-11
Training Needs Assessment
• Training efforts must aim at meeting the needs of the organization
and the individual employees. This, essentially, involves three types
of analysis:
• a. Organizational analysis: This is a study of the entire organization
in terms of its objectives, utilization of resources to achieve
objectives etc.
• 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.
• Person analysis: here the focus is on the individual in a given job;
whether training is needed, whether the employee is capable of
being trained, and the areas where the training is needed.
Identify Training Objectives
Select Training Methods
• Training Methods: Formal training methods include
on the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
On The Job Training Methods
• Job Instruction Training (JIT): This is training directly
received on the job. Here the trainee receives an
overview of the job. The trainer actually demonstrates
the hob and the trainee is asked to copy the trainer’s
way. The trainee, finally, tries to perform the job
independently.
• Coaching: Here the supervisor explains things and
answers questions; throws light on why things are done
the way they are; offers a model for trainees to copy,
conducts lot of decision making meetings, and allows
trainees freedom to commit mistakes and learn.
Coaching, thus, requires lot of teaching skills.
On The Job Training Methods
• Mentoring: The use of an experienced person to teach
and train someone with less knowledge and experience in
a given area is known as mentoring. The mentor
nurtures, supports and guides the efforts of young
persons by giving appropriate information, feedback and
encouragement whenever required.
• Job Rotation: or channel method of development ,
involves movement of a trainees from one job to another
job, from one plan to another plan on a planned basis.
Such movement may be for a period ranging from 6
months and 2 years before a person is established in a job
or a department.
On The Job Training Methods
• Apprenticeship: Apprenticeship is a method of
training in crafts, trades and technical areas is one of
the oldest and the most commonly used method
specially when proficiency in a job is the result of a
relatively long period of training.
Off the Job Training
• Vestibule training: It occurs off the job on equipment
or methods that are highly similar to those used on
the job.
• Role playing: This is a development technique
requiring the trainee to assume a role in a given
situation and act out behaviors associated with that
role.
• Lecture method: Here the instructor organizes the
study material on a specific topic and offers it to a
group of trainees in the form of a talk.
Off the Job Training
• Conference or Discussion Method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
• Programmed Instruction: This is an approach that puts
material to be learned into highly organized logical sequences
that require the trainees to respond.
• E Learning
• Behavior Modelling
• Simulations
• Case Study Method
• Sensitivity Training
Evaluation of Training
• Kirkpatrick’s model includes four levels or steps of
outcome evaluation:
• Level 1 Evaluation—Reaction
• Level 2 Evaluation—Learning
• Level 3 Evaluation—Behavior
• Level 4 Evaluation—Results
Reaction
• This level measures how the trainees (the people
being trained), reacted to the training.
• The reaction is for the overall usefulness of the
training, the ability of the trainer, the method of
presentation, the techniques used to clarify things
etc.
• It's important to measure reaction, because it helps a
trainer understand how well the training was
received by the audience. It also helps improve the
training for future trainees, including identifying
important areas or topics that are missing from the
training.
Learning
• At level 2, measure what the trainees have learned.
How much has their knowledge increased as a result
of the training?
• Level two evaluation should be done immediately
after the training event to determine if participants
gained the knowledge, skills, or attitudes.
• Some training events will emphasize knowledge,
some will emphasize skills, some will emphasize
attitudes, and some will emphasize multiple learning
outcomes. The evaluation should focus on measuring
what was covered in the training event (i.e., the
learning objectives).
Behavior
• Here the goal is to find out if training program participants
change their on-the-job-behavior (OJB) as a result of their
having attended and participated in the training program. If
the behavior change does not occur, we would also want to
find out why the change did not occur. The level three
question is, Did the training have a positive effect on job
performance? Level three evaluation specifically involves
measuring the transfer of knowledge, skills, and attitudes
from the training context to the workplace.
• This is a longer-term activity that should take place weeks or
months after the initial training.
• One of the best ways to measure behavior is to conduct
observations and interviews over time.
Results
• Measuring the final results of the training is likely to be the
most costly and time consuming. The biggest challenges are
identifying which outcomes, benefits, or final results are most
closely linked to the training, and coming up with an effective
way to measure these outcomes over the long term.
• Level four outcomes can include other major results that
contribute to the well functioning of an organization. Level
four includes any outcome that most people would agree is
“good for the business.” Level four outcomes are either
changes in financial outcomes (such as positive ROI or
increased profits) or changes in variables that should have a
relatively direct effect on financial outcomes at some point in
the future.
Results
Here are some examples of different kinds of level four outcomes:
• Improved quality of work.
• Higher productivity.
• Reduction in turnover.
• Reduction in scrap rate (i.e., less wasted resources).
• Improved quality of work life.
• Improved human relations (e.g., improved vertical and horizontal
communication)
• Increased sales.
• Fewer grievances.
• Lower absenteeism.
• Higher worker morale.
• Fewer accidents.
• Greater job satisfaction.
• Increased profits.