Unit 3

Training and
Development

Training and development together represent yet another major
human resource functions that managers need to address. It is the
heart of a continuous effort designed to improve employee
competency and organisational performance.
Training provides learners with the knowledge and skills needed
for their present jobs.
In todays era of competition, organizations view training and
development (T& D) programmes as an investment in the
employee, not as an expense.
The overall goal is to improve their ability to make contributions to
the firm's effectiveness.

3.1 Training and Development
A) Meaning :
1. Training:
Training is the act of increasing the knowledge and skill of an employee for doing a
particular job. Training is the methods used to give new or present employees the
skills they need to perform their jobs.
2) Development:
Development is a long-run process. It is concerned with managerial personnel.
B) Definitions :
Dale S. Beach. :
Training is the organized procedure by which people learn knowledge and / or skill for
a definite purpose.
Michael J. Jucius. :
"Training is a process by which the aptitudes, skills and abilities of employees to
perform specific jobs are increased.



3.1 Training and Development
C) Objectives:
1) To Prepare the Employees for Present and Future Organisational Requirements:
Training is required so that an employee may perform his present function
efficiently and prospective function in an organised and well-planned manner.
2) To Prevent manpower Obsolescence:
Manpower obsolescence can be prevented by training
3) To Improve the morale of Employees:
Morale is a mental and emotional state that influences interest in work and
hence influences individual and organisational objectives.
4) Improvement in Quality of Work:
Knowledge of proper technique of doing the job enables an employee to
specialize in it.
5) To Prepare the Employees for Higher Level Jobs/Tasks:
A major function of a personnel manager is training and development of
employees.


3.1 Training and Development
6) To Maintain the Supply of Employees:
One of the objectives of training is to procure trained employees and look after them
in a manner that they do the job of organisation in the best manner.
7) Less Supervision:
Trained employees are proficient in their job. If all employees are trained, one
supervisor is enough to oversee large number of workers
8) Improvement in Efficiency of Employees:
Efficiency of a trained and skilled labourer is decidedly more than that of an
untrained and unskilled labourer.
9) Development of Knowledge and Skill:
During the course of training employees are groomed for a particular job, as a
result of which they acquire special knowledge and skill.
10) Modifying the Attitude of Employees:
Both the organisation and the employees stand to gain by training.


D) Nature of Training :
1) It Involve Teaching :
Training usually involves teaching operational or technical employees how to do
their jobs more effectively and/or more efficiently.
2) Integrate Activities with Organisation:
Responsibilities for training are generally assigned to the human resource function
of an organization, although many larger firms separate training departments or
units within the human resource department.
3) Help Organisation Function:
In general, training is intended to help the organization function more effectively.
4) Training is Effective if there is Need and Resources are available:
Managers must be relatively sure that productivity can be increased through
training. .
3.1 Training and Development
E) Importance of Training:
1) Quick Learning:
Training helps to reduce the learning time to reach the acceptable level of
performance. The employees need not learn by observing others and waste time if
the formal training programme exists in the organization
2) Higher Productivity:
Training increases the skill of the new employee in the performance of a particular
job. An increase in skill usually helps increase in both quantity and quality of output.
3) Standardization of Procedures:
With the help of training, the best available methods of performing the work can he
standardized and taught to all employees.
4) Less Supervision:
If the employees are given adequate training, the need of supervision will be
lessened. Training docs not eliminate the need for supervision but it reduces the
need for detailed and continuous supervision.
3.1 Training and Development

3.1 Training and Development
5) Economical Operations:
Trained personnel will be able to make better and economical use of materials and
equipment.
6) Higher Morale:
The morale of employees is increased if they are given proper training. A good training
progrmme will mould employees attitudes towards organizational activities and
generate better cooperation and greater loyalty.
7) Preparation of Future Managers:
When totally new skills are required by an organization, it has to face great difficulties
in the selection process. Training can be used in spotting out promising men and
preparing them for promotion.
8) Better Management:
A manager can make use of training to manage in a better way. To him, training the
employees can assist improving planning, organizing, directing and controlling.

F) Principles of Training:
1) Principle of Motivation:
To render training effective it is essential that it should motivate the trainees to
undergo training. Trainees must be made aware as to what needs of theirs will be
satisfied by training so that they get training with keen interest.
2) Principle of Practice:
To increase efficiency, this principle lays emphasis on practice and repetition
3) Principle of Individual Differences:
Ordinarily, trainees should be given training collectively. While imparting training,
individual differences among the trainees must be kept in mind. These differences
can be physical or mental.
4) Principle of Progress:
Training becomes effective only when the trainer keeps in mind how much progress
has been made by the trainees in different fields and how much is still to be made.


3.1 Training and Development
3.1 Training and Development
5) Principle of Whole versus Part Training:
Training can be of two kinds whole training and part training. It depends on the
nature of work and the ability of the trainee.
6) Principle of Reinforcement:
To make training effective, it is essential that there should be proper provision of
wage-hike, promotion, etc. in the organisation, so that trainee may be motivated to
go in for training.
7) Principle of Specificity:
Specific training yields specific results. Train training garners` the greatest return on
training investment.
8) Principle of Variation:
Training should involve many different activities to help avoid boredom and help
maintain trainee interest.

G) Training Process:
Effective training involves much more
than just bringing together a trainer and
trainees. Training is a continuous,
ongoing process, not just an isolated
event. Training is viewed as a complex
system that involves a number of distinct
phases that are closely connected to
one another. The five major phases or
steps in the training process are:



3.2 Training Processs
1) Training Needs Assessment :
Organizations provide training for their employees when they see a need to
improve organisational performance. This means that the organisation identifies
reasons for employees not performing at their best. lf the problem is a lack of
sufficient knowledge or skills (competencies), then training is necessary. There
are three sources used to analyze training needs.
a) Organisational Analysis:
This involves looking at the performance of the organization as a whole
b) Task Analysis :
In task analysis the HR manager examines specific jobs to decide what
knowledge, skills and attitudes are required to get the jobs done.
c) Person Analysis :
This involves examining the people who currently occupy the jobs to see whether
they possess the required competencies necessary to do the job.




3.1 Training and Development
3.2 Training Process
2) Training Design:
Once the training needs-analysis has completed and the organisation has identified
one or more employees who need additional training (e.g. the department
supervisors need training in effective communication skills), the organisation then
has to make some decisions regarding design of training.
Factors Affecting Training Design Decision:
a) Organisational Constrains:
These are things that limit or restrict organisations and prevent them doing what they
might like to do .
b) Learning Principles:
Secondly, to develop effective training programmes, it is also important to understand
how individuals learn.
c) Transfer of Learning:
When selecting the method of training to be used, trainers should choose a method
which will help trainees to transfer what they have learnt to their actual job

3.2 Training Process
d) On-theJob Training:
When the employee`s supervisor or an experienced co-worker teaches the
employee about the job while she is actually working. this is usually called on-the-
job training.
e) Coaching :
In coaching, a colleague (co-worker) or manager who works with an employee
motivates her, helps her develop skills, and provides continuous feedback on her
progress.
f) Job rotation:
This means that employees are transferred from job to job on a systematic basis.
g) Away-from-the-job training:
This includes any form of away-from- the-job training performed away from the
employee's immediate work area.
h) Lectures :
The most obvious method is for the trainer to give a lecture on the material to be
learnt.

3.2 Training Process
3) Training Delivery:
Once the method of training has been selected, all the aspects of the training
programme come together during the implementation phase.Finally, after the
appropriate learning environment is designed or selected, the training is conducted.
3) Training Evaluation:
Evaluation of training compares the post-training results to the pre-training objectives
of managers, trainer and trainees.
a) Cost-benefit Analysis:
Training results can be examined through cost-benefit analysis, which is comparison
of costs and benefits associated with training .
b) Return-on-Investment (ROI) Analysis:
Return-on-investment simply divides the returns produce because of training by the
cost of training.
c) Benchmark:
In addition to evaluating training internally, some organizations use benchmark
measures to compare it with training done in other organizations.

3.2 Training Process
3) Training Delivery:
Once the method of training has been selected, all the aspects of the training
programme come together during the implementation phase; the actual training that
is conducted, the trainees' responses to training, their learning, their behaviour back
at the job, and its effect on organisational performance.
Training Evaluation:
Evaluation of training compares the post-training results to the pre-training objectives
of managers, trainer and trainees.
a) Cost-benefit Analysis:
Training results can be examined through cost-benefit analysis, which is comparison
of costs and benefits associated with training .
b) Return-on-Investment (ROI) Analysis:
Return-on-investment simply divides the returns produce because of training by the
cost of training.
c) Benchmark:
In addition to evaluating training internally, some organizations use benchmark
measures to compare it with training done in other organizations.

3.3 Training Methods
Trainings in an organization
can be divided to two broad
types. They are on-the-job
trainings and off-the-job
trainings. These on-the-job
trainings are given to the
employees while they are
conducting their regular
works at the same places.
Off-the-job techniques
include lectures, special
study, audio visual
conferences or discussions,
case studies, role playing,
simulation, programmed
instructions, and laboratory
trainings.
On-The-Job
Training
Apprenticeship
Training
Job Rotation
Internship and
Assistantship
Job Instruction
Training
Off-The-Job
Training
Programmed Learning
Simulation Method
Laboratory Training
Case Study Method
Lecture Method
Role Playing
Video Conferencing
3.3 Training Methods
1. On- the-job Training:
In this method a trainee is placed on the job and then taught the necessary skills to
perform his job. Thus in this method the trainee learns by observing and handling the
job under the guidance and supervision of instructor or a supervisor. Thus it is also
called the learning by doing method. The various kinds of on-the-job training are
explained as follows:
a) Apprenticeship:
It is the oldest and most commonly used method of training in technical areas and
crafts and trades where the skills of the job are learnt over a long period of time.
b) 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.
c) 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.






3.3 Training Methods
d) 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.
2) Off-the-job Training:
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.
a) Programmed Learning:
This method is also known as scheduled learning or programmed
instruction method. Under this method, the trainees are made to reply to
the job-oriented questions, problems, concepts, cases and facts as part of
learning job skills.

3.3 Training Methods
d) 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.
2) Off-the-job Training:
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.
a) Programmed Learning:
This method is also known as scheduled learning or programmed
instruction method. Under this method, the trainees are made to reply to
the job-oriented questions, problems, concepts, cases and facts as part of
learning job skills.

3.3 Training Methods
b) Simulations:
It represents real life situations regarding trainees decisions resulting in
outcomes that reflects what would happen if they were on the job.
c) Laboratory 'Training:
This method is also called sensitivity training or T-group training. This
training is typically organized for a small group of trainees who are
normally not familiar with one another.
d) Case Studies:
This method involves studying cases from all perspectives, analyzing the
various options available to the company for solving problems or address
issues and arriving at most suitable answers.
e) Lecture:
In lecture method trainers used to communicate with spoken words which
they want the trainees to learn, it is primarily one way communication of
learned capabilities from trainer to audience.
3.3 Training Methods
d) Role Play :
The trainees act out a given role as they would in a stage play. Role
players are informed of a situation about the respective roles that they
have to play.
d) Video-conferencing:
This is one of the distance learning methods for training. It is best suited
when the trainer and the trainees are separated geographically. It allows
people in one location to communicate live via audiovisual aids with
people In another city.
3.4 Management Development Programs:
A) Various Types of Management Development Programs:
1. Mentoring and Coaching:
Mentoring and coaching have become important means of management
development. Because the purposes of mentoring and coaching are
similar in concept and the terms are often used interchangeably in the
literature, they are discussed together.
2. Reverse Mentoring
Reverse mentoring is a process where older employees learn from
younger ones. There are people in organizations approaching retirement,
who do not want to retire, and who have tremendous knowledge that
should not go to waste.
3. Orientation:
Orientation is the initial T& D effort for new employees that inform them
about the company, the job, and the work group.

3.3 Training Methods
4. Special Training Areas:
Many organizations also have extensive programs for supervisors and
employees. These programs often emphasize specific tasks required to
perform given jobs.
5. Diversity:
Diversity training attempts to develop sensitivity among employees about
the unique challenges facing women and minorities and strives to create a
more harmonious working environment.
6. Ethics:
In the wake of Enron and other corporate scandals, many firms are
emphasizing ethics. By stressing fair play and a respect for law, they
intend to develop a corporate culture that rewards ethical behavior.
7. Telecommuters:
Both telecommuters and their supervisors need telecommuters training.
Telecommuter training should emphasize effective communication
strategies that permit managers and employees to define job
responsibilities and set goals and job expectations.

3.4 Management Development Programs:
3.3 Training Methods
8. Customer Service:
Customer service training teaches employees the skills needed to meet
and exceed customer expectations.
9. Conflict Resolution:
Conflict resolution training focuses on developing the communication skills
needed to resolve gridlock in relationships. Conflict within an organization
can be valuable and often aids in growth and change.
10. Teamwork:
Teamwork training strives to teach employees how to work in groups that
often have been empowered with considerable authority in making
decisions.
11. Empowerment:
Empowerment training teaches employees and teams how to make
decisions and accept responsibility for results. It often accompanies
teamwork training because some firms have delegated considerable
authority to teams.

3.4 Management Development Programs:
3.3 Training Methods
B) Implementing Management Development Programs:
A perfectly conceived training program will fail if management cannot
convince the participants of its merits. Participants must believe that the
program has value and will help them achieve their personal and
professional goals. Management development is any attempt to improve
managerial performance by imparting knowledge, changing attitudes or
increasing skills.
a) Assessing the company's strategic needs (for instance, to till future
executive openings or to boost competitiveness,
b) Appraising manager's current performance, and then
c) Developing the managers (and future managers).


3.4 Management Development Programs:
3.3 Training Methods
C) Problems in Implementing Management Development Programs
1. Managers are Action Oriented:
Implementing T& D programs is often difficult. One reason is that managers are
typically action oriented and feel that they are too busy for T& D.
2. Need Qualified Trainers:
Another difficulty in program implementation is that qualified trainers must be
available.
3. Resist Change:
Implementing training programs presents unique problems. Training implies change,
which employees may vigorously resist.
4. Record Keeping:
Another difficulty in implementing T& D programs is record keeping. It is important to
maintain training records including how well employees perform during training and
on the job.

3.4 Management Development Programs: