Unit-2 Overview of Training

in Organizations
 Role of Training
 Structure of Training
 Planning for Training and
Development
 Management of Training Function
 Need Assessment
 Evaluation
 Organization of Training
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 Training & Development
 Training:
 An organization’s planned effort to facilitate
employees’ learning of job-related
competencies.
 Development:
 Formal education, job experiences,
relationships and assessments of personality
and abilities that help employees prepare for
the future.

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 Training
• Training is an art of increasing the knowledge
and skills of an employee for doing a particular
job.
• The basic aim of training and
development programs is to help the
organization to achieve its mission and
goals by improving individual and,
ultimately, organizational performance.
(Noe, 2008)
• The major outcome of training is learning
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Training Definitions
• “The systematic analytical based designing of methods
and media so as to enable an individual or group to learn
predetermined knowledge and/ or processes against
predetermined objectives and apply it to a required
standard.”

• Training is the teaching of vocational or practical and

relates to specific useful skills. It forms the core of
apprenticeships and provides the backbone of content at
technical colleges or polytechnics. Today it is often
referred to as professional development.

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 Training & Development Process

1. Needs Assessment and Analysis

2. Training Program Design & Development
3. Implementation and Delivery of Training
4. Training Evaluation

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Training Cycle

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 Features of Training
(1)To enhance the existing knowledge, skills, and performance
capabilities of the employees.
(2)To keep abreast of developments in technical and
management fields.
(3)To develop capabilities and competence to assume higher
responsibilities and promote skills in supervisory, inter-personal
and team building.
(4) To promote individual development and create conditions for
a higher level of work enjoyment, affinity with the company,
and desired attitudinal changes.
(5)To identify, assimilate and develop value systems and
behavioral practices, and commitment to excellence in all
endeavors in the organization. 7
 Features of Training

(6) To ensure that training becomes an important strategy

for organizational development and a significant
management tool in bringing about change.
(7) To improve the quality and quantity of output, to lower
the cost of waste, equipment maintenance, and accidents.
(8) To inculcate a sense of appreciation for other functional
areas, and an understanding of the linkage of their
activities with other areas.
(9) To induct new recruits into the organization.

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Role of Training
 The role of training & development can
be stratified into three levels:-
 A Fragment Approach
 A Formalized Approach
 A Focused Approach

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 Fragment Approach
 Training is not linked to organizational goals
 Training is perceived as luxury or a waste of
time
 Approach to training is non-systematic
 Training is directive
 Training is carried out by trainers
 Training takes place in the training department
 Emphasis on knowledge based courses
 The focus on training ( a discontinuous process) rather
than development( a continuous process)
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 Formalized Approach
 Training becomes linked to human resource needs
 Training becomes systematic by linking it to an appraisal
system
 The emphasis is still on knowledge based courses
but the focus of course broadens with greater
emphasis on skill based courses
 The link, which is made between training and HR need,
encourages organizations to adopt a more developmental
approach
 Training is carried out by trainers, but the range of skill
demands placed on a trainer develops with the new
breadth of courses offered 11
Formalized Approach
 Line managers become involved in training and
developed through their role as appraisers
 Pre and post course activities attempt to
facilitate the transfer of off-the -learning
 Training is carried out off-the job but through
career development the value of on-the- job
learning gains formal recognition
 There is more concern to link a program of
training to individual needs

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 Focused Approach
Training & Development and continuous
learning by individuals is perceived as a
necessary for organizational survival in a
rapidly changing business environment
 Training is regarded as a competitive
weapon
 Learning is linked to organizational strategy and
to individual goals
 The emphasis is on-the-job development

so that learning becomes a totally

continuous activity 13
Focused Approach
 Special training courses are available
across the knowledge/value/ skills
 Self-selection for training courses
 Training is generally non-directive,
unless knowledge based
 New forms of training activity are
utilized example :open and
distance learning packages, self-
development programs etc. 14
 Focused Approach
 More concern to measure effectiveness of training and
development
 Main responsibility for training rests with line management
 Trainers adopt a wider role
 New emphasis on learning as a process
 Tolerance of some failure as part of the learning process
In an organization, by and large, it is observed that
one of these three approaches or a combination of
them get implemented. The variation in the
approach is purely from the point of view of
suitability of the business strategy and the
relevant training needs. 15
 Role of Training-Summary
 Training is the most important technique of
HRD. It plays important role in achieving the
individual and organizational objectives.
 It aims at a systematic assessment of the business
environment including the external as well as
internal environment, and accordingly ensures the
management of available resources as well the to
improve the individual’s knowledge , skills and
capabilities in order to cope up with the business
challenges and attain the competitive advantage for
organizational excellence.
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Role of Training

Business
Environment

Change &
Challenges

Learning &
Implementation

Business
Excellence

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 Needs for Training
(1)Newly recruited employees require training so as to
perform their tasks effectively.
(2)To prepare existing employees for higher-level jobs
(promotion).
(3)Existing employees require refresher training so as to
keep abreast of the latest developments in job operations.
(4)Training is necessary when a person moves from one job
to another (transfer).
(5)To make employees mobile and versatile.
(6)To bridge gap between what the employees has and
what the job demands.
(7)To gain acceptance from peers (learning a job quickly).
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 Training vs. Development

Learning Dimension Training Development

Meant for Operatives/Workers Executives
Focus Current job Current and future jobs

Scope Individual employee Work group or

organization
Goal Fix current skill deficit Prepare for future work
demands
Initiated by Management the individual
Content Specific job related General Knowledge
information
Time-frame Immediate Long-term

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 Training Vs Education
Training Education
 It is the act of inc.  It is a process of
the knowledge and increasing the
skills of an employee general knowledge
while doing a job and understanding
 Job oriented of an employee
 Skill learning  Conceptual learning

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 Importance of Training
Benefits to the Business Benefits to the Employees
Trained workers can work more Training makes employee more useful to
efficiently. a firm.
They use machines, tools, materials in a By combining materials, tools and
proper way. equipment in a right way, they can
produce more with minimum effort.

There will be fewer accidents. Trained Training enables employees to secure

workers need not be put under close promotions easily.
supervision.

Trained workers can show superior Training helps employees to move from
performance. one organization to another easily.

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 Contd. …..

Benefits to the Business Benefits to the Employees

Training makes employees more loyal Training can contribute to higher
to an organization. production, fewer mistakes, greater job
satisfaction and lower labour turnover.

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 Training Objectives

 To impart basic knowledge and skills.

 To meet the changing requirement.
 To teach the ways of performing job.
 To prepare employees for higher level
jobs

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Learning Principles
 Modeling

 Motivation

 Reinforcement

 Feedback

 Spaced Practice

 Whole Learning

 Active Practice 24
 Learning Principles: The
Philosophy of Training
(1) Modelling:- Modelling is simply copying someone
else’s behaviour. Children learn by modelling parents and
older children.

(2) Motivation:- When the employee is motivated, he

pays attention to:-
How important the job is to me?
How important is the information?
Will learning help me progress in the
company?

(3) Reinforcement:- If a behaviour is rewarded, it

probably will be repeated. Positive reinforcement consists
of rewarding desired behaviours.
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 Contd. .......
(4) Feedback:- People learn best if reinforcement is
given as soon as possible after training. Positive feedback
is to be preferred to negative feedback when we want to
change behaviour.
(5) Spaced Practice:- Learning takes place easily if the
practice sessions are spread over a period of time.
(6) Whole Learning:- Employees learn better if the job
information is explained as an entire logical process, so
that they can see how the various actions fit together into
the big picture.
(7) Active Practice:- Learning is enhanced when
trainees are provided ample opportunities to repeat the
task. 26
 Areas of Training
(1) Knowledge:- Here the trainee learns about a set of
rules and regulations about the job, the staff and products
or services offered by the company.
(2) Technical Skills:- The employee is taught a special
skill (operating a machine, handling computer).
(3) Social Skills:- The employee is made to learn about
himself and others, and to develop a right mental attitude
towards the job, colleagues and the company.
(4)Techniques:- This involves the application of
knowledge and skill to various on-the-job situations.
(5) Attitudes

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 Types of Training
(1) Skills training:- The need for training in basic skills
(reading, writing, computing, speaking, listening, problem
solving, knowing how to learn, leading others) is identified
through assessment. Several methods are available for
imparting these basic skills in modern organizations (such
as lectures, apprenticeship, on-the-job, coaching etc.).

(2) Refresher training:- Rapid changes in technology

may force companies to go in for this kind of training.

(3) Cross functional training:- It involves training

employees to perform operations in areas other than their
assigned job.
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 Contd. .......
(4) Team training:- generally covers two areas:
Content tasks specify the team’s goals such as cost
control and problem solving.
Group processes reflect the way members function
as a team- e.g. how they interact with each other,
how they sort out differences, how they participate,
etc.
(5) Creativity training:- Here trainers often focus on
three things:-
Breaking away
Generating new ideas
Delaying judgments
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 Contd. .......
(6) Diversity training:- considers all of the diverse
dimensions in the workplace- race, gender, age,
disabilities, lifestyles, culture, ideas and backgrounds-
while designing a training program.

(7) Literacy training:- Inability to write, speak and work

well with others could often come in the way of
discharging duties, especially at the lower levels.

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THE TRAINING PROGRAMME
Structure of Training

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 Planning the Program
 Who is to be trained- No. and type of
employees.
 Why are they to be trained-training objectives
 What should be taught-knowledge and skills
 How should do training –methods
 Who should do training-instructions
 When can it be done-length and frequency
 Where will it be done-location
 How will it be assessed-evaluation
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4. Process of Training and
Development
(1) Training Needs Analysis
(2) Instructional Design
(3) Validation
(4) Implementation
(5) Evaluation and Follow-up

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Training Needs Analysis
A. Organization Analysis: identify training
needs of the organization according to its
long-term goals-set the training goals.
B. Job Analysis: identify training needs
according to job descriptions and
specifications—specify
skills/knowledge/behavior to be trained.
C. People Analysis: identify people that need
training and their trainability-identify
potential trainees.
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 Preparing the Training Program:
Structure & Content

What they intend to do: goals and objectives

content, methods and

How are they going to do it:
materials

How will they know if they

monitoring and evaluation
have succeeded:

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 Content is a sequenced list of topics to be
covered with an indication of the amount of time
to be spent on each.

 A parallel list of methods should be developed to

be used in covering the content topics.

 It is also useful to prepare a parallel list of

materials and services that will be required for
each topic given the number of participants.

 During planning it is useful to set out the

contents, methods and materials in parallel rows.
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 Monitoring and Evaluation determine the extent to
which the training was successful in achieving its
objectives and goals.

 The pattern of monitoring and evaluation may

take several forms, either formal or informal; open
response or directed questionnaire; during, at the
end or some time after the workshop.

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 General Guidelines for planning the
structure of the training and the
content of the course material

 Be specific and address the needs of

the participants.
 Do not attempt to evenly divide the
time between all topic areas(Basics to
complex material).
 Build in flexibility. Be prepared to
spend more time on some topics if the
need develops
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General Guidelines for planning the
structure of the training and the
content of the course material

 Have reserve materials on hand. Be prepared

for unexpected questions and problems.
 Prepare general time guidelines for each
session, but remember the need for
flexibility. (put the training schedule on a
visible location)
 Provide short course outline.
 Use visual support throughout.

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 Designing the Program
 Sequence: chronological, priority, common
or related items
 Load and Pace: How much information
trainees can absorb and how quickly they
can learn
 Variety: Subject matter , Method
 Feed back: To test learning

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Instructional Design
A. Set training goals
B. Determine what to train
C. Identify trainees
D. Choose training materials
E. Determine training modes and methods
F. Select trainers
G. Schedule training
H. Develop training budget
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Validation
A. Validate the training program before
implementation.
 Pilot study: conduct the program with a
small number of trainees to test its effect.
 Consultation: consult the trainees and their
supervisors on the appropriateness of the
program.
B. Make revision of the training programs
before implementation.
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 Implementation
A. Obtain continuous support from line-
management to the training program.
B. Appoint manager of the training
program.
C. Develop managing guidelines for the
program.
D. Provide logistic supports.
E. Conduct concurrent evaluation of the
program. 43
 Evaluation
 Did results meets the training
objectives?
 What benefits are being added to org.?
 Were there any spin off not directly
related to training objectives?
 What was the cost?
 How will decisions about future training
be affected?
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Evaluation and follow-up
A. Types of Evaluation:
 Concurrent Evaluation: evaluate
training effects during training.
 Immediate Evaluation: evaluate
training effects at the end of the
training.
 Follow-up Evaluation: evaluate
training effect by evaluating trainee
performance over time. 45
 Forms of Evaluation
 Written tests: Check learning results of
knowledge.
 Simulation: check learning results of skills.
 Interviews: check training effects by talking
to the trainees and their supervisors.
 Questionnaire: check effectiveness of
instruction materials, trainer and training
methods.
 Performance appraisal: check learning
transfer and training effectiveness on job.
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Follow Up
This can be done by a period of
practice under supervision, by coaching
and counseling, by assignment or by
project, by job rotation.

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Training Methods
 Assignment / Projects
 Business Exercises
 Coaching
 Internal Courses
 Job Instruction
 Programmed Instructions
 Special Duties
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TRAINING RECORD

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Individual Record
 Name
 Department
 Date of Joining
 Details of Training

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Departmental Record
 Name of Trainees
 Type of Trainees
 Results of Training
 Costs
 Further Action

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THANK YOU