made by badar e alam anwar

2. Training is the act of increasing the
knowledge and skills of an employee for
doing particular job.
Its purpose is to achieve a change in the
behavior of those trained and to enable them
to do jobs better.
Training is a continuous process.
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3. On the basis of purpose several types of
training programmes are offered to
employees.
 Induction or Orientation Training
 Job Training
 Apprenticeship Training
 Internship Training
 Refresher Training or Retraining
 Training for Promotion
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4. The term training refers to the acquisition
of knowledge, skills, and competencies as a
result of practical skills and knowledge that
relate to specific useful competencies.
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5. The purpose of Organizational Training
(OT) is to develop the skills and knowledge
of people so they can perform their roles
effectively and efficiently.
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6. An organizational training program involves
the following:
 Identifying the training needed by the
organization .
 Obtaining and providing training to address
those needs .
 Establishing and maintaining training capability
 Establishing and maintaining training records.
 Assessing training effectiveness.
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7. In deciding what structure is appropriate, it is helpful to revisit what has to
be done when delivering a training service. A training service normally has
the following roles:
Training manager: Leads, manages, and integrates with organization's
strategy.
Trainer/facilitator: Delivers, presents and facilitates the learning.
Instructional designer: Designs the documents the training program.
Administrator: Organises venue, printing, logistics, training records etc.
Internal consultant: Diagnoses, facilitates change and meetings, liases
with consultants.
Training broker: (Both internal and external role) Finds external providers.
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8. Exclusive Internal Structure.
Exclusive External Structure.
The Eclectic Structure.
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9. Economics.
Ideology.
Head count reduction.
Quality.
Preparedness.
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11.  Merits
 More direct.
 Large no. of people can be instructed at a same time.
 Time factor
 Controlled by the instructor
 Demerits:
 Minimum active involvement
 Less motivation
 Ability of learners
 Lectures cannot be remembered
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12. Merits:
 improvement over lecture
 great value in modifying attitude
 members can defend their views
Demerits:
 size should be small
 individuals may not appreciate
 will give rise to heated arguments
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13. Merits
 Criticism from peers
 Participation
 Loyalty
Demerits
 Tension and enmity
 May hurt a member
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14. Merits
 Amusing and Practical approach.
Demerit
 Lot of merriment hence seriousness may be lost.
 Observer may not be convinced of his bad
communication.
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15. Merits
 Opportunity to develop insight.
 Imp of feelings and emotions
 Observation
 Feedback
Demerits
 Time consuming
 Boring
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16.  Merits
 Active involvement
 Practise decision making
 Exchange ideas
 Instant feedback
 Demerits
 Cost is more
 Intense emotions
 Artificial
 Not universally applicable
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17. Executive people are those who have
authority over others in the operations of
the enterprise. The caliber and performance
of managers will largely determine the
success of any business.
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18. Knowledge management.
Behavior change
Attitude change
Performance change
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19. Improvement in technical performance
Improvement in conceptual performamce
Improvement in human skills
Stimulate juniors
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20. To develop all those who are under him.
Providing for future and present needs of the
firm.
Provide opportunity for every manager to
take an active part in his own development.
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21. ON JOB TECHNIQUE
OFF JOB TECHNIQUE
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22. COACHING METHOD
SYNDICATE METHOD
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23. CASE STUDY
INCIDENT METHOD
ROLE PLAYING
IN BASKET
MANAGEMENT GAMES
SIMULATION
T-GROUP
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24. Advantages:
 Superior can guide the employee even
though there is no management
programs.
 Evaluation and feedback.
Disadvantages:
 Superior may be authoratian.
 Coaches ability .
 Superior should not be dominant.
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25. Advantages:
 Discussions, recommendations, criticism,
comments.
Disadvantages:
 Waste of time.
 Frustration if participants don’t understand
this method.
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26. Merits:
 Provides stimulating discussion.
 Employee can defend his analytical and
judgemental views.
 Systematic way of thinking.
Demerits:
 Time consuming.
 Rushing towards a solution.
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27. Group members address questions such as
what ,when,where ,how of situation in which
an which an incident developed.Clues are
trackled down if they seem to offer reliable
insight into why of the situation.And then
decision is taken accordingly.
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28. Merits
 Decisions are rapid.
 Feedback is objective.
 Promising managers get a prospective of
the company as a whole.
 Inexpensive
 Can be easily organized.
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29. Demerits:
 Discourages originality.
 Logical solutions suggested tends to be
abstracted from compulsions .
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30. Merits:
 Less cost.
Demerits:
 Difficult to duplicate the pressures and realities of
actual decision making on the jobs
 Individuals act differently in real life situations.
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31. Merits:
 Emplyee can learn more about their own
weakness and strengths develop insight into how
they react to others and vice versa.
Demerits:
 Trainers often create stressful situations.
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32. 32

33. What is Training?
Distinction between Training and Development
Why Training is necessary?
What can Training do for Employees?
Types of Training
Methods of Training
Difficulties in various Training Programs
Why Training Fails?
How to make Training Effective?
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34. 34
Learning Dimensions
Training Development
Who? Non-managerial personnel Managerial Personnel
What? Technical and mechanical
operations
Theoretical, Conceptual
ideas
Why? Specific job-related purpose General knowledge
When? Short-Term Long-Term

35. Increase Productivity
Quick Learning
Higher Productivity
Standardization of Procedures
Less Supervision
Economical Operations
Higher Morale
Preparation of Future Managers
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36. Training helps the employees or work-force in
the following ways:
 Confidence
 New Skills
 Promotion
 Higher Earnings
 Adaptability
 Increased Safety
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37. On the Job Training
 Instruction is highly disorganized and haphazard
and not properly supervised.
Lack of motivation.
Low productivity when he is unable to fully develop.
Skilled trainer
Learners are often subjected to distractions of a
noisy shop floor or office.
Mostly used for unskilled and semiskilled jobs.
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38. Vestibule Training
The splitting of responsibilities leads to
organizational problems.
Additional investment in equipment is necessary
This method is of limited value for the jobs which
utilize equipment which can be duplicated.
The number of trainees are large.
Mostly used for semiskilled jobs.
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39. Off the Job Training
Minimum active involvement of trainees.
One-way Communication.
Can raise arguments.
Some individuals may tend to dominate.
Time consuming to arrive at an any decision .
Effectiveness depends on the skill of leader.
Mostly used for development of higher level
employees and executives.
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40. Benefits of training are not clear to top
management.
The top management hardly rewards
supervisors for carrying out effective training.
The top management rarely plans and budgets
systematically for training.
Trainers provide limited counseling and
consulting services to rest of the organization.
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41.  The middle management without proper incentives
from top management ,does not account for
training in production scheduling.
 Without proper scheduling from above, first line
supervisors have difficulty production norms if
employees are attending training programmes.
 Training external to the employees unit sometimes
teaches techniques on methods contrary to the
practices of the participants organization.
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42. Contents of training program be chalked out
after identifying the training needs or goals.
Training should be job relevant.
Should be conducted by well qualified and
experienced trainers.
Should recognized that all the trainees do
not
progress at the same rate.
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43. Regular constructive feedback concerning his
progress in training and implementation of
the newly acquired abilities.
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44. 44

45. About executive training
 Who are the executives in organizations
 Their functions of executives in
organization
 Purpose and objective of executive
training
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46.  Methods of executive training
▪ ON-THE-JOB TECHNIQUES
▪ OFF-THE-JOB TECHNIQUES
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47. ON-THE-JOB TECHNIQUE
1)The Coaching or guided Method.
2)Job Rotation or Channel Method of
Development.
3)Participation in deliberation of the Boards and
Committees.
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48. The Coaching Method
 thinking processes and operative skills.
 guide and instructor.
 follow up suggestions and corrects errors.
 objective of coaching.
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49.  Advantages
 least centralized staff co-ordination.
 feedback and evaluation
 Disadvantages
 authoritarian.
 relies on coaches’ ability
 no training atmosphere.
 Effectiveness of the method
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The Coaching Method

50. Job rotation or channel method
of development
movement of executives
 for beginning level managers
 from 6 months to 24 months
 great deal of job experience
 overall knowledge and familiarity
 horizontal or lateral
 on a planned basis
 on a situational basis
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51.  Advantages
 Develops inter-departmental co-operation
 Boredom and monotony are reduced
 Chance to step into a higher position
 Equal chance for advancement
 Best utilization
 Disadvantages
 Upsets family and home life
 Difficult to adjust
 Demotivate intelligent and aggressive trainees
 A highly competitive game
 Established operations are disturbed
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Job rotation or channel method
of development

52. Participation in Deliberation of the Junior Board and
Committees or the Multiple Management technique
For middle and senior level managers
 Real life actual problems
 Opportunity for managers to share
 Make a recommendation
 Exposure to other members
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53.  Advantages
 Opportunity to gain knowledge
 Identify those who have executive talent
 Practical experience of group decision making
 Inexpensive
 Better human relations climate
 Disadvantages
 Only for middle and senior level managers
 Does not permit any specific attention
 Tend to be discursive lacking authority
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Participation in Deliberation of the Junior Board and
Committees or the Multiple Management technique

54. OFF-THE-JOB TECHNIQUE
1) The Case Study
2) Incident Method
3) Role Playing
4) In Basket Method
5) Business games
6) Sensitivity Training
7) Simulation
8) Grading Training
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55. OFF-THE-JOB TECHNIQUES
The Case Study
 Actual business situation
 Appraise and analyze
 Suggest solutions
 Actual decision known to the executives
only
 Compared with the various solutions
 Stimulating discussion
 Improving decision making abilities
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56. Incident Method
Stimulate self-development
 Intellectual ability
 Practical judgement
 Social awareness
 Studies a written incident
 Short term decisions
 Find out what, when, where, how of the situation
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57. Grid Training
 Several possible leadership styles
 Two basic orientation
 Concern for people and concern for production
 Lasts for 3 to 5 years
 Weekend conference
 Discussion, analysis and solution
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58. THANK YOU