training and development intro

1. TRAINING AND DEVELOPMENT
INTRODUCTION
Dr. Ghulam Dastgeer

2. TRAINING
 Training refers to a planned effort by a company to
facilitate employees’ learning of job related
competencies.
 There competencies include
 knowledge,
 Skills
 Behaviors
that are critical for successful job performance.
Training is the organised procedure by which people learn
knowledge or skills for a definite purpose. Training
bridges the differences between job requirements and
employee’s present specification.

3. Training Improves, changes and moulds the
employees knowledge, skills, behaviour and aptitude &
attitude towards the requirements of the job and the
organisation.
Training is beneficial for the organisation, Individuals
and Human resource process at large.
 The goal of training is for employees to master the knowledge,
skill and behavior emphasized in training programs and to apply
them to their day to day activities.
 For a company to gain a competitive advantage

4. TRAINING AND DEVELOPMENT
 Training
 Effort initiated by an organization to foster learning among its
members.
 Tends to be narrowly focused and oriented toward short-term
performance concerns.
 Training aims to improve employees’ current work skills and
behaviour,
 Development
 Effort that is oriented more toward broadening an individual’s
skills for the future responsibilities.
 development aims to increase abilities in relation to some future
position or job.
4

5. THE NATURE OF TRAINING
 Training usually involves teaching operational or
technical employees how to do their jobs more
effectively and/or efficiently.
 Training is functional area and related to job.
 Training is combination of education, teaching and
experience.
 Training is usually cut out for short term and it is meant
for non managers mainly covering technical knowledge.
 Training is provided for imparting specific skills among
operative workers and employees.
 Responsibilities for training are generally assigned to
the HR function.
 In general, training is intended to help the organization
function more effectively.
 Managers must be sure that productivity can be
increased through training and that productivity gains
are possible with existing resources.
10 - 5

6. THE NATURE OF DEVELOPMENT
 Development is generally aimed at helping
managers better understand and solve problems,
make decisions, and capitalize on opportunities.
 Development is career oriented which helps in the
growth of the individuals as well as the
organization.
 Development is cut out for long term and it is meant
for managers covering theoretical, technical as well
as conceptual knowledge.

 Development is often considered a HR function.
 Development is a broader concept when compare
with training.
10 - 6

7. TRAINING VS DEVELOPMENT
 Training is about acquiring
skills through organized
learning
 Process of imparting
specific skills
 Short term by nature
 Narrow focus
 It is for acquiring or
sharpening the KSA’s
 Development provides
general knowledge &
attitude helpful to
employees in higher
positions
 Depends on personal
drive & ambition
 Long term by nature
 Broader focus
 It takes the route of
discovery or exploration
of the potential

8. TRAINING

9. TRAINING
 Training is the act of increasing the knowledge and
skills of an employee for doing a particular job.
 The major out come of training is learning.
 It is designed primarily for non managers, it is for a
short duration and it is for specific job related
purpose. In other words, the training refers to the
program that facilitates learning process.
 Training may be carried out on the job or in the
classroom, on site or off site--- perhaps in a hotel or
a training center, or it may be in a simulated
environment that is thought to be similar to the work
environment.

10. Need for Training:
 Match the Employee specification with Job requirements &
organisational needs.
 Organisational Viability and Transformational Process
 Technological Advancement
 Organisational Complexity
 Change in Job Assignment
 As part of succession planning
 To inculcate a new technology in the system

11. FEATURES OF TRAINING
 Training is a learning process.
 Training permanently imparts the skill or a typical attitude.
 Training is a combination of education, learning and practice.
 Training provide expertise to handle a job.
 Training includes trainer and trainees.
 Training enables the employees to deal with the changing jobs
and roles.
 Training develops knowledge, skill and attitude for handling
jobs most efficiently.
 Training bridges the gape between the current level of
employees KSA and the required level of KSA to handle the
job efficiently.
 Training is basically job related and need based.
 Training short-term activities designed essentially for
operatives.

12. SCOPE OF TRAINING
 The function of training is to ensure that each
employee makes a required contribution to the
achievement of the goals of the organization.
 The required contribution is represented by the
standard of performance for his or her job.
 Training at one extreme consists of few hours (or
only a few minutes)….
 At the other extreme, training consists of several
years of formal courses designed to develop
qualified specialists.
 Between these extremes are countless programs
designed to fit the need of particular organization.

13. Objectives of Training:
In line with the organisational goals and objectives, following
objectives are set for training programs:
 Employee performance enhancement
 Guidance to new entrants
 Enhance Efficiency and Productivity
 To generate Back up
 To ensure smoothness in functioning and economy in
operations
 To boost the morale of employees and motivate them for
higher level task.

14. BENEFITS OF TRAINING
 Job satisfaction
 Moral among employees
 Motivation
 Efficiencies in processes resulting in financial gain
 Capacity to adopt new technology and methods
 Innovation in strategies and product
 Reduce employee turnover
 Enhanced company image
 Better interpersonal relationship and customer
satisfaction
 Risk management
 Staff safety consciousness
 Increased in productivity

15. Training Process:-
Understanding
Organisational Objectives
and Strategies
Training Need
Assessment
Establishment of Training
Goals
Devising Training
Programmes
Implementation of
Training Programme
Evaluation of Results

16. 8–16
©
2005
Prentice
Hall
Inc.
All
rights
reserved.

17. NEED ASSESSMENT
 Before you choose a training method, it is important
to determine what type of training is necessary, and
whether trainees are willing to learn?
 NEED ASSESSMENT refers to the process used to
determine whether training is necessary?

18.  Need assessment typically involves
 Organizational analysis
 Person analysis
 Task analysis

19.  Organizational analysis
An organizational analysis considers the context in
which training will occur, that is, organizational
analysis involves determining the appropriateness of
training, given the company’s business strategy, its
resources available for training, and support by
managers and peers fro training activities.

20.  Person Analysis
Person analysis helps to identify who needs
training. It involves
1. determining whether performance
deficiencies result from a lack of
knowledge, skill, or ability or from a
motivational or work-design problem.
2. identify who needs training
3. determining employees’ readiness for
training

21.  Task Analysis
It identifies the important tasks and knowledge, skills
and behaviors that need to be emphasized in training
for employees to complete their tasks.

22.  Training may be incorrectly used as a solution to a
performance problem.
 Training programs may have the wrong content,
objectives, or methods.
 Trainees may be sent to training programs for
which they do not have the basic skills, prerequisite
skills, or confidence needed to learn.
Why is Needs Assessment
Necessary?

23.  Training will not deliver the expected learning,
behavior change, or financial results that the
company expects.
 Money will be spent on training programs that are
unnecessary because they are unrelated to the
company’s business strategy.
Why is Needs Assessment
Necessary? (cont.)

24. FIGURE 3.1 – CAUSES AND OUTCOMES OF
NEEDS ASSESSMENT

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25
TRADITIONAL METHODS CATEGORIES
Presentation Methods
Hands-on Methods
Group Building Methods

26. 7 - 26
PRESENTATION METHODS
Presentation methods refer to methods
in which trainees are passive recipients
of information.
This information may include:
 Facts or information
 Processes
 Problem – solving methods
Presentation methods include:
 Lectures
 Audio-visual techniques

27. 7 - 27
PRESENTATION METHODS: LECTURE
Lecture involves the trainer
communicating through spoken
words what she wants the trainees
to learn.
The communication of learned
capabilities is primarily one-way –
from the trainer to the audience.

28. 7 - 28
LECTURE (CONTINUED)
One of the least expensive, least
time-consuming ways to present a
large amount of information
efficiently in an organized manner.
Useful because it is easily employed
with large groups of trainees.

29. 7 - 29
LECTURE (CONTINUED)
The lecture methods have several
disadvantages.
 Lack of participant involvement
 Lack of feedback
 Lack meaningful connection to the
work environment

30. 7 - 30
PRESENTATION METHODS:
AUDIO-VISUAL TECHNIQUES
 Audio-visual instruction includes:
 Overheads
 Slides
 Video
 It has been used for improving:
 Communication skills
 Interviewing skills
 Customer-service skills
 Illustrating how procedures should be followed
 WHAT ARE THE ADVANTAGES AND
DISADVANTAGES OF THIS METHOD?

31. 7 - 31
HANDS-ON METHODS
Hands-on methods refer to training
methods that require the trainee to be
actively involved in learning.
These methods include:
 On-the-job training
 Simulations
 Case studies
 Business games
 Role plays
 Behavior modeling

32. 7 - 32
HANDS-ON METHODS: ON-THE-JOB
TRAINING
 On-the-job training (OJT) refers to new or
inexperienced employees learning through
observing peers or managers performing the
job and trying to imitate their behavior.
 It is considered informal because it does not
necessarily occur as part of a training program
and because managers, peers, or mentors
serves as trainers. But if OJT is too informal,
learning will not occur.
 OJT includes:
 Apprenticeships
 Self-directed learning programs

33. 7 - 33
ON-THE-JOB TRAINING (CONTINUED)
 OJT can be useful for:
 Training newly hired employees
 OJT can be offered at any time and trainers
(managers and peers) are available at any time.
 OJT uses actual job tasks and occurs at work.
 Upgrading experienced employees’ skills when
new technology is introduced
 Cross-training employees within a department or
work unit
 Orienting transferred or promoted employees to
their new jobs.
 Disadvantages of OJT????

34. 7 - 34
OJT PROGRAMS: SELF-DIRECTED
LEARNING
Employees take responsibility for all
aspects of learning:
 When it is conducted
 Who will be involved
Trainees master predetermined
training content at their own pace
without an instructor.
Trainers may serve as facilitators and
are available to evaluate learning or
answer questions for the trainee.

35. 7 - 35
OJT PROGRAMS: SELF-DIRECTED
LEARNING
Example: a self directed learning could
involve the company providing
salespersons with information such as
databases, training courses, and
seminars while still holding the
employees responsible for taking the
initiative to learn. That means
effectiveness of self directed learning
is based on an employees' motivation
to learn.

36. 7
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36
SELF-DIRECTED LEARNING (CONTINUED)
Advantages
 Learn at own pace
 Feedback about
learning performance
 Fewer trainers needed
 Multiple sites easier
 Fits employee shifts
and schedules
Disadvantages
 Trainees must be
motivated to learn on
their own
 Higher development
time

37. 7 - 37
OJT PROGRAMS: APPRENTICESHIP
Work-study training method with both
on-the-job and classroom training.
To qualify as a registered
apprenticeship program under state or
federal regulations:
 144 hours of classroom instruction
 2000 hours (or one year) of OJT
experience
Can be sponsored by companies or
unions.

38. 7
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APPRENTICESHIP (CONTINUED)
Advantages
 Earn pay while learning
 Effective learning
about “why and how”
 Full-time employment
at completion
Disadvantages
 No guarantee of full-
time employment
 Training results in
narrow focus expertise

39. 7 - 39
HANDS-ON METHODS: SIMULATIONS
 Represents a real-life situation.
 Trainees’ decisions result in outcomes that
mirror what would happen if they were on the
job.
 A common example of the use of simulators for
training is flight simulators for pilots.
Simulations, which allow trainees to see the
impact of their decisions in an artificial risk free
environment.
 Used to teach:
 Production and process skills
 Management and interpersonal skills

40. 7 - 40
HAND-ON METHODS: CASE STUDIES
Cases study is a description about how
employees or an organization dealt with
a difficult situation.
Trainees are required to:
 Analyze and critique actions taken
 Indicate the appropriate actions
 Suggest what might have been done
differently
Major assumption of this approach is that
employees are most likely to recall and
use knowledge and skills learned through
a process of discovery. Cases may be
especially appropriate for developing
higher order intellectual skills.

41. 7 - 41
HANDS-ON METHODS: ROLE PLAYS
 Trainees act out characters assigned to them.
 Information regarding the situation is provided to the
trainees.
 Role play differs from simulations on the basis of
response choices available to the trainees and the
level of detail of the situation given to trainees. Role
play may provide limited information regarding the
situation, where as information provided for simulation
is usually quite detailed. A simulation focuses on
physical responses. Role plays focus on interpersonal
responses (ask for more information, resolve conflict).
In a simulation the outcome of the trainees' response
depends upon fairly well defined model of reality. In a
role play out comes depends upon the emotional
reactions of the others trainees.

42. 7 - 42
HANDS-ON METHODS: BEHAVIOR
MODELING
Involves presenting trainees with a model who
demonstrates key behaviors to replicate.
Provides trainees opportunity to practice the
key behaviors.
Based on the principles of social learning
theory.
More appropriate for learning skills and
behaviors than factual information.
Effective for teaching interpersonal skills

43. 7 - 43
GROUP BUILDING METHODS
Group building methods refer to
training methods designed to improve
team or group effectiveness.
Training directed at improving trainees’
skills as well as team effectiveness.
Group building methods involve trainees:
 Sharing ideas and experiences
 Building group identity
 Understanding the dynamics of
interpersonal relationships
 Learning their strengths and weaknesses
and of their co-workers.

44. 7 - 44
GROUP BUILDING METHODS (CONTINUED)
 Group techniques focus on helping teams increase
their skills for effective teamwork.
 Group building methods include:
 Adventure learning
 Team training
 Action learning

45. 7 - 45
GROUP BUILDING METHODS:
ADVENTURE LEARNING
Focuses on the development of teamwork
and leadership skills using structured outdoor
activities.
Also known as wilderness training and
outdoor training.
Best suited for developing skills related to
group effectiveness such as:
 Self-awareness
 Problem solving
 Conflict management
 Risk taking

46. 7 - 46
ADVENTURE LEARNING (CONTINUED)
 Examples: cooking classes, drum circles, mountain
climbing, wall climbing, trust fall, travelling from one
tower to another.
 To be successful:
 Exercises should be related to the types of skills
that participants are expected to develop.
 After the exercises, a skilled facilitator should lead
a discussion about
 what happened in the exercise
 what was learned
 how events in the exercise relate to job situation
 how to apply what was learned on the job

47. 7 - 47
GROUP BUILDING METHODS:
TEAM TRAINING
 Involves coordinating the performance of
individuals who work together to achieve a
common goal.
 Teams that are effectively trained develop
procedures to identify and resolve errors,
coordinate information gathering, and reinforce
each other.

48. 7 - 48
GROUP BUILDING METHODS: ACTION
LEARNING
 Involves giving teams or work groups:
 an actual problem,
 having them work on solving it,
 committing to an action plan, and
 holding them accountable for carrying out the plan.

49. ACTION LEARNING
 Action learning is an approach to working with and
developing people that uses work on an actual projects
or problem as a way to learn. Participants work in small
groups to take action to solve their problems and to
learn from that action.
 WHAT IS THE CORE PRINCIPLE OF ACTION
LEARNING???
 1. People learn most effectively when they are engaged in
activities that are important to them and/or their organization.
 2. meaningful learning is facilitated by the experiential
learning cycle: having an experience; reflecting on that
experience; concluding, or developing a conceptual
framework for interpreting that experience; and devising a
new action based on this conclusion, which leads to having
another experience.

50. TRANSFER OF TRAINING
 Transfer of training/learning - Transfer of training refers
to trainees’ effectively and continually applying what they
learned in training (knowledge, skills, behaviors, cognitive
strategies) to their jobs.
 the work environment and trainee characteristics play an
important role in ensuring that transfer of training occurs.
Transfer of training is also influenced by training design.
 Research suggests that only 62 percent of employees
transfer training immediately after completing training pro-
grams. This statistic decreases to 34 percent one year
after training.

51. A MODEL OF THE
TRANSFER PROCESS

52. INTRODUCTION (CONT.)
 Generalization:
 Generalization refers to a trainee’s ability to apply learned capabilities (verbal
knowledge, motor skills, etc.) to on-the-job work problems and situations that are similar
but not identical to those problems and situations encountered in the learning
environment
 Maintenance –
 process of continuing to use newly acquired capabilities over time.
 Training design
 refers to the characteristics of the learning environment. important features are learning
environment— including meaningful material, opportunities to practice, feedback,
learning objectives, program, organization and physical features of the training site.
 Trainee characteristics
 Trainee characteristics include ability and motivation.
 If trainees lack the basic skills needed to master learned capabilities (e.g., cognitive
ability, reading skills), are not motivated to learn, and do not believe that they can
master the learned capabilities (low self-efficacy), it is doubtful that learning and transfer
of training will occur.
 Work environment
 includes factors on the job that influence transfer of training, such as managers’ support,
peer support, technology sup- port, the climate for transfer, and the opportunity to use
newly acquired capabilities on the job.


53.  Although transfer of training sounds like something
to be considered after training occurs, it should be
planned for before the training.
(Transfer of training does occur after the training occurs.
However, the conditions that facilitate transfer need to be
provided before the training actually occurs.)

54. TRAINING DESIGN
 Training design refers to factors built into the
training program to increase the chances that
transfer of training will occur

55. THEORY OF IDENTICAL ELEMENTS
 The theory of identical elements proposes that transfer of
training occurs when what is being learned in the training
session is identical to what the trainee has to perform on the
job. Transfer will be maximized to the degree that the tasks,
materials, equipment, and other characteristics of the
learning environment are similar to those encountered in the
work environment.
 In psychological terms, the learning environment has
complete fidelity with the work environment. Fidelity refers to
the extent to which the training environment is similar to the
work environment.

56. STIMULUS GENERALIZATION APPROACH
 The stimulus generalization approach suggests that the
way to understand the transfer of training issue is to
construct training so that the most important features or
general principles are emphasized. It is also important to
identify the range of work situations in which these general
principles can be applied. The stimulus generalization
approach emphasizes far transfer.
 Far transfer refers to the trainee’s ability to apply learned
capabilities to the work environment, even though the work
environment (equipment, problems, tasks) is not identical to
that of the training session.

57.  According to the cognitive theory of transfer, the likelihood
of transfer depends on the trainees’ ability to retrieve
learned capabilities. This theory suggests that the
likelihood of transfer is increased by providing trainees with
meaningful material that enhances the chances that they
will link what they encounter in the work environment to the
learned capability. Also important is providing the trainee
with cognitive strategies for coding the learned capabilities
in memory so that they are easily retrievable.

58. TABLE 5.2 - EXAMPLES OF OBSTACLES IN THE WORK
ENVIRONMENT THAT INHIBIT TRANSFER OF TRAINING

59. WORK ENVIRONMENT CHARACTERISTICS
THAT INFLUENCE TRANSFER
 Climate for transfer
 Climate for transfer refers to trainees’ perceptions about a wide
variety of characteristics of the work environment that facilitate or
inhibit use of trained skills or behavior. These characteristics
include manager and peer support, opportunity to use skills, and
the consequences for using learned capabilities.
 Research has shown that transfer of training climate is
significantly related to positive changes in managers’
administrative and interpersonal behaviors following training.

60. CHARACTERISTICS OF A POSITIVE CLIMATE FOR TRANSFER OF TRAINING

61. WORK ENVIRONMENT CHARACTERISTICS THAT
INFLUENCE TRANSFER
 Manager support
 Manager support refers to the degree to which trainees’
managers
 (1) emphasize the importance of attending training programs
and
 (2) stress the application of training content to the job.
Managers can communicate expectations to trainees as well
as provide the encouragement and resources needed to apply
training on the job.

62. WORK ENVIRONMENT CHARACTERISTICS
THAT INFLUENCE TRANSFER (CONT.)
 Peer support
 Transfer of training can also be enhanced by a support
network among the trainees. A support network is a
group of two or more trainees who agree to meet and
discuss their progress in using learned capabilities on
the job..
 The more peer meetings that trainees attend, the more
learning transferred to the workplace.

63. WORK ENVIRONMENT CHARACTERISTICS
THAT INFLUENCE TRANSFER (CONT.)
 Opportunity to use learned capabilities:
 refers to the extent to which the trainee is provided with or actively
seeks experiences that allow for application of the newly learned
knowledge, skill, and behaviors from the training program.
Opportunity to perform is influenced by both the work environment
and trainee motivation.

64. WORK ENVIRONMENT CHARACTERISTICS
THAT INFLUENCE TRANSFER (CONT.)
 One way trainees have the opportunity to use learned
capabilities is through assigned work experiences (e.g.,
problems, tasks) that require their use. The trainees’
manager usually plays a key role in determining work
assignments. Opportunity to perform is also influenced by
the degree to which trainees take personal responsibility to
actively seek out assignments that allow them to use newly
acquired capabilities.

65. DEFINING EVALUATION…
 A systematic process to determine the worth, value,
or meaning of an activity.
 Process of collecting and analyzing data in order to
determine whether and to what degree objectives
have been or being achieved for the purpose of
informing decisions about the program’s efficiency,
effectiveness or impact.
 refers to the process of collecting the outcomes
needed to determine if program is effective.

66. TWO MAIN TYPES OF EVALUATION
 Formative Evaluation:
 Is carried out while a program is in process in order to obtain
data that permit design changes and other adjustment while
the program progresses.
 It is a feed-forward assessment, allowing for improvement
before the conclusion of the program.
 Summative Evaluation
 Is post or end of process assessment, providing feedback on
the program’s effectiveness after it has been delivered and
contributing to adjustments in the nest cycle of program
delivery.
 Summative evaluation can also include assessment of the
program’s impact on the organization.

67. COMPREHENSIVE ASSESSMENT SYSTEM FOR THE CORE LEARNING VALUE CHAIN
Organizational or
individual
performance
Need
assessment
Program
design
Participant
learning and
development
Application
Individual
Performance
Organizational
Impact
Post-program
transfer climate and
motivation to
transfer
Formative Evaluation
(in process)
Summative evaluation (post process) impact and
cost effectiveness
On going performance

68. OUT COME ASSESSMENT ACROSS THE CORE-
LEARNING VALUE CHAIN
 Human capital theory has become a more
pronounced influence in HR theory as academics
and practitioners strive to find ways to cost human
resources and measure the ROI of managing their
employees as resource…
 The focus of the 2 most widely known models
practitioners use to evaluate learning programs are
both outcome driven
 The Kirkpatrick four level model of program evaluation
 Work of Jack Phillips on measuring ROI

69. FOUR LEVEL KIRKPATRICK TAXONOMY OF
PROGRAM EVALUATION
Kirkpatrick first advanced his four step taxonomy of program
evaluation in the late 1950.
1. Participant Reaction: measuring participants’ satisfaction
with the program as well as their stated intensions to take
future actions based on what they have learned
2. Participants learning: measuring participants’ changes in
skill, knowledge, or attitude.
3. Application of Participant’s learning on the job: measuring
changes in participants’ behavior or application of practices
transferred from the program back to the job setting
4. Results: measuring the impact of changes resulting from
learning in the program in term of specific organizational
results…..

70. ADVANTAGES OF KIRKPATRICK TAXONOMY OF
PROGRAM EVALUATION
 1. the framework is straightforward and easy to
understand
 2. it highlight the limitations of program evaluation
that are completed by participants immediately at
close of program for assessing the results of a
training event.
 3. the framework highlights learning as a potential
driver of performance.

71. CHALLENGES OF PUTTING THE KIRKPATRICK TAXONOMY OF
PROGRAM EVALUATION
 First, research has not found that each level is caused by the level that
precedes it in the framework, nor does evidence suggest that the levels
differ in importance.
 Second, the approach does not take into account the purpose of the
evaluation. The outcomes used for evaluation should relate to the
training needs, the pro- gram learning objectives, and the strategic
reasons for training.
 Third, use of the approach suggests that outcomes can and should be
collected in an orderly manner, that is, measures of reaction followed by
measures of learning, behavior, and results. (Realistically, learning
measures need to be collected at approximately the same time as
reaction measures, near the end of the training program, in order to
determine whether learning has occurred.)
 Fourth, high logistic costs and other expenses associated with
conducting through assessment
 Fifth difficult in obtaining responses from participants once they leave
the program
 Sixth, the challenges of measuring both learning and results.

72. ASSESSING THE STRUCTURE OF THE
KIRKPATRICK FRAMEWORK
 Which level of evaluation is most informative
depends on the purposes of the learning events and
the kind of learning it facilitates.
 Not every learning event is intended to impact all
four levels.

73. Results
Behavior
Learning
Reactions
Results
Behavior
Learning
Reactions

74. RETURN ON INVESTMENT A FIFTH LEVEL OF
EVALUATION.
 Phillips positions ROI as a 5th level, building on the
previous 4 levels of the Kirkpatrick framework, that
examines results in relationship to investment the
same way that earnings on capital invested is
assessed
 In Phillips’ formulation, ROI is calculated as net
program benefits divided by program costs*100
 ROI (%) = net program benefits/program costs*
100