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3.1 trainingdevelopment.pptx

  1. Training and Development Unit 3
  2. Training is Expensive , without Training it is More expensive- Nehru
  3. • Training and development involves improving the effectiveness of organizations and the individuals and teams within them. • Training may be viewed as related to immediate changes in organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals.
  4. Definition Training: It is a formal and Systematic modification of Behavior through learning which occurs as a result of education , Instruction, Development and Planned experience.  It is short Term process  refers to Technical and mechanical Problems.  Specific Job Related Purpose. Development is a learning activity, which is directed towards future rather than present needs, which is concerned more with career goals rather than immediate performance.  It is a long term education process.  Refers to philosophical and theoretical educational concepts  Managerial personnel  General knowledge purpose
  5. Why T and D???? Training Helps Employees to do their current jobs. Development Helps the individual handle future responsibilities
  6. Training? Training helps to g e brid the gap Existing • Skills • Knowledge • Attitudes Required • Skills • Knowledge • Attitudes
  7. • Training - a planned effort by a company to facilitate employees’ learning of job-related competencies. • Competencies include knowledge, skills or behavior, abilities (KSA) critical for successful job performance. 6
  8. New candidates who join an organization Refresh and enhance their knowledge. Implementation of updates and amendments Promotion and career growth Training is given on four basic grounds:
  9. Improving Employee Performance Updating Employee Skills Avoiding Managerial Obsolescenc e Preparing for Promotion and Managerial Succession Retaining and Motivating Employee Creating an Efficient and Effective Organization Improves morale of employees Benefits
  10. Types of Training Orientation Training Job Training Safety Training Promotional Training Refresher and RemedialTraining
  12. • Employee development is a joint initiative of the employee as well as the employer to upgrade the existing skills and knowledge of an individual. • Employee development goes a long way in training, sharpening the skills of an employee and upgrading his/her existing knowledge and abilities. PersonalGrowth Professional Growth Employee Development
  13. Professional Growth Employee development activities must be defined keeping in mind an employee’s current stage and desired stage. Knowing an employee’s current and desired stage helps you find the gaps and in which all genres he/she needs to be trained on. Human resource professionals must encourage employees to participate in internal or external trainings, get enrolled in online courses to increase their professional knowledge and contribute effectively. Personal Growth • Employees start taking their work as a burden only when an organization does not provide any added benefits or advantages which would help in their personal growth. • Soft skills classes, fitness sessions, loans with lower interest rates are certain initiatives which not only motivate an employee to do quality work but also help in employee development. • Employee development not only helps in enhancing knowledge of employees but also increases the productivity of organizations. Employees, as a result of employee development activities are better trained and equipped and work harder to yield higher profits.
  14. Systematic Approach
  15. IdentifyingTraining Needs Training Objectives Select/Design/Review Training Materials • Organisational Analysis – Organisational Objectives, – Its Resources – Resource allocation – Organisational climate – Environmentl Scanning Task and Role Analysis • Detailed analysis of job Systematic Approach to Training Conduct/Administer Training Evaluate • ManpowerAnalysis – Training is needed – Employee is capable – Area – Employee Performance will be enhanced – Any Modification Required in Job setting
  16. Training Objectives Select/Design/Review Training Materials Conduct/Administer Training Evaluate • It expresses the gap between existing skills and desired pool of knowledge. • It should be set in both Quantitative and Qualitative terms • Involvment of Top Management is necessary Systematic Aproach to Training IdentifyingTraining Needs
  17. Training Objectives Select/Design/Review Training Materials Conduct/Administer Training Evaluate • Responsibility of Training • Selecting and Motivating the Target Group • Preparing the Trainers • Developing Training Package • Presentation • Performance Tryouts • Follow Up Systematic Aproach to Training IdentifyingTraining Needs
  18. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials • Schedule programs – consider: location of attendees, non-attendance rates, turnover, employee availability, rosters for trainers/assessors, venue availability etc • Coordinate/administertraining – enrolment – notification/follow-up – record results – file records – interaction with registered training organisations managed Conduct/Administer Training Evaluate Systematic Approach to Training
  19. Establish Training Requirements Determine Training Needs (have v.need) Select/Design/Review Training Materials Conduct/Administer Training Evaluate Return on Expectations – did the training meet the strategic purpose or intent Reaction - how well the participants liked a particular program Learning - principles, facts and techniques that were understood and absorbed by the participants Behaviour - transference oflearning Results - impact on the organisation Systematic Approach to Training
  20. On-the Job Training Internship Job Rotation Apprenticeship Coaching Off-the Job Training Organizing Special Curriculum and Classes Organizing Conference and seminars Simulation Vestibule training Management Games Programmed Instructions Case Study Method Role Playing Method Lecture Method IncidentAnalysis Method Methods of Training Mentoring
  21. DIFFERENCE ON THE JOB METHOD OFF THE JOB METHOD Training is provided by superiors to subordinates. Training is provided by experts from within or outside the organization. It is less costly. It is more costly. It is less time consuming. It is more time consuming. It is used where jobs are simple. It is used where jobs are complex.
  22. ON THE JOB METHODS • It means “Learning while doing”. • It is less costly and less time consuming method. • It includes: I. Apprenticeship Training II. Induction Training III. Internship Training IV. Job Rotation
  23. APPRENTICESHIP TRAINING • The trainer is appointed to guide the worker. • The trainer performs the job and the learner observes. • When the learner learns all the skills then he slowly starts taking up the job step by step and the trainer now becomes the observer. • This method is suitable for people seeking to enter skill traits for example plumbers and electrician.
  24. INTERNSHIP TRAINING • Under this method technical institutions and business organizations jointly impart training to their members. • The objective of the training is to strike a balance between theoretical and practical knowledge. • Educational institutions impart only theoretical knowledge to their students and for the practical knowledge they are sent to business organizations.
  25. JOB ROTATION • This method involves shifting the trainee from one department or job to another. • Suppose a person is appointed in production department when he comes to know everything of that department, he is shifted to another department. • The motive is that during any circumstances the person is capable of taking charge of various departments.
  26. COACHING Under this method, the trainee is placed under a particular supervisor who functions as a coach in training and provides feedback to the trainee. Sometimes the trainee may not get an opportunity to express his ideas. Coaching is unlocking a person’s potential to maximize their own performance . It is helping them to learn rather than teaching them.
  27. Mentoring It is the influence , guidance or direction given by a mentor. A mentor is someone who teaches or gives help and advice to less experienced. It focuses on Individual development. It is a long term process.
  28. OFF THE JOB METHODS • It means “Learning before doing”. • These methods are used away from work place. • It includes: I. Vestibule Training II. Films III.Case Study IV.Class room lectures
  29. VESTIBULE TRAINING • In this method the employee learns their job on the equipment, which is placed far away from the work place. • It is usually done when employees are required to handle sophistication machinery and equipments.
  30. FILMS • They can provide information and the demonstrate the skills required for performing the jobs. CASE STUDY • Trainees study the cases to determine the problem, analyze the cause, develop alternate solutions, select the best solution and implement.
  31. CLASS ROOM LECTURES • Under this method, theoretical knowledge of the managers is brushed up. They are informed of the latest techniques for tracking different problems. • In large organizations, permanent experts are appointed to pass on such information. • Small organizations which cannot afford to appoint permanent experts, invite experts from educational institutions to deliver lectures.
  32. Role play  In this case also a problem situation is simulated asking the employee to assume the role of a particular person in the situation. The participant interacts with other participants assuming different roles. The whole play will be recorded and trainee gets an opportunity to examine their own performance.
  33. Methods of Development Competency Development Area Methods Decision-making skill Business games, Case study Interpersonal skill Role playing, Sensitivity Training Job Knowledge On-the-Job experiences, Coaching, Organizational Knowledge Job Rotation, Multiple Management General Knowledge Special course, Special Meeting, Specific Reading Specific Individual Needs Special Projects, Committee Assignments
  34. Training Needs Assessment • “Training Needs Assessment” (TNA) is the method of determining if a training need exists and, if it does, what training is required to fill the gap. • TNA seeks to identify accurately the levels of the present situation in the target surveys, interview, observation, secondary data and/or workshop. • The gap between the present status and desired status may indicate problems that in turn can be translated into a training need.
  35. TNA process 24 Reasons for pressure points • Lack of basic skills • Poor performance • Customer requests • New Product • New Jobs • High performance standards Task Analysis Person Analysis Organizationall Analysis Outcomes • What Trainees need to learn • Who receives training • Type of Training • Frequency of Training • How training should be evaluated
  36. Organizational analysis Organisational analysis involves considering the context in which training will occur. Three factors need to be considered before choosing training as the solution to any pressure point: – Support of managers and peers for training activities – Company strategy – Training resources available. 27
  37. Person analysis Person analysis involves: – Determining whether performance deficiencies result from a lack of knowledge, skill or ability (a training issue) or from a motivational or work-design problem – Identifying who needs training – Determining employee’s readiness for training. 28
  38. Task analysis • Identifying the important tasks and knowledge, skills and behaviours that need to be emphasised in training, in order for employees to complete their tasks.
  39. Readiness for training • Employees have the personal characteristics (ability, attitudes, beliefs, and motivation) necessary to learn program content and apply it on the job. • The work environment will facilitate learning and will not interfere with performance. How can managers ensure employee readiness for training? • Ensure employees’ self-efficacy. • Understand the benefits of training. • Be aware of training needs, career interests and goals. • Understand work environment characteristics. • Ensure employees’ basic skills levels. • Also consider input, output, consequences and feedback. 30