The document outlines the importance and distinctions between training and development in the workplace, emphasizing that training involves specific skill enhancement for current job performance, while development focuses on long-term personal and professional growth. It details various methods for identifying training needs and describes both on-the-job and off-the-job training techniques. Key components of effective training processes include thorough analysis of organizational needs, task requirements, and individual performance to design targeted training interventions.

1. Training &
Development

2. TRAINING &
DEVELOPMENT……..
“Give a man a fish, and
you have given him a meal.
Teach a man to fish, and
you have given him a
livelihood.”

3. What is Training?
Training is accepted as a synonymous for all of
the forms of knowledge, skill and attitudinal
development which an adults need to keep pace
with accelerating life involvement and enlarging
concepts of man’s capabilities.
………………………………………Steinmetz, 1967

4. Characteristics of
Training……….
• Training involves a series of planned goal directed
activities.
• Training aims at changing the knowledge, skills
and attitudes of the persons so that an individual
can carry out his present job satisfactorily or to
prepare him for greater responsibility in future.
• Training outcomes are measurable.
• Training involves learning process for bringing
about the desired change in the employee behavior.

5. Defining Training &
development…
Training is defined as any attemp to improve
employee performance on a currently held job
or one related to it. This usually means
changes in specific knowledges, skills,
attitudes or behaviors.
Development refers to learning opportunities
designed to help employees grow.

6. Defining Training &
development…
Training is defined as any attemp to improve
employee performance on a currently held job
or one related to it. This usually means
changes in specific knowledges, skills,
attitudes or behaviors.
Development refers to learning opportunities
designed to help employees grow.

7. Distinction between Training and Education
Education Training
Content Subject oriented. Job oriented.
Scope Broad and general. Narrow and specific.
Nature Education is theoretical
consisting of concepts
aimed at stimulating
analytical and creative
faculties of the individual.
Training is practical
consisting of
knowledge and skills
required to perform
specific tasks.
Duration Long duration. Short duration.
Result Delayed and inapparent. Quick and apparent.

8. Distinction Between Training & Development
Training Development
Purpose Training is the act of increasing the
knowledge, skills, and attitudes of an
employee for doing a particular job.
Development refers to learning
opportunities designed to improve the
overall personality of an individual.
Contents Technical and mechanical operations. Conceptual and philosophical
concepts.
Focus The focus of training is on the
immediate period to help fix any
current deficits in employees’ skills.
The focus of development is on the
long term to help employees prepare
for future work demands or career
goals.
Participants Training is meant for operatives (non-
managerial personnel).
Development is meant for executives
(managerial personnel).
Time period Training is a one-shot affair. Development is a continuous process.
Initiative The initiative for training comes from
management. To put it differently,
training is the result of external
motivation.
The initiative for Development comes
from the individual himself. To put it
differently, development is the result
of internal motivation.
Nature of the
process
Training is mostly a preparation to
meet an individual’s present needs. It
can thus be seen as a reactive
process.
Development is mostly a preparation
to meet an individual’s future needs. It
is thus largely a proactive process.

9. • 1. Higher Productivity
• 2. Better Quality of Work
• 3. Less Learning Period
• 4. Cost Reduction
• 5. Reduced Supervision
• 6. Low Accident Rate
• 7. High Morale
• 8. Personal Growth
• 9. Improved Organizational Climate
IMPORTANCE OF TRAINING

10. TRAINING PROCESS
Identifying Training Needs
Setting Training Objectives
Preparing Training Plan
Implementing Training Plan
Program Facilities Methods Trainers
Evaluation of Results

11. IDENTIFICATION OF TRAINING NEEDS
The analysis of training needs aims to define the gap
between what is happening and what should happen.
This is what has to be filled by training.
What is What should be
TRAINING
GAP
* Corporate and functional results
* Knowledge and Skills possessed
* Actual performance of individual
* Corporate and functional standards
* Knowledge and Skills required
* Targets or standards of performance
The gap may consist of the difference between:
• How the company or department within it is performing
and how it should perform.
• What people know and what they should know.
• What people actually do and what they should do.

12. Organizational
Analysis
• An organizational analysis tries to answer the question
of where the training emphasis should be placed in the
company and what factors may affect training. It
involves a comprehensive analysis of organizational
structure, objectives, culture, processes of decision-
making, future objectives, and so on.
• The analysis begins with an understanding of short-term
and long-term goals of the organizations, as a whole,
and for each department specifically. These would help
to identify what capacities are needed to fulfill these
goals.

13. Generally three requirements
have to be considered……….
• Do we have adequate number of people to fulfill organizational
objectives?
• Do these people possess required skills and knowledge?
• Is the organizational environment conducive to facilitate
activities that would help achieve its goals?
To do this, the HR professional should examine organizational
goals and objectives, personnel inventories, skills inventories,
organizational climate and efficiency indices, turnover and
absenteeism, rates of accidents, changes in systems or
subsystems (e.g., equipment), etc.

14. Task Analysis ………
• A task analysis tries to answer the question of what should
be taught so the trainee can perform the job satisfactorily. It
is a systematic and detailed analysis of jobs to identify the
type of behaviour required of the jobholder and the
standards of performance that must be met to achieve the
desired results. While task analysis is similar to job analysis,
it is employee centered, not job-centered, and is concerned
with behavior needed on the job and expected level of
performance. Questionnaire, interviews, personnel records,
reports, tests, observation and other methods can be used
to collect information about jobs in the organization.

15. Man Analysis ……..
• Man analysis attempts to answer the question of who
needs training in the firm and the specific type of
training these people need. To do this, the
performance of individuals, groups, or units on major
job duties (taken from the performance appraisal
data) is compared to expected performance
standards (as identified in the task analysis). Given
these data, one should be able to determine which
job incumbents (or groups of incumbents) are
successful at completing the task required.

16. • Many companies use self-assessments in this process.
For example, Ford determined the training needs based
on a self-assessment questionnaire distributed to the
staff. At the managerial level, many organizations (e.g.,
IBM, Federal Express, and the World Bank) use peers
and subordinates to provide performance information
about their managers. Knight-Ridder uses 360-degree
appraisal to determine training needs. Managers receive
“competency” ratings from customers, subordinates,
peers, and their managers.
• At Ford, each supervisor is responsible for completing
an individual training plan for each subordinate. The
plan is developed jointly by the supervisor and the
subordinate. The two decide on the courses that should
be taken and the time frame for completion. The goal is
for each employee to reach a certain level of proficiency
considered necessary for current and future tasks.

17. The American Society of Training Directors lists
eleven techniques for determining training needs.
They are:
• a) Observations;
• b) Management requests;
• c) Interviews;
• d) Group conferences;
• e) Job or activity analysis;
• f) Questionnaire surveys;
• g) Tests or examinations;
• h) Merit or performance ratings;
• i) Personnel records;
• j) Business and production reports;
• K) Long-range organisational planning.
Techniques For Determining Training Needs

18. METHODS OF
TRAINING……
• On-the-job Techniques
• Off-the-job Techniques

19. On-the-job
Techniques….
• Coaching
• Position rotation
• Committee assignment
• Multiple Management
• Selected readings

20. Off-the-job
Techniques………..
• Lectures;
• Case Studies;
• Group Discussions;
• Role Playing;
• Management Games;
• In Basket Exercise, etc.

21. Coaching Method……
Coaching is the continuous process of providing
instructions, correcting errors or giving positive
reinforcement. In this method, the superior guides
and instructs the trainee as a coach. The coach or
counselor sets mutually agreed upon goals,
suggests how to achieve these goals, periodically
reviews the trainee’s progress and suggest changes
required in behavior and performance.

22. Coaching involves several steps:
1. Identify significant job segments and
standards of performance.
2. Tell the employee-trainee how he or she is
doing.
3. Select one or more performance areas in
which the employee-trainee needs to
improve.
4. Develop a performance-improvement plan.
5. Coach to implement the performance
improvement plan.

23. Job Instruction……..
In this method, the trainer explains the job to the trainee,
allows the trainee to perform the tasks, observes the
trainee’s performance, and then gives feedback in terms
of ways to improve performance.
JIT-HOW TO TRAIN
Step 1-Prepare the Employee
a. Put the worker at ease.
b. Find out what he or he knows.
c. Arouse interest.
d. Place the worker correctly.

24. Step 2-Present the job
a. Tell
b. Show
c. Explain
d. Demonstrate
Step 3-Tryout performance
a. Have the worker perform the operation.
b. Have the worker explain the key points.
c. Correct errors and omissions.
d. Reinstruct as needed.
Step 4-Follow-up
a. Put the worker on his own.
b. Encourage questioning.
c. Check frequently.
d. Taper of assistance.

25. Job Rotation ….
• Job rotation is a process of horizontal movement that
widens the manager’s experience horizon beyond the
limited confines of his own. It involves movement or
transfer of executives from one position or job to
another on some planned basis. It may continue for a
period ranging from six month to two years.
• While this method is considered essential in many
organizations, it is expensive and may fail if supervisors
are unprepared or have no interest in or time for
training.

26. Committee Assignment…..
A permanent committee consisting of trainee executives is
constituted. All the trainees participate ion the deliberations of
the committee. Through discussions in committee meetings
they get acquainted with different viewpoints and alternative
methods of problem solving. They also learn interpersonal
skills.

27. Multiple management….
Under this method a junior board of young executives is
constituted. Major problems are analyzed in the junior board
that makes recommendations to the Board of Directors. The
young executives learn decision-making skills and the
Board of Directors receive collective wisdom of the
executive team. Vacancies in the Board of Directors can be
filled from the junior board members who have received
considerable exposure to problems and issues.

28. Selective Readings…..
•Selective readings constitute an individual self-development
program for executives. By reading selected professional
books and journals, managers can keep in touch with the
latest research findings, theories and techniques in
management. Many organizations maintain libraries for their
executives and managers are encouraged to continually read
and improve their skills.

29. Lectures……..
• These are formally organized talks by an instructor on
specific topics. It is used largely to build up basic
theoretical knowledge that must be gained before
practice. The method is often supplemented with
audiovisual aids, motion pictures, or television.
• Suitable for large audiences where participation of the
trainees is not possible because of numbers. The
information to be put over can be exactly worked out
beforehand even to the precise world. The timing can
be accurately worked out.

30. PLANNING THE
LECTURE …..
• Before starting to prepare your lecture, you must be
able to answer four basic questions :
• Who is your audience?
• What is the purpose of your talk?
• What is the time available?
• What is the subject matter?

31. The audience…
• Who are they? Civil servants, top managers, specialists? Is their
attitude likely to be friendly? curious? indifferent? Hostile?
• Know the characteristics of your audience: their background,
likes and dislikes, cultural features, level and nature of
education. Are they used to listening to lectures? How fast will
they be able to take it what you say? This may also involve their
knowledge of languages.
• What does your audience know about the subject? What can you
assume that they know before you start your lecture? It may be
helpful to start with a general discussion or ask questions to get
opinions. This approach will give you some idea about the
knowledge of the group and allow you to make some last minute
adjustments if necessary.

32. Purpose of the talk …
• What is the end result you wish to achieve? What do you want
the audience to do or understand better as a result of your
talk? Your approach will certainly vary depending on whether
you wish to:
• - give general information on;
• - gain acceptance for a new point of view;
• - change basic attitudes;
• - give detailed information;
• - teach a particular skill.
• With a clearly defined purpose in mind, it will be easier to
select appropriate material and to decide on the most effective
way to present it.

33. Time available …….
• What is the total time available? How much of it will be
taken up by formalities? How much time will you leave
for questions and discussion?
• A good instructor respects the clock by narrowing
down or adjusting his lecture to suit the time available.
He knows that it is better to have an audience still
interested and wanting to know more after a short and
fully-used period, than to have them tired and
uninterested after a talk that has been unnecessarily
long.

34. Subject matter ……..
• Poor choice of subject or lack of sufficient knowledge
about it may mean death for a lecture.
• It is important to speak from your own knowledge and
experience, but at the same time your topic and approach
must be relevant to the needs and interests of the
audience.
• Having set yourself a general title, which you can make
more precise later on, and bearing in mind your objective;
mark down a few basic headings under which you can list
ideas.

35. Subject matter ……..
• Do not worry about order at this point; the first step is
simply to gather material together. Jot down everything you
think you want to cover, consulting reference books and
texts or previous lecture notes if necessary.
• Note down illustrative examples, anecdotes (as long as
they are relevant) and quotes. Look up facts and figures.
You may also think of ideas for discussion or quiz
questions, for student exercises, or for visual aids, and
these should be recorded alongside the points they will
support.

36. Subject matter ……..
• After you have collected enough raw material, the next step is to sort
it into “must say”, “should say” and “could say” categories.
• What do you want the audience to remember at the end of the
lecture? Put your emphasis on this and narrow down your subject
accordingly, also bearing in mind the time available.
• There is plenty of evidence to show that people generally remember
a greater percentage of a short talk than of a long one.
• If you try to cover too much ground you will only confuse your
audience. Do a little well, rather than a lot badly.

37. Group Discussions or
Conference………
•The discussion, or conference, method combines
presentation of information with participation in small
groups (buzz sessions). With the objectives of developing
problem-solving and decision making capabilities and
learning about new and complex materials, the learner
actively participates in discussions with other group
members. The discussions are oriented toward specific
problems or new areas of knowledge selected by the
leader or by the participants. The leader provides guidance
and feedback, but no instruction.

38. Case Studies……
Under this method, a real or hypothetical business problem
or situation demanding solution is presented in writing to
the trainees. They are expected to identify and analyze the
problem, suggest and evaluate alternative courses of
action and choose the most appropriate solution. Then, the
solution and its justification are presented to the group,
where they will be discussed and defended. The trainer
guides the discussion and ensures that no relevant fact is
overlooked.

39. In-Basket Technique …
• The in-basket technique is a simulation exercise designed to
develop decision-making, problem solving, and organizing ability
by placing the trainee at the desk of a manager. The trainee is
presented with a description of the manager’s job and an in-
basket containing correspondence, memos, requests from other
departments, customer complaints, operating statements, and
the like.
• The purpose of the exercise is to introduce the trainee to a
realistic workday in the life of a manager and determine how well
the trainee performs in this situation. The trainee works through
the in-basket by making decisions, determining which material
will be given first priority, making recommendations, drafting
communications, and giving advice.
• At the end, a follow-up discussion is held to evaluate how well
the trainee performed and to make recommendations for
improving the trainee’s managerial skills.

40. Role Playing……..
• Role-playing is a simulation technique that requires trainees to
act out prescribed roles. For example, in a training program on
conducting interviews, one trainee may be assigned the role of a
job applicant and another given the role of the interviewer.
• The focus of the exercise usually is on interpersonal or human
relations aspects of a manager’s job. It helps to bring about
desired changes in attitudes and behavior.
• Trainees’ interest and involvement tends to be high due to
learning by doing and immediate feedback. There is a high
degree of learning by observing and listening. Each trainee tries
to excel due to the competitive atmosphere.

41. Management Games …….
• Trainees are presented with information about a company-
financial position, products, markets, etc. They are given
different management roles to perform. One group may be
concerned with sales, another with production and so on. These
groups then “run” the company. Decisions are made and
actions are taken. The probable result of these decisions in
terms of profitability is then calculated.
• The most successful business games keep the focus on specific
corporate objectives or problems such as profits, customer
service, or labor costs.

42. Sensitivity Training …..
• In this method, a small group of about 8 to 14 individuals work
together to develop interpersonal or team-building skills. Meetings
have no agenda, and held away from workplaces, and questions
deal with the “here and now” of the group process to describe
issues of interest or concern to them. Trainees are put into
situations in which:
• * the behavior of each individual in the group is subject to examination and
comment by the other trainees;
• * the behavior of the group (or groups) as a whole is examined.
• The purpose is to help trainees develop as individuals, to improve
listening skills, to gain insights into why individual behave as they
do, or to practice new ways of behaving in an environment where
feedback and practice are allowed.

43. Behavior Modeling…..
Behavior modeling is quickly growing as a technique for training
managers on interpersonal and communication skills. Based on
Bandura’s theory of social learning, the method consists of four
consecutive components:
•attention (watching someone perform a behavior usually through
videotapes);
•retention (processes to help the trainee retain what was observed);
•motor reproduction or behavioral rehearsal (using role-plays to
practice new behaviors); and
•motivation or feedback/reinforcement (receiving feedback on the
behaviors performed).
The success of this approach to training is based on the notion that
many of us learn by observing others.

44. Vestibule Training …..
• Vestibule training requires trainees to do the whole
job, using the same tools and machines that are used
on the job. However, the training takes place in a
vestibule, or separate workshop used just for training.
A trainer is present at all times, and the trainees are
protected from the hustle and pressure that occur on
the job itself.
• Vestibule training provides a very high rate of transfer
of training.

45. Computer Assisted
Instruction (CAI) ….
Computer Assisted Instruction (CAI) is an outgrowth of
the programmed learning methods. In these
applications, the computer simply presents a block of
information and then asks the trainee questions to
assess his or her mastery. If the trainee’s answer is
correct, the computer proceeds to the next block of
information. If the trainee’s answer is wrong, the
program may repeat the same material or may branch to
a different remedial exercise, depending on which
wrong answer the trainee gave.

46. Interactive Video
Training…..
The latest high-tech training method is called
Interactive Video Training (IVT). This is computer
based training with the addition of a videodisc
player and a color monitor. It has the advantages
of CBT plus the ability to use sound and high
quality moving pictures to demonstrate learning
content and provide problems for trainees to solve.