The document discusses the significance of training and development, highlighting that training is often underfunded and cut during tough times despite its importance for improving employee performance and job-specific skills. It differentiates between training, which focuses on immediate job-related skills, and development, which enhances broader capabilities for future roles. Additionally, it outlines key phases in the training process, emphasizes the importance of needs assessment, training objectives, selection of methods, and evaluation of effectiveness in ensuring that training meets its goals.

1. Training and Development
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Some Facts about Training & Development---
The training these days is just
so high tech but still inefficient!
Training budget is minimal & inequitable share b/n
managers and first line employees(actual doers of job).
When times get tough, training is the first expenditure
cut.
“Not more than 6 - 10 % of expenditures in training
actually result in transfer to the job.”

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Training may be defined as a planned program designed to improve
performance and to bring about measurable changes in knowledge,
skills, attitude and social behavior of employees for doing a particular
job.
Training provides employees with specific, identifiable knowledge
and skills for use on their present jobs.
Training is a short-term process utilizing a systematic and organized
procedure by which workers acquire technical knowledge and skills
for a definite purpose
Distinction between Training and Development

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Development on the other is the systematic process of education,
training and growing by which a person learns and applies
information, knowledge, skills, attitudes and perceptions.
Development being broader in scope and focusing on individuals
gaining new capabilities useful for both present and future jobs.
It is often the result of experience and the maturity that comes with
it.
Development is said to include training to increase skills and
knowledge to do a particular job and education concerned with
increasing general knowledge and understanding.

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Example:-It is possible to train most people to run a postage meter,
drive a truck, operate a computer, or assemble a radio.
However, development in such areas as judgment, responsibility, and
decision making, is much more difficult, because such factors may or
may not develop over time, either through life experiences or as part
of a planned program.

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Learn specific behaviors and actions;
Demonstrate techniques and processes
Training
Understand information, concepts
and context; Develop judgment;
Expand capacities for assignments
Development
Focus:
Shorter-term Longer-term
Time Frame:
Performance appraisals, cost/benefit
analysis, passing tests, or
certification
Qualified people available when
needed; promotion from within
possible; HR-based competitive
advantage
Effective
Measures:
FIGURE 11—1 Development versus Training

7. Importance of Training
Increase in production & quality
Reduction in errors
Less supervision necessary
 Trained employee can retain
customers by providing effective
service
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Increasing use of fast changing
techniques in production with minimum
cost
 Reduction in manpower obsolescence
Reduces tension, boost morale and job
satisfaction, reduces injuries and
accidents

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Training is necessary for a person to move
from one job to another because of transfer,
promotion or demotion
 Support career development
 Training also result in Reduction to
turnover & absenteeism

10. Before we go for training we should
answer
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Ques.1: Is there a problem?
Desired Performance - Actual Performance
= High gap

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If the answer is no…..
“Is the cost of the discrepancy (gap) high
enough that it seems worth pursuing a
solution?”
IGNORE

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Is it a problem of skill
or
a problem of will?
Ques. 2: What is the Cause(s)?
I don’t
wanna! I don’t know
how.

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Ques. 3
Is the problem can be solved by training?

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Cause Solution
 If skill or knowledge……….training
 If lack feedback……………..feedback, standards
 If not motivated…………….rewards, consequences
 If unclear expectations…..std, measurement, discuss
 If job environment…………change environment
 If potential……………………change personnel

15. Process of Training and
Development
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There are three major phases in a training system:
(1) The Assessment Phase
(2) The Implementation Phase, &
(3) The Evaluation Phase

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Determine
Training
Needs
Identify
Training
Objectives
Develop
Criteria
Pretest
Trainees
Select
Training
Methods
Arrange for
Training
Conduct
Training
Monitor
Training
Compare
Training
Outcome
Against
Criteria
Assessment
Implementation Evaluation

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A needs assessment is the process of
identifying performance requirements and
the "gap" between what performance is
required and what presently exists.
Training Needs Assessment

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Organization-wide Sources
Grievances Observations Exit Interviews Waste/Scrap
Accidents Complaints Training Observations Equipment Use
Task Analyses Sources
Job Requirements = Employee KSAs
Job Description Requirements = Job Specifications
Individual Employee Sources
Tests Records Assessment Centers
Questionnaires Performance Appraisals Attitude Surveys

19. Identify Training Objectives
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Once training needs have been identified
using the various analyses, then training
objectives and priorities must be
established.

20. Objectives for training can be set in any area by
using one of the following four dimensions:
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•Quantity of work resulting from training (for example,
number of words per minute typed or number of
applications processed per day)
•Quality of work after training (for example, dollar cost of
rework, scrap, loss, or errors)
•Timeliness of work after training (for example, schedules
met or budget reports turned in on time)
•Cost savings as a result of training (for example, deviation
from budget, sales expense, or cost of downtime)

21. Select Training Methods
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The selection of training method can be affected by different
factors:
Selecting
Training
Methods
Cost
Individual
vs. Team
Number of
Trainees
Completion
Time Line
Time
Allotted

22. Some of the most frequently
used methods
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1. On-The-Job Training
2. Simulation
3. Conference Training
4. Distance Training/Learning
5. Lecture
6. Video and Film

23. III. Evaluating Training Effectiveness
 Formative Evaluation: uses
observation, interviews, and surveys to
monitor training while it is going on.
 Summative Evaluation: measures
results when training is complete in
four ways:
1. Reaction
2. Learning/Knowledge e.g teachers way
3. Behavior/Attitudes
4. Result/Productivity
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Reaction
Learning
Behavior
Results
High
Value
to
organization
Low
Easy Difficult
Ease of Measurement

25. Types of Evaluation Designs
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Train Measure
Post Test Only. Cannot tell if there is a change
in knowledge or skill.
Measure Train Measure
Pre-test with Post-test. Detects a change, but
cannot tell if training was responsible.

26. PRE-/POST-MEASURE WITH CONTROL GROUP
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Measure
Scientific Method: Training Group and Control Group.
Compare performance of Training Group and Control
Group after training. If Training Group has higher
performance, it can be attributed to a training effect.
Train Measure
Measure
No
Train
Measure

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