The document outlines the concepts and practices of training and development within organizations, emphasizing the importance of equipping employees with specific skills and knowledge. It discusses the training process, including needs assessment, training design, delivery, and evaluation, while addressing challenges such as employee resistance to change. Additionally, it highlights the significance of understanding organizational goals, employee readiness, and the context in which training occurs to ensure effective training outcomes.

1. HRM: Training & Development
Prof. R. V. Kolhe
Assistant Professor
Civil Engineering Department
Sanjivani College Of Engineering

2. INTRODUCTION
Training and development in simple terms refer to
imparting specific skills, abilities and knowledge to
an employee.
“.. It is any attempt to improve current or future
employee performance by increasing an
employees ability to perform through learning,”
Usually by changing employees attitude or increasing
his or her skills and knowledge.

3. TRAINING & EDUCATION
Training
1. Application
2. Job Experience
3. Specific Tasks
4. Narrow perspective
Education
1. Theoretical
orientation
2. Class room learning
3. General concept
4. Broad perspective

4. • Training:
• Process of imparting specific skills
• Development:
• Refers to learning opportunities designed to help employee
grow
• Education:
• Theoretical learning in class room

5. INPUTS IN TRAINING & DEVELOPMENT
• Skills
• Basic skills
• Motor skills
• People skills
• Education
• Development
• Knowledge oriented
• Business environment
• Management principles
• Human relations

6. • Ethics
• Basic human need
• Values create credibility with public.
• Better decision making
• Attitudinal Change
• Felling and belief of individual towards others
• Challenge:
• Employee refuse to change
• Prior commitments
• Lack of needed information
• Decision Making and Problem solving skills

7. WHAT IS TRAINING?
• Training refers to a planned effort by a company to
facilitate employees’ learning of job-related
competencies.
• The goal of training is for employees to
• master the knowledge, skill, and behaviors emphasized in
training programs, and
• apply them to their day-to-day activities

8. 1 -
8
Conducting Needs
Assessment
Ensuring
Employees’
Readiness for
Training
Creating a
Learning
Environment
Ensuring Transfer
of Training
Developing an
Evaluation Plan
Select Training
Method
Monitor and
Evaluate the
Program

9. ASSUMPTIONS OF TRAINING
DESIGN APPROACHES
 Training design is effective only if it helps employees
reach instructional or training goals and objectives.
 Measurable learning objectives should be
identified before training.
 Evaluation plays an important part in planning and
choosing a training method, monitoring the training
program, and suggesting changes to the training
design process.

10. FORCES INFLUENCING THE
WORKPLACE AND TRAINING
• Globalization
• Need for leadership
• Increased value placed on knowledge
• Attracting and winning talent
• Quality emphasis
• Changing demographics and diversity of the work
force
• New technology
• High-performance model of work systems

11. Training
Need
Analysis
Training
Objectives
Training
Delivery
Training
Evaluation
Training Process
What are
the training
needs for
this person
and/or
job?
Objective
should be
measurable
and
observable
Techniques
include on-
the-job-
training,
action
learning, etc.
Measure
reaction,
learning,
behavior,
and results

12. Assessing Training Needs
Task Analysis A detailed analysis of a job to identify
the skills required, so that an
appropriate training program can be
instituted
Competency
Analysis
Careful study of competency level to
identify a deficiency and then correct it with
a training program, or some other
development intervention.

13. INTRODUCTION
• Effective training practices involve the use of an
instructional systems design process.
• The instructional systems design process begins by
conducting a needs assessment.
• The example of Texas Instruments shows, before you
choose a training methods, it is important to
determine whether training is necessary.
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14. NEEDS ASSESSMENT
• Refers to the process used to determine if training is
necessary.
• Because needs assessment is the first step in the
instructional design process:
• If it is poorly conducted, training will not achieve the
outcomes or financial benefits the company expects.
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15. THE NEEDS ASSESSMENT PROCESS
3 - 15
Reasons or “Pressure
Points
Outcomes
•Lack of Basic Skills
•Poor Performance
•New Technology
•Customer Requests
•New Products
•Higher
Performance
Standards
•New Jobs
•What Trainees
Need to Learn
•Who Receives
Training
•Type of Training
•Frequency of
Training
•Buy Versus Build
Training Decision
•Training Versus
Other HR Options
Such as Selection or
Job Redesign
What is the Context?
Who Needs the
Training?
In What Do
They Need
Training?
Organization
Analysis
Task
Analysis
Person
Analysis

16. THE NEEDS ANALYSIS PROCESS
3 - 16
Do We Want To Devote Time
and Money For Training?
Person Analysis
Person Characteristics
• Input
• Output
• Consequences
• Feedback
Task Analysis or Develop
a Competency Model
• Work Activity (Task)
• KSAs
• Working Conditions
Organizational Analysis
• Strategic Direction
• Support of Managers
& Peers for Training
• Training Resources

17. NEEDS ASSESSMENT INVOLVES:
 Organizational Analysis – involves determining:
 the appropriateness of training, given the
business strategy
 resources available for training
 support by managers and peers for
training
 Task Analysis – involves:
 identifying the important tasks and
knowledge, skill, and behaviors that need
to be emphasized in training for
employees to complete their tasks
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18.  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 employees’ readiness
for training
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19. KEY CONCERNS OF UPPER- AND MIDLEVEL
MANAGERS AND TRAINERS IN NEEDS ASSESSMENT
Upper-Level Managers Midlevel Managers Trainers
Organizational
analysis
Is training important to
achieve our business
objectives?
How does training
support our business
strategy?
Do I want to spend
money on training?
How much?
Do I have the budget to
buy training services?
Will managers support
training?
Person
analysis
What functions or
business units need
training?
Who should be trained?
Managers?
Professionals?
Core employees?
How will I identify which
employees need
training?
Task analysis Does the company have
the people with the
knowledge, skills, and
ability needed to compete
in the marketplace?
For what jobs can
training make the biggest
difference in product
quality or customer
service?
What tasks should be
trained?
What knowledge, skills,
ability, or other
characteristics are
necessary?
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20. ADVANTAGES AND DISADVANTAGES
OF NEEDS ASSESSMENT TECHNIQUES
Technique Advantages Disadvantages
Observation Generates data relevant to
work environment.
Minimizes interruption of
work.
Needs skilled observer.
Employees’ behavior may be
affected by being observed.
Questionnaires Inexpensive
Can collect data from a
large number of persons.
Data easily summarized.
Requires time.
Possible low return rates,
inappropriate responses.
Lacks detail.
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21. Technique Advantages Disadvantages
Read technical
manuals and
records
Good source of
information on procedure.
Objective.
Good source of task
information for new jobs
and jobs in the process of
being created.
You may not be able to
understand technical
language.
Materials may be obsolete.
Interview subject
matter experts
Good at uncovering details
of training needs.
Good at uncovering
causes and solutions of
problems.
Time consuming.
Difficult to analyze.
Needs skilled interviewer.
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22. READINESS FOR TRAINING REFERS TO
WHETHER:
• Employees have the personal characteristics
necessary to learn program content and apply it on
the job.
• The work environment will facilitate learning and not
interfere with performance.
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23. FACTORS THAT INFLUENCE EMPLOYEE
PERFORMANCE AND LEARNING:
• Personal Characteristics
• Ability and skill
• Attitudes and motivation
• Input
• Understand need to perform
• Necessary resources (equipment, etc.)
• Interference from other job demands
• Opportunity to perform
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24. • Output
• Standard to judge successful performers
• Consequences
• Positive consequences/incentives to perform
• Few negative consequences to perform
• Feedback
• Frequent and specific feedback about how the job is
performed
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25. SELF-EFFICACY
• Self-efficacy is the employee’s belief that she can
successfully perform her job or learn the content of
the training program.
• The job environment can be threatening to many
employees who may not have been successful in the past.
• The training environment can also be threatening to
people.
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26. EMPLOYEES’ SELF-EFFICACY LEVEL
CAN BE INCREASED BY:
• Letting employees know that the purpose of the
training is to try to improve performance rather than
to identify areas in which employees are
incompetent.
• Providing as much information as possible about the
training program and purpose of training prior to
the actual training.
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27. • Showing employees the training success of their
peers who are now in similar jobs.
• Providing employees with feedback that learning is
under their control and they have the ability and
the responsibility to overcome any learning
difficulties they experience in the program.
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28. TO ENSURE THAT THE WORK
ENVIRONMENT ENHANCES TRAINEES’
MOTIVATION TO LEARN:
• Provide materials, time, job-related information, and
other work aids necessary for employees to use new
skills or behavior before participating in training
programs.
• Speak positively about the company’s training
programs to employees.
• Let employees know they are doing a good job when
they are using training content in their work.
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29. • Encourage work-group members to involve each
other in trying to use new skills on the job by
soliciting feedback and sharing training experiences
and situations in which training content was helpful.
• Provide employees with time and opportunities to
practice and apply new skills or behaviors to their
work.
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30. TO DETERMINE IF TRAINING IS THE
BEST SOLUTION, ASSESS WHETHER:
 The performance problem is important and has
the potential to cost the company a significant
amount of money from lost productivity or
customers.
 Employees do not know how to perform
effectively.
 Perhaps they received little or no
previous training or the training was
ineffective.(This problem is a
characteristic of the person)
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31. • Employees cannot demonstrate the correct
knowledge or behavior.
• Employees were trained but they
infrequently or never used the training
content on the job. (This is an input
problem.)
• Performance expectations are clear (input) and
there are no obstacles to performance such as
faulty tools or equipment.
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32.  There are positive consequences for good
performance, while poor performance is not
rewarded.
 Employees receive timely, relevant, accurate,
constructive, and specific feedback about their
performance (a feedback issue).
 Other solutions such as job redesign or transferring
employees to other jobs are too expensive or
unrealistic.
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33. IS TRAINING THE BEST SOLUTION?
• If employees lack the knowledge and skill to
perform and the other factors are satisfactory,
training is needed.
• If employees have the knowledge and skill to
perform but input, output, consequences, or
feedback are inadequate, training may not be the
best solution.
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34. TASK ANALYSIS
• Task analysis results in a description of work activities,
including tasks performed by the employee and the
knowledge, skills, and abilities required to complete
the tasks.
• Task analysis should only be undertaken after you
have determined from the organizational analysis that
the company wants to devote time and money for
training.
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35. STEPS IN A TASK ANALYSIS
Select the job(s) to be analyzed.
Develop a preliminary list of tasks
performed by the job.
Validate or confirm the preliminary
list of tasks.
Identify the knowledge, skills, or
abilities necessary to successfully
perform each task.
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36. COMPETENCY MODELS
 A competency refers to areas of personal capability
that enable employees to successfully perform their
jobs by achieving outcomes or successfully performing
tasks.
 A competency can be knowledge, skills,
attitudes, values, or personal
characteristics.
 A competency model identifies the competencies
necessary for each job as well as the knowledge, skills,
behavior, and personality characteristics underlying
each competency.
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37. COMPETENCY MODELS ARE USEFUL FOR
TRAINING AND DEVELOPMENT IN
SEVERAL WAYS:
 They identify behaviors needed for effective job
performance.
 They provide a tool for determining what skills
are needed to meet today’s needs as well as
the company’s future needs.
 They help determine what skills are needed at
different career points.
 They provide a framework for ongoing coaching
and feedback to develop employees for current
and future roles.
 They create a “roadmap” for identifying and
developing employees who may be candidates
for managerial positions.
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38. Competency Analysis
Required
competency
level for certain
position
Competency
Gap
Competency
Assessment
Current
competency
level of the
employee
Training and
Development
Program

39. Competency Profile Per Position
1 2 3 4 5
Communication Skills
Public Speaking
Leadership
Training Need Analysis
Material Development
Training Evaluation
Communication Skills
Interview Skills
Analytical Thinking
Understand Selection Tools
Teamwork
Customer Orientation
Recruitment
Supervisor
Required Level
Required CompetencyPosition
Training &
Development
Manager
Score Required
Competency Type

40. Position
Competency
Requirements
Relevant Training Modules
Leadership
 Leadership I
 Communication Skills I
 The Art of Motivating Employees
 Providing Effective Feedback
SUPERVISOR
Achievement
Orientation
 Goal Setting Technique
 Work Motivation
 Planning & Organizing
 Continuous Self Improevement
Managerial competency 1 2 3 4
Leadership Required Level
Actual Level
Achievement Orientation
Teamwork
Planning & Organizing
Functional competency 1 2 3 4
Mechanical Engineering
Mechanical Equipment Maintenance
Competency Profile Per Position

41. Training Matrix for Competency
Development
Communication Skills V
Leadership V
Teamwork V
Achievement Orientation V
Customer Focus V
Job Functional Skills V
Communication Skills V
Leadership V
Teamwork V
Achievement Orientation V
Customer Focus V
Strategic Thinking V
Problem Solving & Decision Making V
Job Functional Skills V
Position Managerial Competency
Supervisor
Manager
Productive
Communication
Series
OnBecoming
EffectiveLeader1
OnBecoming
EffectiveLeader2
ServiceExcellence
forCustomer
Professional
SeminarSeries
Achievement
MotivationTraining
CreativeProblem
Solving
Strategic
Management
BuildingProductive
Teamwork
V = compulsory training
Training Title

42. Enhance Training Effectiveness
Make the
material
meaningful
Provide for
transfer to
learning
Motivate the
trainee
Training
Effectiveness

43. Enhance Training Effectiveness
Make the
material
meaningful
• At the start of training, provide the trainees with a
bird’s-eye view of the material to be presented.
Knowing the overall picture facilitates learning.
• Use a variety of familiar examples when
presenting material
• Organize the material so that it is presented in a
logical manner and in meaningful units
• Try to use terms and concepts that are already
familiar to trainees
• Use as many visual aids as possible

44. Enhance Training Effectiveness
Provide for
transfer to
learning
• Maximize similarity between the training situation
and the work situation
• Provide adequate training practice
• Identify each feature of the step in the process

45. Enhance Training Effectiveness
Motivate the
trainee
• People learn best by doing. Try to provide as
much realistic practice as possible
• Trainees learn best when correct response on their
part are immediately reinforced.
• Trainees learn best when they learn at their own
pace. If possible, let trainees pace themselves.

46. Type of Training Program
Formal course
OFF THE JOB
Simulation
Wilderness Trip
• Does not interfere with job
• Provides for fact learning
• Helps transfer of learning
• Creates lifelike situations
• Builds teams
• Builds self-esteem

47. Type of Training Program
Job instruction
training
ON THE JOB
Apprenticeship
training
Job rotation
Mentoring
• Facilitates transfer of learning
• Does not require separate facilities
• Does not interfere with real job performance
• Provides extensive training
• Gives exposure to many jobs
• Allows real learning
• Is informal
• Is integrated into job

48. Evaluation of Training Effectiveness
Level 1 - Reaction
Level 2 - Learning
Level 3 – Behavior
Application
Level 4 – Business
Impact
Four Levels
of Training
Effectiveness

49. Evaluation of Training Effectiveness
Test the trainees to determine if
they learned the principles,
skills, and facts they were to
learn.
Evaluate trainees’ reactions to
the program. Did they like the
program? Did they think it
worthwhile?
Level 1 -
Reaction
Level 2 -
Learning

50. Evaluation of Training Effectiveness
What final results were achieved in terms of the
training objectives previously set? Did the number
of customer complaints about employee drop?
Did the reject rate improve? Was turnover
reduced, and so forth.
Ask whether the trainees’ behavior on the job
changed because of the training program. For
example, are employees in the store’s complaint
department more courteous toward disgruntled
customers than previously?
Level 3 –
Behavior
Application
Level 4 –
Business
Impact

51. THANK YOU