The document provides an introduction to leadership development and training. It defines leadership development as activities that improve the skills, abilities, and confidence of leaders. It also defines training and explains that training exists to bring about a semi-permanent change in behavior to a desired standard. The document then discusses the phases of training, including pre-training, training, and post-training. It also outlines different training needs, methods of training including on-the-job and off-the-job, and principles of effective training.

1. TRAINING FOR LEADERS
INTRODUCTION TO LEADERSHIP DEVELOPMENT

3. INTRODUCTION

5. DEFINATION
• According to the dictionary, training refers to
“Giving, teaching and practicing in order to bring
them to a desired standard of behaviour”.
• Training is an organized procedure, which brings about a
semi-permanent change in the behaviour for a definite
purpose.
• The three main areas involved in training are skill,
knowledge and attitudes, but always with the objective of
a definite purpose in mind.

6. MEANING
• Leadership development refers to activities that improve
the skills, abilities and confidence of leaders.
• Leadership development expands the capacity of
individuals to perform in leadership roles within
organizations. Leadership roles are those that facilitate
execution of a company’s strategy through building
alignment, winning mindshare and growing the
capabilities of others.

7. INTRODUCTION
• Leadership roles may be
formal, with the
corresponding authority to
make decisions and take
responsibility, or they may be
informal roles with little
official authority
(e.g., a member of
a team who influences team
engagement, purpose and
direction; a lateral peer who
must listen and negotiate
through influence).

8. Leadership Development
Is Thought To Be Key To
Business Success.

9. TRAINING NEEDS

12. TRAINING NEEDS
• Leadership training exists, and is a multicrore-rupee
industry, because it works.
• Organizing adopting a systematic approach to training
and development will usually set about defining their
needs for training in accordance with a well organized
procedure.
• The organization; i.e. corporate requirements.
• The department or function.
• The job or occupational group.
• The individual employee.

13. PHASES OF
TRAINING

14. PHASES OF TRAINING
PHASE 1
(Pre-training):
The process begins with a clear
understanding of the situation that calls for
more effective behaviour.
1. Who feels the need of this behaviour?
2. Who is the person involved?
3. Who is the immediate superior?
These issues raise questions of motivation and relations.
They affect his capacity to learn and thus the effectiveness
of his training.
PHASE 2
(Training):
There are always set of queries that play in and out of the participants mind as he begins his
training and selects what he wants to learn from the programme just getting underway.
The participants tries out some new behaviour.
This programme more or less continues.
PHASE 3
(Post Training):
The situation now changes with the trainee well trained and more
confident with the job he has to do.
He goes prepared with some anticipation of those encounters.
When he actually arrives, there are a lot of adjustments made.

15. Objectives Of
Leadership
Training

16. Objectives Of Leadership Training
• The main design and the purpose of a training activity is
a subject of the goals set for training.
• It must be realistically achievable.
• The practical training should be design to deal with new
situation in the changing environment.

17. Different Stages
Of Training
Program

18. Productivity
Here the instruction are given for correct working procedures to ensure
higher efficiency for the individual.
When this knowledge is given in an systematic way then the
performance is seen more quickly than what is learnt through trials and
errors.
Job Effectiveness
The employees who receive necessary training is more able to perform
well in their job.
Translating training activities into on-the job performance
Training assist the beginner with fundamental knowledge and skills
they require to perform in their firm or company.
Training activities gives them a clear understanding about their skills
and duties to improve their performance.

19. Training for promotion
The promotional training means preparing the candidates to
handle more duties and responsibility.
The training given to the good workers of an organization are more
likely to get promoted in the near future.
Refresher training
The refresher training is based on the theory that the skills with the
existing employees become outdated because of the advancement in
the technology.
So updating technical and specialized knowledge of the training is
needed to keep the employees updated with the latest innovations.
For example- A employee might be knowing the complete
knowledge of computer but still he takes a brief class to learn more
about this subject as the course will be updated from time to time.

20. LEADERSHIP DEVELOPMENT MODEL

21. AREAS OF
TRAINING

22. Company policy and procedures
This area of training is to be provided for the new employees with the
companys rules, procedures ,practices, tradition and service offered
by the company.
Here the company gives them first hand information to their employee
about the skills needed by the company.
For example development programmes , quality of services or
products and the like.
Training in specific skills
Specific skills are those abilties that allows a candidate for
employement to excel in his or her particular job.
Such type of training enables the employee to be more effective on
his / her job.

23. Human relations training
The employees have to maintain human relations not only with the
other employees but with the instrument as well.
This improves efficiency and productivity of the organization or
company.
Problem solving training
Make better decision through critical thinking and creative problem
solving.
This not only helps in problem solving but also helps in exchanging of
ideas and information through participation in such training.

24. Managerial and supervisory training
Even the non-managers sometimes perform managerial and
supervisory functions like planning, decision making, directing and
controlling.
Even the managers and supervisors are sometimes in budgeting and
finances of the company and organizing.
Apprentice training
Mostly the industrial units provide employees this type of training for
basic skills and knowledge particularly for trades to educated
unemployed persons .
Generally this training ranges from 1 year to 4 years.

25. PRINCIPLES OF
TRAINING

26. Principles Of Training
• Awareness
• Simply getting more information about the activities we are
involved
• Motivation
• Experimental evidence indicates that little learning takes place in
the absence of motivation.
• Feedback or knowledge of results
• The more learners knows about what he is doing then he will be
able to make improvement in his performance.

27. Action
This principles applies to many repetitive cores and task we do
everyday.
Participation and practice
Experiments prove that more a trainee participates in learning situation
the more effective will be his/her learning.
Individual differences
Every individual is different from the other.
Period of learning
It should be noted as another variable for training or applied learning.

28. Leadership Qualities

29. METHODS OF
TRAINING

31. METHODS OF TRAINING
• There are two methods through which managers can
improve their knowledge and skills.
• One is through formal training and other is through on the
job experiences.
• On the job training is very important since real learning
takes place only when one practices what they have
studied.
• It is also equally important in gaining knowledge through
classroom learning.
• Learning becomes fruitful only when theory is combined
with practice.

32. METHODS OF TRAINING
• There are two methods through which managers can
improve their knowledge and skills.
• One is through formal training and other is through on the
job experiences.
• On the job training is very important since real learning
takes place only when one practices what they have
studied.
• It is also equally important in gaining knowledge through
classroom learning.
• Learning becomes fruitful only when theory is combined
with practice.

33. On-the-job Training (OJT)
Methods
METHODS OF TRAINING

34. The Advantages Of OJT Are As Follows:
1. On the job method is a flexible method.
2. It is a less expensive method.
3. The trainee is highly motivated and encouraged to learn.
4. Much arrangement for the training is not required.

35. On-the-job Training Methods
Induction Training
Apprenticeship
Coaching
Job Rotation
Job Instruction Technology
Mentoring
Understudy

36. Off-the-job Training (OJT)
Methods
METHODS OF TRAINING

37. Off-the-job Training Methods
• Employee training at a site away from the actual work environment.
• Off-the-job training methods are conducted in separate from the
job environment, study material is supplied, there is full
concentration on learning rather than performing, and there is
freedom of expression.

38. Off-the-job Training Methods
• Advantages of Off-the-Job Training
• Trainers are usually experienced enough to train
• It is systematically organized
• Efficiently created programs may add lot of value
Disadvantages of Off-the-Job Training:
• It is not directly in the context of job
• It is often formal
• It may not be based on experience.
• It is expensive.
• Trainees may not be much motivated
• It is artificial in nature.

39. Off-the-job Training Methods
Lectures and Conferences
Role Play
Discussion Methods
Panel Discussions
Seminar
Case Study
Questionology
Audio Visuals Methods

40. “If your actions inspire others to
dream more, learn more, do more and
become more, you are a leader.”
- John Quincy Adams
Thank You