this is ppt regarding training and development

1. LEARNING, TRAINING AND
DEVELOPMENT

2. ‘Smell the cheese often so you know when it is
getting old.’ The quicker you let go of old cheese, the
cheese, the sooner you find new cheese’ Movement
Movement in new direction helps you find new
cheese’
- Who moved my cheese, a
business fable
By Spencer Johnson

3. What is your goal???
Whether you are training a
– carpenter’s apprentice to use a specialized power tool,
– conducting a workshop to teach managers how to use discipline
more effectively,
– trying to get meatpackers to understand and follow new safety
procedures,
– or promoting career development among your employees
Your goal is to change behavior,
knowledge,
or attitudes through learning.

4. Training and Development
■ It is an attempt to improve current or future employee performance by
increasing an employee’s ability to perform through learning, usually by
changing the employee’s attitude or increasing his or her skills and
knowledge.
■ Training: refers to the process of imparting specific skills. It focuses on
skill development
■ Development: refers to the learning opportunities designed to help
employees grow.
■ Training is a planned programme designed to improve performance and to
bring about measurable changes in knowledge, skills and attitude (KSA)
and social behavior of employee for doing particular job.
■ The goal of training is for employees to master the competencies and apply

6. HOW IS TRAINING AND
DEVELOPMENT
DIFFERENT FROM
LEARNING AND
EDUCATION?

7. ■ Learning is a biological process. It's something we do
all of the time, whether or not we're aware of it. It's
like breathing. It's something we do. It involves the
modification of behavior through experience as
as more formal methods.
■ Development activities are not job related but are
oriented to both personal and organizational
growth. .
■ Training is usually something we do to or for others
to help them increase proficiency in a specific
skill necessary for them to perform their jobs
satisfactorily.
■ Education is the development of the knowledge,

8. Linkage between Training and other
HRM Functions
Availability of training can aid in recruitment
Effective selection may reduce training needs
Training aids in the achievement of performance
A basis for assessing training needs and results
Training and development may lead to higher pay
A basis for determining employee’s rate of pay
Training may include a role for the union
Union cooperation can facilitate training efforts

9. Learning
■ With the growth of corporate universities and other
learning centers, there is a new position within the top
leadership of many large organizations, namely, chief
learning officer.
■ This is more than a renaming of the training
director’s position.

10. Did you know??
■ Henry Ford said, ‘Anyone who stops learning is old, whether
at 20 or 80. Anyone who keeps learning stays young. The
greatest thing in life is to stay young.’
■ According to Ben Connell, Google’s learning and
development specialist, ‘There are a wide range of learning
opportunities provided internally including “learning on the
loo” where impromptu bite-sized lessons are placed on the
back of lavatory doors!’

12. Training Process
Training Need
Assessment
- Organizational
Analysis
-Task Analysis
-Person Analysis
Designing
Training Program
- Objectives of
Training
-Methods of
Training
- Designing
Training Content
Implementing
Training
- Delivery
Mechanism of
Training
Training
Evaluation
-Reaction
-Learning
-Behavior
-Result

13. 1. Training Need Assessment (TNA)
■ The need for T& D can be computed as
follows:
Training and development need = Standard
performance- Actual performance.
■ Diagnoses present problems and future
challenges to be met through training and
development.

14. 1. Training Need Assessment (Contd…)
■ One of the reasons why training does not deliver the desired effect is that it
does not suit the needs of the organization.
■ Organizational Analysis: consists of considering how training can help
attain organizational goals and where in the organization training is
needed.
■ Task Analysis: focuses on what the employee must learn in order to
perform well in the job, and thus, what the training should cover.
■ Person Analysis: identifies who, in the organization, will need training
and for what purpose.

15. 1. Training Need Assessment (Contd…)
Task/role analysis

16. 1. Training Need Assessment (Contd…)
■ Need assessment occurs at two levels
1. Individual – when there is performance deficiency
-- focus on anticipated skills of an employee eg:
technology
-- job transfer
2. Group – changes in the organization's strategy necessitates
training of group of employees
-- low morale and motivation is diagnosed.

17. Methods used in Training Need
Assessment
Group Analysis
■ Organizational goals &
objectives
■ Skills inventories
■ Exit Interview
■ Customer satisfaction
data
Individual Analysis
■ Performance appraisal
■ Work sampling
■ Interviews

18. Consequences of Absence of Training
Need Assessment
■ Loss of Business
■ High labor turnover
■ Poor- quality applicants/ employees
■ Undermining career paths
■ Higher training costs

19. 2. Designing Training Program
I. Setting objectives
II. Selecting the trainer or vendor
III. Developing a lesson plan
IV. Selecting program methods and techniques (including the
appropriate use of technology)
V. Preparing materials
VI. Scheduling the program

20. I. Setting objectives
■ Training Objective- objectives provide the input for
designing the training programme as well as for the
measures of success (criteria) that would help assess
effectiveness of the training programme.
■ Types of Training Objectives
– Knowledge: Impart cognitive information and
details to trainees.
– Skill: Develop behavior changes in how job and
tasks are performed.
– Attitude: Create interest and awareness of the

21. II. Selecting the trainer or vendor
■ Training competency involves the knowledge and varied
skills needed to design and implement a training
program.
■ Effective trainers must be able to communicate their
knowledge clearly, use various instructional techniques,
have good interpersonal skills, and the ability to motivate
others to learn.
■ Should be subject matter expert.

22. III. Developing a lesson plan
■ A lesson plan is a trainer’s guide for the actual delivery of training
content.
■ It requires the trainer to determine in advance what is to be
covered and how much time to devote to each part of the session.
■ A lesson plan should specify:
• Content to be covered
• Sequencing of activities
• Selection or design of training media
• Selection or development of experiential exercises (or both)
• Timing and planning of each activity
• Selection of the method of instruction to be used
• Number and type of evaluation items to be used

23. Lesson Plan Template

24. IV. Selecting program methods and
techniques
■ Training Methods
 Instructor-led live programs
 Instructor-led online programs
 Self-paced, online (networked)
 Self-paced, non-networked (e.g., CD-ROM)
 Self-paced, print
 Non-computer technology (audiovisual, mobile devices)
 Other methods
■ Training methods are categorized into two groups:
 On-the-job methods- refers to methods that are applied in the workplace.
 Off-the-job methods- away from the workplace.

25. V. Preparing materials
■ Depending upon whether the program is purchased or
designed by the organization.
■ If a training program is purchased from an outside
vendor, training materials such as books, handouts, and
videos will usually be part of the package.
■ Programs designed in-house will require the preparation
of materials.

26. VI. Scheduling the program
■ Organizations can be busy, hectic, and unpredictable
environments, making scheduling training and other
activities very difficult.
 Scheduling during Work Hours –(the day of the week,
time of day, peak work hours, staff meeting times, and
travel requirements)
 Scheduling after Work Hours

27. 7–27
3. Implementing Training
Importance of training outcomes
Type of trainees
Choosing the instructional method
Nature of training
Organizational extent of training

28. Training Methods and Techniques

29. Training Methods and Techniques
■ On-the-job training (OJT)
– Method by which employees are given hands-on
experience with instructions from their supervisor or
other trainer.
■ Drawbacks
– The lack of a well-structured training environment
– Poor training skills of managers
– The absence of well-defined job performance criteria

30. Training Methods and Techniques
■Overcoming OJT training problems
1. Develop realistic goals and/or measures for each OJT
area.
2. Plan a specific training schedule for each trainee,
including set periods for evaluation and feedback.
3. Help managers establish a nonthreatening atmosphere
conducive to learning.
4. Conduct periodic evaluations, after training is
completed, to prevent regression.

31. Training Methods and Techniques
■ Job Rotation
– employee moves from job to job at planned intervals.
■ Apprenticeship training
– A system of training in which a worker entering the skilled trades is
given thorough instruction and experience, both on and off the job, in
the practical and theoretical aspects of the work.
■ Internship Programs
– Are jointly sponsored by colleges, universities, and other organizations
that offer students the opportunity to gain real-life experience while
allowing them to find out how they will perform in work organizations.
■ Classroom Instruction
– Enables the maximum number of trainees to be handled by the
minimum number of instructors.
– “Blended” learning—lectures and demonstrations are combined with
films, DVDs, and videotapes or computer instruction.

32. Training Methods and Techniques
■ Coaching
- here the trainee works directly with a senior or with a person he
or she is to replace.
■ Job Instruction Training
-many jobs consist of a logical sequence of steps and are best
taught step by step.
■ Programmed Instruction
– Referred to as self-directed learning—involves the use of books,
manuals, or computers to break down subject matter content into
highly organized, logical sequences that demand continuous
response on the part of the trainee.
■ Audiovisual Methods
– Technologies, such as CDs and DVDs, are used to teach skills and
procedures by illustrating the steps in a procedure or
interpersonal relations.

33. Training Methods and Techniques
■ E-Learning
– Learning that takes place via electronic media such web and
computer-based training (CBT)
– Allows the firm to bring the training to employees
– Allows employees to customize their own learning in their own
time and space
– Provides continuously updated
training materials.
■ Simulation
– The simulation method emphasizes realism in equipment and its
operation at minimum cost and maximum safety.
– Used when it is either impractical or unwise to train employees on
the actual equipment used on the job.
■ Behavior Modeling
– An approach that demonstrates desired behavior and gives
trainees the chance to practice and role-play those behaviors and
receive feedback.

34. Training Methods and Techniques
■ Vestibule training
- is best at teaching people how to work with equipment.
■ Business games
- are best for developing business decision-making skills and for
exploring and solving complex problems
■ Case studies
- are most appropriate for developing analytic skills, higher-level
principles, and complex problem-solving strategies. Its focus is more on
the “what to do”(strategic knowledge) than on the “how to get it
done”(skills).
■ Role plays
- provide a good vehicle for developing interpersonal skills and
personal insight, allowing trainees to practice interacting with others

35. Training For Special Purposes
■ Global business training include:
– Executive etiquette for global transactions
– Cross-cultural technology transfer
– International protocol and presentation
– Business basics for the foreign executive
– Language training
– Diversity training
– Better cross-cultural sensitivity

36. On-the-Job Training
Advantages
■ No specific facilities needed
■ Real life situation/not
simulated
■ Productivity
■ Trainee establishes relations
from start
■ No ‘off-the-job’ cost
■ Learning can be controlled
Disadvantages
■ Risk to machines and
increase in scrap
■ Part-time instructor may
lack skill in training
■ Lack of time due to
pressure of production
■ Psychological pressure
before experienced workers

37. Off -the- Job Training
■ ADVANTAGES
■ Relaxed atmosphere,
away from home and
work, no distractions
■ Specific difficulties are
easier to explore
■ Test hypotheses and
ideas in low risk
environment
■ Improves morale and
motivation for self-
development
■ DISADVANTAGES
■ Cost of external facilities
■ Difficulty of simulating
work problems
■ Resistance of trainees
being away from
home(lengthy training)

38. Implementing Training: Considerations
■ Nature of training
■ Subject matter
■ Number of trainees
■ Individual vs. team
■ Self-paced vs. guided
■ Training resources
■ Costs
■ Geographic locations
■ Time allotted
■ Completion timeline

39. 4. Evaluating Training
■ Determine whether a program is accomplishing its objectives
• Identify the strengths and weaknesses of HRD programs,
which can lead to
changes, as needed
• Determine the cost-benefit ratio of an HRD program
• Decide who should participate in future HRD programs
• Identify which participants benefited the most or least from
the program
• Gather data to assist in marketing future programs
• Establish a database to assist management in making
decision

40. Criteria for Evaluating Training- Kirkpatrick
Model
■ Reaction
-Did the trainees like the program, the trainers, the facilities?
- Did the think the course was useful?
■ Learning
- To what extent do trainees have greater knowledge or skill after
the training
program than they did before?
■ Behavior
- Are trainees behaving differently on the job after training?
- Are they using skills and knowledge they learned in training?
■ Result
– Utility of Training

42. Techniques of evaluation
■ One approach towards evaluation is to use experimental (one to
receive training) and control (other not to receive training) groups.
■ Another method is use of questionnaire before and after the
interview.

43. Some Typical Costs and Benefits of Training

44. Experimental Exercise
■ Purpose: The purpose of this exercise is to give you practice in
developing a training programme for the job of airline
reservation clerk for a major airline.
■ Customer contact our airline reservation clerks to obtain flight
schedules, price, and itineraries. The reservation clerks look up
the requested information on our airline’s online flight
schedule systems, which are updated continuously. The
reservation clerk must deal courteously and expeditiously with
the customer, and be able to quickly find alternative flight
arrangements in order to provide the customer with the
itinerary that fits his or her needs.

45. ■ Alternative flights and prices must be found quickly, so that the
customer is not kept waiting, and so that our reservations
operations group maintains its efficiency standards. It is often
necessary to look under various routings, since there may be a
dozen or more alternative routes between the customer’s
starting point and destination.
■ You may assume that we just hired 30 new clerks, and that you
must create a 3 days training program.
■ Produce the requested outline, making sure to be
about what you want to teach the new clerks, and
and aids you suggest using to train them.

46. MANAGING CAREER

47. Definition: Career
■ A sequence of positions or job held by a person during the
course of his working life
OR
■ The pattern or series of work related experiences that span
the course of the person’s life

48. ■ Career Planning: A systematic process by which one selects
career goals and the path to these goals.
■ Career Development: Refers to the activities & processes
undertaken by the organization to help employees attain their
career objectives.
■ Career Management: is a continuous process that involves
setting personal career goals, developing strategies for
achieving these goals, and revising based on work & experience.

49. Why Is Career Management Important?
■ From the company’s perspective, the failure to motivate
employees to plan their careers can result in:
– a shortage of employees to fill open positions
– lower employee commitment
– inappropriate use of money allocated for training and
development programs

50. ■ From the employees’ perspective, lack of career
management can result in:
– frustration
– feelings of not being valued by the company
– being unable to find suitable employment should a job
change be necessary due to mergers, acquisitions,
restructuring, or downsizing

51. Career Stages

52. ■ Exploration: Period of transition from college to work. Period of
one’s early 20 s and ends by mid-20 s. It is a stage of self-exploration
exploration and making preliminary choices.
■ Establishment: It includes getting one’s first job. One is likely to
commit mistakes; one has also the opportunities to learn from such
such mistakes and may also assume greater responsibilities. Accepts
Accepts job challenges and develops competence in a speculating
area. Develops creativity and rotates into a new area after three-five
five years.
■ Mid-Career: Performance may increase or decrease or may remain
constant. an employee tries to update himself/herself technically and
and develops skills in coaching others. He/she may rotate into a new
new job requiring new skills.
■ Late Career: Pleasant one because during this stage, the employee
neither tries to learn new things nor tries to improve his/her
performance over that of previous years. Takes advantage of and
depends on his/her reputation and enjoys playing the role of an
elderly statesperson. May shift from a power role to one of
consultation.
■ Decline: Ends in the retirement of the employee after putting up

54. Think??
■ Are these stages of career still prevalent?
■ Do career still carry same definition, same concept?
■ Is this the conventional perspective different from
contemporary one?
■ The traditional approach focuses on paid work.
■ It also embodies the notion of a ‘job for life’ or the idea
that careers are longitudinal phenomena that take place
within single or limited number of organisations.

55. What Is A Career?

56. Career Management Systems
Individual Centred
Focus on individuals career rather
Than on organizational needs
Organization Centred
Focus on ensuring the fulfillment of
Organizational goals
Individual Career Management
Strategies
-Self Assessment
-Assessment of job opportunities
-Formulating career goals
-Seeking opportunities
for professional growth
Organizational Career
Management Strategies
-Career Planning workshops
-Development performance
Appraisal
-Providing mentors for individual
-Establishing realistic career plans

57. Benefits of Career Management
Individual
- Development of
potential &
competencies
- Increase in salary &
status
- Achievement of personal
career aspirations
- Improved performance
Organization
- Improved productivity
- Reduced employee
turnover
- Retention of quality
employees
- Better utilization of
employee skills
- Employer Branding