This document outlines the course objectives and outcomes for the course 30212MG116 – Training and Development. The objectives are to facilitate understanding of the role of training in organizations, equip students with theoretical concepts and practical techniques to manage training functions, and provide insight into gaining competitive advantage through effective training. The outcomes include demonstrating the importance of training, experimenting with training needs analysis, illustrating different training platforms, explaining the need for competent trainers, and distinguishing different training levels in companies.

1. Dr.P. TAMILSELVAN., MBA., M.Phil., Ph.D
Assistant Professor
School of Management
Email: drtamilselvanp@veltech.edu.in.
Mobile: 9698828500
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2. 30212MG116 – TRAINING AND DEVELOPMENT
Course Objectives
• Facilitate understanding of the role and importance of Training in
organizations.
• Equip students with both theoretical concepts and practical techniques
to manage the training and development function in an organization.
• Provide an insight to gain sustainable competitive advantage through
effective Training & Development process in an organization.
• To make systematic study of both training and training aids.
• To empower the students with theoretical knowledge about evaluation
of Training.
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3. Course Outcomes:
Demonstrate the importance and difference between training and
development and can interpret various types of learning.
Experiment with different components of training need analysis and
the outcomes of training content and its design.
Illustrate the various training platform for better understanding of
the trainees.
Explain the quality need for enhancement credibility of the trainer
for competency training.
Distinguish different levels of training in global corporate sectors.
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4. 30212MG116 – Training and Development
UNIT I: INTRODUCTION TO TRAINING & DEVELOPMENT AND LEARNING THEORIES
 Training - Role and Relevance - Difference between Training & Development – Training and Education - Classification of Learned Capabilities -
Types of Learning: Experiential - Action Blended - Problem-based - Self-directed Learning Reinforcement theory and Kolb’s Learning Styles.
UNIT II: TRAINING NEEDS ANALYSIS
 Introduction to Training Design and Implementation - Needs Analysis and Needs Assessment Performance Analysis - Job Analysis - Task Analysis -
Learner Analysis - Context Analysis and Skill Gap Analysis.
UNIT III: TRAINING METHODS
 On-the-job Training - Scope and Effectiveness - Classroom Methods: Advantages and disadvantages - Lectures and Demonstration - Games
&Simulations - Computer – Based Training Methods - Types of E-learning and Computer Based Training (CBT) – Guidelines for online instructors -
CBT Methods Programmed Instruction - Blended Learning – Of the Job training.
UNIT IV: TEACHING & FACILITATION SKILLS
 Trainer Credibility - Personal Conduct - social practices - facilitation skills and content expertise Traits of successful trainers - Selection & Training
of trainers – Trainer competencies - Technical business - interpersonal intellectual. Implementation of Training and Training Aids - Elements in an
Instructional strategy - Different Aids require for Training - Simulators - Props - and Activity sheets etc. - Effective seating arrangement - Transfer of
Training - Four types of difficult trainees.
UNIT V :EVALUATION OF TRAINING
 Introduction of Training Evaluation - Donald Kirkpatrick’s Evaluation Model – Measuring Training Effectiveness - Data Collection methods and
designs for Evaluation - ROI of Training Programs. Employee and Management Development - Integration: Strategies and Management
Characteristics - Outbound Training - Training for Executive Level Management - Component of Learning Organization - Exercise - Design and
write down objectives of some organizational training like diversity training- cross-functional training - on-boarding (orientation) training.

5. ME04003 – Training and Development
UNIT1: INTRODUCTION TO TRAINING &
DEVELOPMENT AND LEARNING THEORIES
Training - Role and Relevance - Difference between Training
& Development – Training and Education - Classification
of Learned Capabilities - Types of Learning: Experiential -
Action Blended - Problem-based - Self-directed Learning
Reinforcement theory and Kolb’s Learning Styles.
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6. Introduction to Training and Development

7. Training
• Training is a process of learning and unlearning- to acquire or
enhance skills and knowledge and put it into practice to enable
the trainee to do the job efficiently.
• It is about behaving differently.
• It is a process of attitudinal change that integrates with life,
work and self development.
• Training is a transforming process that requires some input and
in turn it produces output in the form of knowledge, Skills, and
Attitudes (KSAs).

8. Training Vs Development
• Training is about acquiring skills through
organized learning
• Process of imparting specific skills
• Short term by nature
• Narrow focus
• It is for acquiring or sharpening the
KSA’s
• Development provides general
knowledge & attitude helpful to
employees in higher positions
• Depends on personal drive &
ambition
• Long term by nature
• Broader focus
• It takes the route of discovery or
exploration of the potential.

9. Why one needs training ?
• Pre-service training
• An individual may posses skills not relevant to the intended job and with
training he acquire the necessary skills
• For improving the level of performance
• For dealing with complex organizational problems
• For tackling human problems
• For creating favourable attitudes and motivation to the employees
• Assignment of new responsibilities/role dimensions
• Introduction of new strategies and working methods in the
organization.

10. Why one needs Training ?
• Advancement in technology
• Organizational policy
• Enhancing organizational effectiveness
• Fit into the company culture

11.  Training provides employees with the knowledge and skills to perform the job
more effectively.
 This allows them to meet current job requirement or prepares them to meet
the inevitable changes that occur in their jobs.
 However, training is only an opportunity for learning.
 What is learned depends on many factors, such as the design and
implementation of training, the motivation and learning style of the trainees,
and the learning climate of the organization.
 Training is also part of an integrated system in which performance is measured
against criteria (best practices benchmarks) that are tied to strategic objectives.
 Training is used extensively to help employee understand how they can assist
in meeting cooperative objectives.
Training goals and roles

12. Human Resource Development
• Human Resource Development is the part of human resource management that
specifically deals with training and development of the employees in the
organization.
• Human resource development includes training a person after he or she is first
hired, providing opportunities to learn new skills, distributing resources that are
beneficial for the employee's tasks, and any other developmental activities.
• Development of human resources is essential for any organisation that would
like to be dynamic and growth-oriented.
• Unlike other resources, human resources have rather unlimited potential
capabilities.
• The potential can be used only by creating a climate that can continuously
identify, bring to surface, nurture and use the capabilities of people.
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13. Human Resource Development
• Human Resource Development (HRD) system aims at creating such a climate. A number of HRD
techniques have been developed in recent years to perform the above task based on certain
principles. This unit provides an understanding of the concept of HRD system, related mechanisms
and the changing boundaries of HRD.
• HRD concept was first introduced by Leonard Nadler in 1969 in a conference in US. “He defined
HRD as those learning experience which are organized, for a specific time, and designed to bring
about the possibility of behavioral change”.
• Human Resource Development (HRD) is the framework for helping employees develop their
personal and organizational skills, knowledge, and abilities.
• Human Resource Development includes such opportunities as employee training, employee
career development, performance management and development,
coaching, mentoring, succession planning, key employee identification, tuition assistance, and
organization development.
• The focus of all aspects of Human Resource Development is on developing the most superior
workforce so that the organization and individual employees can accomplish their work goals in
service to customers.
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14. Definition and Goals of HRD
• According to Leonard Nadler, "Human resource development is a series of organized
activities, conducted within a specialized time and designed to produce behavioural
changes.“
• According to M.M. Khan, "Human resource development is the across of increasing
knowledge, capabilities and positive work attitudes of all people working at all levels in a
business undertaking.“
• The goals of the HRD systems are to develop:
– The capabilities of each employee as an individual.
– The capabilities of each individual in relation to his or her present role.
– The capabilities of each employee in relation to his or her expected future role(s).
– The dyadic relationship between each employee and his or her supervisor.
– The team spirit and functioning in every organizational unit (department, group, etc.).
– Collaboration among different units of the organisation.
– The organization's overall health and self-renewing capabilities which, in turn, increase the
enabling capabilities of individuals, dyads, teams, and the entire organisation.
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15. Training Needs Analysis
Chapter 5 15

16. Analysis Phase
Chapter 4 16
Input Process Output
TRIGGER
Actual Organizational
Performance
(AOP) < Expected
Organizational
Performance (EOP)
Identify Performance
Discrepancy (PD)
PD = EP > AP
And Causes of PD
Non
Training
Needs
Training
Needs
Resources
Operational/
Task Analysis
Expected
Performance (EP)
Person Analysis
Actual
Performance (AP)
Organizational
Analysis
Objectives
Environment

17. Needs Assessment
• Organizational Analysis
• Task/Operational Analysis
• Person Analysis
Chapter 4 17

18. Organizational Analysis
• Organizational goals and strategy
• Organizational resources (financial, facilities, resources)
• Organizational culture/climate
• Environmental constraints
Chapter 4 18

19. Task/Operational Analysis
• Overall job description
• Task identification
• What it takes to do the job/KSAs
• Areas that can benefit from training
• Prioritizing training needs
Chapter 4 19

20. Person Analysis
• Performance deficiency.
– Is performance substandard?
– Are current employees capable of training?
– Can performance be improved through training
• Issue of whether to train, replace, motivate.
• Target population – values, education, prior knowledge,
motivation.
Chapter 4 20

21. Model of Process When Performance Discrepancy Is
Identified – Part 1 of 2
Chapter 4 21
YES
Is it worth fixing?
Performance Discrepancy
YES
KSA
Deficiency
Reward/
Punishment
Incongruence
Inadequate
Feedback
Obstacles in
the System
Choose
Appropriate
Remedy
YES
Change
Contingencies
YES
Provide Proper
Feedback
YES
Remove
Obstacles
YES

22. Model of Process When Performance Discrepancy Is Identified –
Part 2 of 2
Chapter 4 22
Job Aid
Training
Practice
Change the Job
Transfer or Terminate
Performance discrepancy is worth fixing AND is due to
a KSA deficiency
Choose
Appropriate
Remedy
Change
Contingencies
Provide
Proper
Feedback
Remove
Obstacles

23. Guide to determining time required to prepare training – Part 1
of 3
Chapter 5 23
Variables Level Of Effort For Design
Low Medium High
Who
2. Designer knowledge of
subject matter
 extensive
knowledge
 some knowledge  no knowledge
1. Designer knowledge
and skills related to
instructional design
 extensive knowledge
and skills
 Moderate
knowledge and skills
 minimal knowledge and
skills
3. Size and complexity of the
target training group
 small,
homogeneous
 medium size, moderately
complex
 large, complex
4. Designer’s and client’s
track record for sticking to
plans
 always stick  sometimes stick  never stick

24. Guide to determining time required to prepare training – Part 2
of 3
Chapter 5 24
Variables Level Of Effort For Design
Low Medium High
What
6. Elements included in the
training materials
 trainee manual only  instructor and
participant manuals
 instructor and participant
manuals, overheads, job
aids
5. the number of
instruction modules
 few (5 modules)  several (8 modules)  many (12 modules)
7. client’s or organization’s
expectations regarding
packaging
 minimal (produced
in-house)
 modest (desktop
publishing)
 extensive (professionally
produced)
8. what is considered final
product
 first draft by designer,
client does rest
 designer completes up
to the pilot
 designer completes all
drafts, finalizes after pilot

25. Guide to determining time required to prepare training – Part 3
of 3
Chapter 5 25
Variables Level Of Effort For Design
Low Medium High
How
10. designer’s
interaction with the
client
 deals directly with top
decision maker
 deals with more than
one level of decision
makers
 deals with a complex labor-
management committee
9. data collection  a focus group made up
of a few well-informed
people
 a focus group and a few
interviews
 several focus groups and
several interviews
11. client’s level of
involvement
 approves general
direction and final draft
 reviews and approves
key materials
 reviews and approves all
materials
12. Amount of
interactivity
 minimal  moderate  extensive

26. Training as a Subsystem within the Organizational System
1-3
TRAINING SUBSYSTEM
Organizational Needs Analysis Knowledge
Employee Needs Design Skills
Budget Development Attitudes
Equipment Implementation Motivation
Staff Evaluation Job Performance
INPUT PROCESS OUTPUT
TRAINING’S ORGANIZATIONAL ENVIRONMENT
Mission Strategy Structure Policies Procedures
Finances Resources People Products Technology

27. ADDIE or Training process Model
• The process begins with some type of triggering event.
• Recognition of operational performance deficiency(OPD).
• When actual operational performance(AOP) is less than
expected operational performance(EOP) then OPD exists.
• When the OPD exists and if the firm believes that training
is a solution to that, one goes for that.

28. ADDIE or Training Process Model
1-4
Outcome
Evaluation
Data
Needs Analysis Phase
Input Process Output
Design Phase
Input Process Output
Development Phase
Input Process Output
Implementation Phase
Input Process Output
Evaluation Phase
Input Process Output
Process
Evaluation Data
Triggering
Event

29. Training need
• Training process may begins with some type of triggering
event.
• A triggering event occurs when a person with authority to
take action recognizes that Actual Organizational
Performance (AOP) is less than Expected Organizational
Performance (EOP).
• E.g. No. of Defects in a batch.

30. Training need Analysis
• The analysis phase begins with the identification of
Organizational Performance gap.
• E.g. Profitability shortfalls, Decrease in Customer
satisfaction, excessive scrap, etc.
• Current and Future performance gap.

31. Training Needs Analysis
• Identification of the cause of the problem.
• The elimination of cause is a ‘Need ’ of the organization.
• Identification of Training and Non-training needs.
• Non-training needs
– Motivation problem, personal issues, etc.
• Training Needs:
– The cause of the performance gap is due to lack of KSA of the
employees.
– Identification of priority of the training needs.

32. Training Design Phase
• Training needs identified, areas of constraints and support
are input to the Design phase.
• Setting training objectives
– It provides specific direction about training (i.e. What , How,
When questions)
– Specify the Employees and organizational outcomes.

33. Training Design Phase
– It becomes input to other phases of the training.
– Identifying the factors needed in the training programme to facilitate
learning and transfer back to the job.
• Identifying alternate methods of instruction,
• amount of practice required,
• organization of training content, etc.

34. Training Development Phase
• Development is the process of
– formulating an instructional strategy to meet
– a set of training objectives as well as , or
– creating all the things needed to implement the training
programmes.
• The instructional strategy includes
– order,
– timing, and
– combination of methods and elements

35. Training Development Phase
• Inputs for this phase would be from
– Design phase,
– alternative instructional methods, and
– information related to learning facilitation and transfer.
• Output is given to implementation phase.
– Training Content
– Instructional method
– Materials to be used
– Equipment and media
– Manuals

36. Training Implementation Phase
• All the aspects of the training programme come together
during the implementation phase.
• There is a possibility of deviation from the training plan.
• It is recommended to dry run, and pilot of the programme.

37. Training Evaluation Phase
• Inputs are development phase output, organizational
constraints, time, money, and staff.
• Two types of evaluation are
– Process evaluation : how well a particular process achieved its
objectives.
– Outcome evaluation
• determining the effect of the training on the trainee, the job, and the
organization.