lesson -1 : Introduction to training and development lesson -2 : Significance of training lesson -3 : Training manual lesson -4 : learning and its style lesson -5 : Learning progress - a few good learning theories lesson -6 : Training climate and pedagogy developing training modules and much more .......

2. TRAINING AND DEVELOPMENT
Presented by
Lia B. Gomes
liaborsha@gmail.com

3. LESSON -1
INTRODUCTION TO TRAINING
DEVELOPMENT AND EDUCTION

4. OBJECTIVES OF TRAINING
1. To train the employee in the company’s culture and ethos
2. To prepare both newly recruited and already employed.
3. In order to improve the work methods that increate the quality in output
4. To prevent obsolescence
5. To prepare employee to higher level responsibilities
6. To increase the effective and efficiency by updating on latest concepts and
techniques
7. To facilitate succession planning.
8. To reduce supervision
9. To reduce wastage and accidents
10. To ensure economical output with high quality

5. AREAS OF TRAINING
1. Company Policies and Procedures
2. Training in Specific Skills
3. Human Relations Training
4. Problem Solving Training
5. Managerial and Supervisory Training
6. Apprentice Training

6. TRAINING RISKS
A training program may suffer from the following risks :
1. Design Risk:
Training to deal with some symptoms and causes
Training content and targets influenced by prejudice
Internal and external trainers preferences
Limited search in the choice of materials and methodology.
2. Conduct risk:
 Cancellation of some or more of the planned training Events;
 Failure to get nominations;
 Failure of the nominees attending the course;
 Non-availability of faculty members of their substitutes;

7. 3. Learning risks:
 Lack of interest in learning ;
 No perception of either awards for learning or
 Punishment for not learning;
 Complacency and resistance to self – change;
4. Transfer risks:
 Lack of interest of individual trainees;
 Lack of support form his superiors;
 Turnover of the trainee;
 Wrong posting o the trainee;
 Other environmental crises.
TRAINING RISKS

8. DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT
Sl.
No
Features Training Development
1 Meaning Training is a learning process in which
employees get an opportunity to
develop skills competency and
knowledge as per the job requirement
Development is an educational
process which is concern with the
overcall growth of the employees
2 Term Short Term Long term
3 Focus on Present Future
4 Orientation Job oriented Career oriented
5 Objective To improve work performances of the
employees
To prepare employees for future
challenges.

9. Sl.
No
Features Training Development
6 Motivation Trainer Self
7 Numbers Many Only one
8 Aim Specific Job related Conceptual is general knowledge.
9 Example It is for 3 to 6 months If is a continuous Process
10 Scope Limited Comparatively
DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT

10. DIFFERENCE BETWEEN TRAINING AND EDUCATION
Sl.
No
Features Training Education
1 Meaning The Process Including specific
skills in a person is training
Theoretical learning in the
classroom any Institution is
education
2 What is it / If is a method of skill development If is a typical form of learning
3 Based on Practical application Theoretical orientation
4 Perspective Narrow Wide
5 Involves Job experience Classroom learning
6 Short Term Comparatively Long term

11. Sl.
No
Features Training Education
7 Prepares for Present Job Future Job
8 Teaches Specific task General Concepts
9 Objective To improve performance and
productivity
To develop a sense of
judgment
10 Need Training is need for employees Education is need for all
DIFFERENCE BETWEEN TRAINING AND EDUCATION

12. LESSON - 2
SIGNIFICANCE OF TRAINING

13. BENEFITS OF TRAINING
1. How Training Benefits the Organisation:
Leads to improved profitability and/or more positive
Attitudes toward profits orientation
Improves the job knowledge and skills
Improves the morale of the workforce .
Helps people identify with organisational goals
Helps to create a better corporate image
Fasters authenticity, openness and trust.
Improves the relationship between boss and subordinate.
Provides information for future needs in all areas.
 More effective decision-making and problem solving

14. 2. Benefits to the Individual which in turn ultimately should benefit the
organisation:
Helps the individual in making better decisions and effective problem solving
Through training and development, motivational variables of recognition,
achievement, growth, responsibility and advancement are internalised and
operationalized.
Aids in encouraging and achieving self-development and self-confidence.
Helps a person handle stress, tension, frustration and conflict
Provides information for improving leadership knowledge, communication
skills and attitudes.
Increases job satisfaction and recognition
BENEFITS OF TRAINING

15. 3. Benefits in Personnel and Human Relations, Intra and
Intergroup Relations and Policy Implementation:
Improves communication between groups and individuals
Aids in orientation for new employees and those taking new jobs through
transfer or promotion
Provides information on equal opportunity and affirmative action
Provides information on other govemment and administrative policies .
Improves interpersonal skills
Makes organization policies, rules and regulations viable
BENEFITS OF TRAINING

16. NEEDS FOR TRAINING
Specifically, the need for training arises due to the following reasons:
1. To Match the Employee Specifications with the Job Requirements and
Organisational Needs
2. Organisational Viability and the Transformation Process
3. Technological Advances
4. Organisational Complexity

17. LESSON - 3
TRAINING MANUAL

18. TYPES OF TRAINING
Based on Technology:
1. Technical training
2. Non technical training
Based on type of employee:
1. For Skilled staff
2. For Semi Skilled staff
3. For Unskilled employees staff
Based on employee life cycle:
1. Induction Training
2. In process Training
3. Value Added Training

19. CHARACTERISTICS OF A GOOD POLICY
1. Policy should help in achieving the enterprises objectives.
2. Policy should not be mutually contradictory and there should not be
inconsistency between any two policies
3. Policy should be sound, logical, flexible and should provide guide for
thinking in future planning and action.
4. Policies should reflect internal and external business environment.
5. Policies should be in writing and the language
6. Policy may originate at any level such as division level, department
level, section level,etc

20. 7. Policy starts with description of subject matter it covers
8. Policy must be reviewed periodically and modified
9. It may be replaced by a new policy.
10. It should provide only a broad outline and subordinates for
interpretation so that their initiatives is not hampered.
CHARACTERISTICS OF A GOOD POLICY

21. FACTORS INFLUENCING
POLICY DETERMINATION
A. The Internal Factors:
 The organizational goals and strategies
 Managerial values
 Organizational resources
 Organizational Structure
 Organizational politics
B. External Factors:
 Socio-political factors
 Product market factors
 Resource market factors

22. LESSON - 4
LEARNING AND LEARNING
STYLES

23. CHOOSE DELIVERY SYSTEM
1. The instructional setting
2. Media characteristics
3. Instructional material
4. Time
5. Instructors
6.job Performance Aid
7. Self Teaching Package
8. Programmed text
9. Personalized Instruction
10. On-The-Job Training

24. KOLB LEARNING STYLE.

25. KOLB LEARNING STYLE.
The theory sets out these four preferences, which are also possible different
learning methods:
1. Doing (active experimentation)
2. Watching (reflective observation)
3. Feeling (concrete experience)
4. Thinking (abstract conceptualisation)

26. MTBI MODEL

27. The theory of multiple intelligences differentiates human intelligence
into specific 'modalities', rather than seeing intelligence as dominated
by a single general ability. Howard Gardner proposed this model in
his 1983.

28. MULTIPLE INTELLIGENCES
1. Verbal Linguistic
2. Logical-mathematical
3. Musical
4. Spatial
5. Interpersonal
6. Intrapersonal
7. Naturalist

29. LESSON - 5
LEARNING PROCESS : A FEW GOOD
LEARNING THEORIES

30. THE THREE REPRESENTATIONAL MODES
All information that is perceived via the senses passes through three processors that encode
it as linguistic, nonlinguistic, or affective representations. This is how we learn.
1. The Linguistic Mode: The linguistic mode includes verbal communication, reading,
watching (e.g. learn the rule of chess through observation), etc.
2. The Nonlinguistic Mode: This includes mental pictures, smell, kinesthetic, tactile,
auditory, and taste. However these representations are quite similar to each other in that
these nonlinguistic sensations function in a similar fashion in permanent memory.
3. The Affective Mode: This is our feeling, emotions, and mood. Feeling is one's internal
physiological state at any given point in time. Emotion is the coming together of
feelings and thoughts. Mood is the long-term emotion or the most representative
emotion over a period of time.

31. Lesson No - 5
LEARNING PROCESS

32. LEARNING: DEFINITION AND
THEORIES
Learning manifests itself by the changed behaviour of the trainees. A lot of
research has been done on learning and a number of theories have been proposed
to explain the same. Various theories of learning can be classified into two main
categories as:
Connectionist theories
Cognitist theories

33. CONNECTIONIST THEORIES
The connectionist theories believe primarily in the stimulus response
approach. These theories involve the operation of laws of association,
such as assimilation, frequency, contiguity, intensity, duration, context,
acquaintance, composition, individual differences and cause and effect.
The basic theme of these theories is that when an act produces
satisfaction, it will be associated with a particular situation and
probably will be repeated when the situation arises again.

34. COGNITIST THEORIES
In all theories, three basic concepts have been studied:
Stimulus: Stimulus is something that initiates action. An action occurring as a
consequence of the stimulus is called response.
Reinforcement: It is an action that causes a learner to repeat (or to avoid)
his/her behaviour.
Motivation: Motivation guides a learner to completion of learning for better
employment; say higher salary, promotion or a path to some desired goal.

35. DOCTRINES OF LEARNING
1. Capability of learning
2. Meaningfulness
3. Planning
4. Levels
5. Matching
6. Proper participation
7. Removing the interference
8. Feedback
9. Transferability
10. Environment

36. TYPES OF MANAGEMENT
DEVELOPMENT
Type-1: Informal managerial- accidental processes Characterized with the
following features:
 It occur with managerial activities
 It is explicit intention is task performance
 There are no clear development activities
 It is unstructured in development terms
 It is not planned in advance
 It is owned by managers

37. Type: 2 Integrated managerial- opportunistic processes Characterized with
following features:
It occur within managerial activities
There is an explicit intention both performance and development
It is clear development activities
It is structured for development by boss and subordinations.
It is owned by managers.
TYPES OF MANAGEMENT
DEVELOPMENT

38. Type 3: formal management development- planned processes. Characterized
with following features:
They are often away from normal management activities.
There is an explicit intention is development.
There are clear development activities.
There are structured for development by developers.
These are owned more by developers than managers.
TYPES OF MANAGEMENT
DEVELOPMENT

39. PRINCIPLES OF LEARNING
1. Trainee must be motivated to learn
2. Information must be meaningful.
3. Learning must be reinforced
4. Organization of material
5. Distribution of learning periods
6. Feedback on learning

40. LESSON NO - 6
TRAINING CLIMATE AND PEDAGOGY
DEVELOPING TRAINING MODULES

41. CHARACTERISTICS OF A GOOD
ORGANIZATIONAL CLIMATE
Some of the major characteristics of a good and healthy organizational climate
are :
1. There is tendency at all the levels of organization to treat people as the most
important resource.
2. There is a perception that developing the competencies in the employees is
the job of every manager.
3. The managers exhibit faith in the competence of people to change and
acquire new capabilities.
4. There is a tendency of open communications.

42. 5. The human resources show a general tendency to take calculated risks.
6. There is a general climate trust within the organization.
7. The employees feel themselves as a part of the system and are helpful to
each other.
8. The organizational members have a team spirit.
9. The top management does not exhibit any nepotism or bias.
10. The activities of the organization are development oriented.
CHARACTERISTICS OF A GOOD
ORGANIZATIONAL CLIMATE

43. PSYCHOLOGICAL TRAINING CLIMATE
In training, these psychological variables interfere with
all the aspects. The effect of these variables on training
is explained in the following discussion.
1. Perception
2. Attitude
3. Morale
4. Commitment

44. GENERAL PRINCIPLES OF TEACHING
1. Principle of definite aim
2. Principle of activity
3. Principle of correlation
4. Principle of planning
Selection
 Division
Revision

45. 5. Principle of flexibility and elasticity
6. Principle of experience
7. Principle of trainee centeredness
8. Principle of involvement
9. Principle of remedial training
10. Principle of democracy
GENERAL PRINCIPLES OF TEACHING

46. PSYCHOLOGICAL PRINCIPLES OF
TRAINING
Psychological principles of training make the training more stimulating
and effective. Some of the general psychological principles of training
are:
1. Principle of motivation and interest
2. Principle of cooperation
3. Principle of recreation:
4. Principle of feedback and reinforcement:
5. Principle group dynamics and self-learning:

47. MAXIMS OF TEACHING
Besides the principles of good training, educators have
formulated certain maxims, which can be used for making the
training more effective. These maxims guide a trainees on
how to proceed while imparting any training.

48. The common maxims of teaching are:
1. Proceed from known to unknown
2. Proceed from simple to complex
3. Proceed from concrete to abstract
4. Proceed from particular to general
5. Proceed from analysis to synthesis
6. Proceed from whole to parts
MAXIMS OF TEACHING

49. CONSIDERATIONS WHILE DESIGNING
MODULES
While designing the modules for learning, the following points should be kept
into consideration:
1. The modules should be self contained bits of knowledge.
2. The modules should be independent.
3. The modules should be sufficient in number.
4. The modules should be amenable of self-learning.
5. The modules should have proper interface with the tutor as well.
6. The modules should be interactive.
7. There should be a proper system of evaluation and feedback to judge the
knowledge and skill level of the employees.

50. Lesson No - 7
TRAINING METHODS AND
TECHNIQUES

51. TYPES OF TRAINING
Some of the important types of training programmes are as follows:
1. Induction or Orientation Training
2. Job Training
3. Apprenticeship Training
4. Internship Training
5. Refresher Training
6. Training for Promotion

52. METHODS OF TRAINING
Various methods of training may be classified into the following categories:
1. On-the-job training: It allows employees to learn by actually performing
a specific job or task.
There are four methods of On The Job training explained bellow:
Coaching
Mentoring
Job Rotation
 Understudy

53. 2. The Off-the-Job Training: It is the training method wherein the
workers/employees learn their job roles away from the actual work floor.
There are several off-the-job methods of training and development as described below:
Special lectures
Role playing
Case Studies
 Simulation
Management Games
METHODS OF TRAINING

54. 3. Vestibule Training:
This type of training is specifically given to the technical staff, office
staff and the employees who learn the operations of tools and
equipment assembled at a place away from the actual work floor.
This type of training is conducted to give the real feel to the trainees,
that they would be experiencing at the actual plant.
METHODS OF TRAINING

55. CHOOSING THE RIGHT TRAINING METHOD
1. Comparing on the basis of training objectives:
The most commonly specified training objectives, used as a basis for evaluating a training
program are:
Realistic and manageable part of the job.
Help with internalizing learning
Protection for participants and organization against mistakes.
Learning to learn
Exposure to new ideas and methods.
Experiments with behavior.
Membership of new reference groups.
Setback to think about job as a whole.
Intensive learning.

56. 2. Comparing on the basis of learning process and its stages:
The training method is evaluated on the basis of the following characteristics of learning
process:
 Training program being realistic.
 Interaction and involvement of training program.
 Experiences arising out of a training program.
 Training program practices.
 Feedback of training program.
 Repeat practices and feedbacks.
 Conceptual understanding of task and change process.
 Creative experimentation in a training program.
CHOOSING THE RIGHT TRAINING METHOD

57. 3. Comparing training methods on the basis of the available
time, skills, facilities and resources:
Consumption of several resources.
Capacity of organization to sacrifice the same
CHOOSING THE RIGHT TRAINING METHOD

58. Lesson No. 8
FACILITIES PLANNING AND
TRAINING AIDS

59. There are many training aids available to help the trainer to deliver successful
training. They can be classified into a number of broad categories:
1. Printed Materials
2. Non-projected materials.
3. Still projected material
4. Video materials
5. Audio materials
6. Computer-based materials
COMMON TRAINING AIDS

60. LESSON NO - 9
TRAINING EVALUATION

61. TRAINING EVALUATION TECHNIQUES
1.Post-Course assessment: Post-course assessments are often conducted
immediately after the end of a training programme and are the most frequently used
method for evaluating a training programme.
2.Pre- and post-course tests: An ideal way of measuring learning is to measure it
before and then to measure the same set of knowledge when it over.
3.Management briefing: In this technique, the trainer moves out of the area within
his own responsibility and becomes much more reliant on the trainee’s line manager.
4.Management de-briefing: This method of evaluation also requires the complete
commitment of line manager.

62. TRAINING EVALUATION TECHNIQUES
5.Questionnaires: questionnaire is a very useful instrument to gather information
about the effectiveness of training.
6.Training Appraisals: An essential part of any training appraisal system should be
to assess the effectiveness of training delivered during the previous period.
7.Training for promotion: One of the major objectives of any training is to train
the prospective managers after promotion.
8.Assessment/development centers: Many companies now run centers designed to
assess employees potential, also called as assessment centers.
9.Reportory grids: Grid analysis helps trainers assess performance on two
dimensions simultaneously.
10.Serveys: Many organizations conduct a lot market research into customer
attitudes.

63. Thanks