The document discusses the concepts of training, its aims, roles, need and importance. It describes that the aim of training is to develop the skills and knowledge of trainees to perform tasks efficiently. Training is a learning process that involves acquiring new skills and applying them in practice. It increases employee efficiency, morale and organizational viability. Rapid technological changes and need for career advancement make training necessary. The document also discusses different learning principles, types, methods, requisites and pitfalls of effective training.

2. Concept of Training
 The aim of training is to develop potential knowledge
and skills of the trainees to carry out defined tasks and
responsibilities.
 Training is a process of attitudinal change that
integrates with life and self development.
 Aim of training is to infuse scientific thinking and
planning and working methodically and efficiently

3.  Training is a process of learning and unlearning, to
acquire skills and knowledge and apply them in
practice – to enable the trainee to do his job efficiently.
 The act of increasing the skills of an employee for
doing a particular job, and thus it’s a process of
learning a sequence of programmed behaviour to do
that particular job.

4. Role of Training
 Increase in Efficiency.
 Increase in Morale of Employees.
 Better Human Relations.
 Reduced Supervision.
 Increased Organisational Viability and Flexibility
 Introduction of new strategies and working methods
in the organisation
 Advancement in technology
 Organisational Policy

5. Need and Importance of Training
 Rapid technological innovations impacting the workplace have made it
necessary for people to constantly update their knowledge and skills
 Change in the style of management
 Lack of proper and scientific selection procedure
 For career advancement
 For higher motivation and productivity
 For self development
 For employee motivation and retention
 To improve organisational climate
 To help the organisation to fulfil its future manpower needs
 To keep pace with times
 To bridge the gap between skills requirement and skills availability
 For the survival and growth of the organisation

6. Learning Principles of Training
 Training efforts are invariably based on certain learning oriented guidelines:
 Modelling: It is simply copying someone else's behaviour. (like showing the videotapes of
desired behaviour while at work)
 Motivation: For learning to happen, it is important to motivate the trainee first.
 Reinforcement: If behaviour is rewarded, it probably will be repeated. Positive
reinforcement consists of rewarding desired behaviours. Feedback: Feedback helps an
employee find where he stands. People learn best if reinforcement is given as soon as
possible.
 Spaced practice: Learning takes place easily if the practice sessions are spread over a
period of time.
 Whole learning: Employees learn better if the job information is given as an entire logical
process.
 Active practice: Learning is enhanced when trainees are provided ample opportunities to
repeat the task.
 Relevance: training should be as real as possible so that trainees can successfully transfer
the new knowledge to their jobs
 Environment: employees learn faster in comfortable environments

7. Examples
 TCS & Infosys : have modelled their facilities where campus
hires join for orientation and initial training, just like in a
university campus ( get-together, competitions, movie
screenings, outdoor games, quiz etc)
 Convergys India, 24/7 customer invite parents & spouse to
visit their facilities
 “ Buddy”
 IBM uses virtual environment to support orientation with
the help of avatars
 HPCL : “samavesh” award winning program, where top 10%
of the trainee are rewarded with laptops & nominated for
customized program at IIM A

8. Development
 It refers broadly to the nature and direction of change induced in
employees, through the process of training and educative process.
 Development means those learning opportunities designed to help
employees to grow.
 Development is not primarily skills oriented. Instead it provides the
general knowledge and attitudes, which will be helpful to employers in
higher positions.
 Efforts towards development often depend on personal drive and
ambition. Development activities such as those supplied by
management development programs are generally voluntary in nature.
 Development provides knowledge about business environment,
management principles and techniques, human relations, specific
industry analysis and the like is useful for better management of a
company

9. Difference b/w Training &
Development
Training Development
It is a short term process It is a long term process
It utilises a systematic & organised
procedure by which non managerial
personnel learn technical knowledge &
skills for a definitive purpose
It utilises a systematic & organised
procedure by which managerial
personnel learn conceptual &
theoretical knowledge for general
purpose
It helps individual to learn how to
perform his present job satisfactory
It prepares individual for future job &
growth in all aspects
Training is a reactive process Development is a proactive process
Training is result of initiatives taken by
management, it is result of some
outside motivation
Development is mostly the result of
internal motivation

10. Education
 It is a theoretical learning in classrooms. The purpose
of education is to teach theoretical concepts and
develop a sense of reasoning and judgment..

11.  Training is short term, task oriented and targeted on
achieving a change of attitude, skills and knowledge in a
specific area. It is usually job related.
 Education is a lifetime investment. It tends to be initiated
by a person in the area of his/her interest
 Development is a long term investment in human
resources.

12. Difference b/w Training &
Education
Training Education
Application oriented Theoretical Orientation
Specific Task in mind Covers general concepts
Narrow Perspective Has Broad Perspective
Training is Job Specific Education is no bar

13. Designing Effective Training
 Training design process
 A systematic approach for developing training
programs.
 Is based on the principles of Instructional System
Design (ISD).
 Is sometimes referred to as the ADDIE model because it
includes analysis, design, development,
implementation, and evaluation.
 Should be systematic yet flexible enough to adapt to
business needs.

14. Training Design Process

15. Areas of Training
 Knowledge
 Technical skills
 Social skills
 Techniques

16. Types of Training
 Skills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
 Refresher training: here the focus is on short term courses that would help
employees learn about latest developments in their respective fields
 Cross functional training: this helps employees perform operations in areas
other than their assigned job.
 Team training: this is concerned with how team members should
communicate with each other, how they should cooperate to get ahead, how
they should handle conflictful situations, how to find their way using collective
wisdom etc.
 Creativity training: this helps employees to think unconventionally, break the
rules, take risks, go out of the box and develop unexpected solutions.
 Diversity training: it aims to create better cross cultural sensitivity with the aim
of fostering more harmonious and fruitful working relationships among a
firm's employees
 Literacy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills

17. Methods of Training
 On-the-job Training: To learn by doing itself – Basic
Theme
 Learns the method involved and gets perfection over a
specific task.
 On experience, job performance will be high and
become more efficient.
 Off-the-job Training: under this method, trainee is
separated from the job situation and his attention is
focused under learning the material related to his
future job performance

18. On-the-job Method
 JIT (Job Instruction Training)
 Coaching
 Mentoring
 Job Rotation
 Apprenticeship Training
 Committee Assignment

19.  JIT (Just Instruction Time):
 This is training directly received on the job. Here the
trainee receives an overview of the job. The trainer actually
demonstrates the job and the trainee is asked to copy the
trainer’s way. The trainee, finally, tries to perform the job
independently
 Coaching: Here the supervisor explains things and
answers questions; throws light on why things are done the
way they are; offers a model for trainees to copy, conducts
lot of decision making meetings, and allows trainees
freedom to commit mistakes and learn .Coaching, thus,
requires lot of teaching skills.

20.  Mentoring: The use of an experienced person to teach
and train someone with less knowledge and
experience in a given area is known as mentoring. The
mentor nurtures, supports and guides the efforts of
young persons by giving appropriate information,
feedback and encouragement whenever required
 Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the
trainees are put under the guidance of a master worker
typically for 2-5 years

21.  Committee assignments: In this method, trainees
are asked to solve an actual organisational programme
working along with other trainees.

22. Off-the-job Method
 Vestibule Training
 Role Playing
 Lecture Method
 Conference/Discussion approach
 Programmed Instruction

23.  Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
 Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
 Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
 Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so that
the doubts about the job to be undertaken get clarified.
 Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond

24. Requisites of Effective Training
 Executive level support and commitment – Buy in from upper
management is critical to the success of any training
program. Generally speaking, the level of commitment from middle
management will be reflective of upper management’s interest in the
program.
 Qualified instructors – Knowledge of course content does not
necessarily equate to being a qualified instructor. In order to lead a
course, the instructor must be able to deliver material in a way that
engages the employees and creates interest in the course topic.
 Utilizing the correct delivery methods – As we are a diverse population,
not all employees learn in the same way and it is important to deliver
courses via various means to ensure that all employees have the same
opportunities. Delivery methods such as web-based, eLearning,
classroom, on-the-job-training, etc. allow for a broad spectrum of
learning possibilities.

25. Cntd.
 Learning Management System – A true learning
management system will enable the business to track
the success of its training programs and will provide a
way of collecting feedback on current training
offerings. It will also enable employees to have a sense
of control over their own development with the
company.
 Branding – Training offerings should be made
available to employees via one source, as having to play
detective to discover what is available can become a
point of frustration for the employee.

26. Aligning strategy with training
program
 Employers today want to make sure their training
programs are supporting their firms strategic goals.
 Establishing a linkage between learning and
organisational performance is the pressing issue today
 Training experts today increasingly use the phrase “
workplace and performance.

27. Strategic training and development
process
Business
Strategy
Strategic training
and development
initiatives
Training and
development
activities
Measures the
show value of
training

28. Training Pitfalls
 Attempting to teach too quickly
 Trying to teach too much
 Viewing all trainees as the same
 Giving very little time to practice
 Offering very little to the trainee in the form of
encouragement, praise or reward