Employee training involves determining needs, planning programs, and evaluating effectiveness. Training needs arise from changes in performance, technology, or organizational objectives. The training process involves assessing needs, developing objectives, selecting methods, conducting training, and evaluating transfer. Evaluation criteria include reactions, knowledge, attitudes, job performance, and organizational performance. Methods include pre-post testing, control groups, and feedback.

1. Unit - 7
Training and Management
Development

2. Employee Training
Training consists of planned programmes
designed to improve performance at the
individual, group, and/or organisational levels.
Casio, 1992, p232

3. Determining Training Needs
Training needs arises due to:
• Deterioration in employees performance
• Changes in the prevailing technology and work
procedures
• For employee, promotion and management
succession in a high level position
• For increasing productivity and effectiveness
of certain units of operation.

4. TNA involves/comprises three
different steps
1. Organisational need analysis
• Long-term/short – term organisational objectives
• Analysis of organisational resources
2. Operational /jobs needs analysis
• Task analysis
• Skills required to perform those tasks
3. Persons need analysis
• Analysis of the results of performance appraisal.

5. A system approach to training
1. Assessment Phase
 Assess instructional need
 Derive objectives

6. 2. Training and development phase
Select training media and learning principles
(requires considerations like: who participates
in the programme, who facilitates the
sessions, what media are used for training,
what levels of skills are to be imparted, what
design principles are needed, and where the
programme is conducted.)

7. Conduct training (on-the-job and off-the-job
training and development programme)
Establish conditions for maintenance (to
maintain training programmes, assessment
should be conducted from time to time.
Criteria such as productivity, attitude survey,
and rate of accident are to be selected to
evaluate the effectiveness of training.)

8. 3. Evaluation phase
Criteria
Methods
process

9. Criteria
Reactions of the participants
Changes in participants knowledge and skills
(observation of KS after training)
Changes in participants attitudes
Changes in job performance
Changes in organisational performance (cost,
revenue, profit, market share etc.)

10. Methods
o Test-retest method
o Pre-post performance method
o Experimental-control group method

11. Evaluation Process
Develop criteria
Pretest participants
Monitoring training
Evaluate training
Evaluate transfer
Feedback.

12. Employees Training: On-the-job
This method provides training participants an
opportunity to acquire the knowledge and
skills needed to perform a job while using the
actual equipments and materials required by
the job.

13. 1. Apprentice Training: Under this method, it is
mandatory for admission in public institution.
Examples of skills that can be acquired from
this mode of training are nursing, plumbing,
mechanical and electrician’s work and
carpentry.

14. 2. Job Instruction training: This is a systematic training
technique designed to guide for giving on-the-job
skills to blue-collar employees as well as technicians.
Besides, can be used in off-the-job situation as well.
And has four steps:
a) Selecting (select trainer and trainee carefully to
exchange and follow their experience)
b) Explaining
c) Trial
d) feedback

15. Merits
o Simple method of training employees in real
job situation
o Production begins even in training phase
o Employees receive experience on the job that
can be smoothly transferred to fit in to the
organisation’s flow of activities.

16. Demerits
It might affects the service quality
Chances of damage to equipments.

17. Employees Training: Off-the-job
• Training programmes are organised outside
the real job situation.
• Either organised in the firm’s own training
institute away from the work-place or in any
other training institutions.
• Sometimes for some component such as plant
operations, correspondence courses are also
useful.

18. 1. Classroom lecture or conference method: A
lecture/talk given by the trainer/facilitator before a
group to convey information is an efficient method
of reaching a large number of trainees in a short
time.
2. Programmed instruction: A method of self
instruction in which training material is presented in
small bits of information. Such information is
structured in such a way that the trainee proceeds
in a step-by-step sequence from the basic elements
of a skill or concept to the more difficult material.

19. 3. Videotapes and films: Videotapes and films can be
used and reused during training programmes
repeatedly and provides a live work situation,
which is not possible through other training
methods.
4. Computer-assisted instruction: A number of
computer software programmes are available for
learning and teaching and thus the trainees are
informed by the computer of the accuracy of their
work, are told where and how to proceed next and
are informed of how well they are doing on the job.

20. 5. Vestibule training: In this training programme,
the trainees’ future work station, including the
machine that will be used in the future, is
duplicated and more useful for the trainees
who have little or no knowledge of the job
situation or demands zero errors.

21. Merits
The opportunity to use the ability of the best
instructor and the best planned materials.
Economies of scale by training a large number
of trainees in a classroom.

22. Demerits
Since it involves a large number of trainees in
a training group, it is difficult to meet specific
job needs of the trainees.
May not transfer and relate all knowledge and
skills acquired from the training.
Not useful for developing skills at work.

23. Management Development
• With the increasing trend of globalization,
diversity at work places has increased and
there are issues of managing people with
different cultural backgrounds, values and
ethnic groups in the workplaces.
• similarly, to adapt to the rapid changes in the
technology, managers’ competencies need to
be constantly and continuously built up.

24. • Therefore, management development is a
process of planning and programming in the
organisation to enable managers to cope with
the changing work situations.

25. On-The-Job Management
Development
• Some of the management development
programmes are developed and conducted
more formally with the assistance of training
experts. On the other hand, informal
development programmes are provided by the
managers and supervisors to their
subordinates.

26. 1. Coaching:
• coaching is provided by the immediate
supervisor or boss to the subordinates and need
to have a frequent monitoring and counseling. A
supervisor regularly supervises the job of
his/her subordinates and provides guidance, it
will also serve as the feedback.
• With the help of coaching, the supervisor can
make succession planning of a particular
employees.

27. 2. Job rotation:
• Moving people/managers from one job to
another on a systematic basis in order to
broaden their experience is called job
rotation.

28. 3. Understudy Assignment:
Instead of transferring or promoting a
subordinate, a manager is given some
responsibility to work under the supervision
of his/her immediate boss.

29. 4. Multiple management programme:
lower and middle level managers who have a
potential for future career and promotion are
given an opportunity to participate at the time
of formulating corporate plans, policies and
strategies.

30. Merits
• Increase career opportunities inside the
organisation to take advance responsibility.
• Gives the employees an exposure on the real
job.
• Facilitates transfer of knowledge in on-the-job
situations from one to the other managers to
take future responsibility.

31. Demerits
• May interfere in the regular performance by
damaging the goodwill of the firm.
• Does not involve full responsibility.

32. Off-The-Job Management
Development
1. The formal course method:
A popular method of bringing all participants
up to a common level of knowledge and
generally run by different professional
training institutions.

33. 2. Transactional Analysis:
helps the managers to understand his/her ego
states as well as their surroundings and make
themselves compactable with them. This will
help them to correct their behaviour while
transacting with their counterparts.

34. 3. Simulation:
Participants are given an opportunities to
learn in off-the-job situations that are similar
to actual job conditions and includes role play,
case studies, and decision games.

35. Merits
• Useful to develop self-insight in managers to
take more responsibility in the future.
• Opportunity to interact with different
managers in the course of development.
• Easy transfer of knowledge and skills.

36. Demerits
• Many parts of learning might not be useful in
the real job situation.
• Chances of copying the behaviour of a bad
trainer or a misleading case.

37. Evaluating Training Effectiveness
1. Criteria:
 Reaction of the participants
 Changes in participants’ knowledge and skills
 Changes in participants’ attitude
 Changes in job performance
 Changes in organisational performance.

38. 2. Methods:
Test-retest method
Pre-post performance method
Experimental-control group method

39. 3. process:
Develop evaluation criteria
Pre-test trainees
Monitor training
Evaluate training
Evaluate transfer
feedback