HUMAN

RESOURCES
TRAINING AND DEVELOPMENT
TRANING IS EXPENSIVE.WITHOUT IT IS MORE EXPENISVE
BY-GREGORY D’SOUZA
AGENDA
• Training and
Development
• Training Development
• Difference Between
Training and
Development The Need
for Training
• The Nature of Training
• The Importance of
Training
• Types of Training
• The Training Process
Human Resources
TRAINING
.

• Training is basically a systematic

procedure for transferring technical
know-how to the employees so as to
increase their knowledge and skills for
doing particular jobs.
• Training usually involves teaching
operational or technical employees
how to do their jobs more effectively
and/or efficiently.
• Training is a process of teaching a new
employees the basic skills to perform
their jobs - Garry Dessler
Human Resources
DEVELOPMENT
.

• Efforts made to improve employee’s ability

to handle a variety of assignment.
• Development is a process of preparing
employees for future position and improve
their personal skills to handle the critical
situations in an organization.
• Development is generally aimed at helping
managers better understand and solve
problems, make decisions, and capitalize on
opportunities.
• Development is often considered a HR
function.
Training Development

Understood information
Learn specific behaviors and
concepts and context; develop
Focus actions; demonstrate
judgment; expand capacities
techniques and processes
for assignment

Time Frame Shorter term Longer term

Performance appraisals, cost Qualified people available

benefit analysis, passing tests , when needed; promotion from
Effective Measure
or certification within possible; HR-based
competitive advantage
1.THE NEED FOR TRAINING

• Companies initially used to emphasize only on production process

training i.e. teaching technical skill required to perform jobs, such
as training assembles to solder wires or teachers to device lesson
plans. however training and development programs and their
objectives change in the 1980s and 1990s.
• Employers had to adapt to rapid technological changes, improve
product and service quality, and boost productivity to stay
competitive improving quality often requires remedial-education
training, since quality-improvement programs assume employees
can use critical thinking skills, produce charts and graphs and
analyze data.
2.THE NEED FOR TRAINING

 Employees must also use or acquire skills in team building, decision

making, and communication.
 As firms become more technologically advance, employees require
training in technological and computer skills (such as desk top
publishing and computer aided design and manufacturing).
 As increased competition has put a premium on better service,
employers have turned increasingly to customer-service training to
provide employees with the tools and abilities they need to deal
more effectively with customers, such as effective listening skills.
3.THE NEED FOR TRAINING

 More employers today are also taking advantage of the fact that
training can strengthen employee commitment. This is one reason
why high commitment firms like Toyota provide two weeks of
training per year for all employers-about double the national
average.
NATURE OF TRAINING

• Training usually involves teaching operational or technical

employees how to do their jobs more effectively and/or
efficiently.
• Responsibilities for training are generally assigned to the HR
function.
• In general, training is intended to help the organization function
more effectively.
• Managers must be sure that productivity can be increased through
training and that productivity gains are possible with existing
resources.
IMPORTANCE OF TRAINING
• Trained workers can work more efficiently.
• There will be fewer accidents. As training improves the
knowledge of employees regarding the use of machines and
equipment.
• Wastage is eliminated to a large extent as they use tools,
machines in a proper way.
• Training helps an employee to move from one organization
to another easily. He can be more mobile and pursue career
goals easily.
IMPORTANCE OF TRAINING

• Training makes employees more loyal to an

organization.
 They will be less inclined to leave the unit where
there are growth opportunities.
 Training enables employees to secure promotions
easily.
 They can realize their career goals comfortably.
• Economical supervision-as there is less requirement
for supervision for trained employees.
IMPORTANCE OF TRAINING

• Uniform procedures-with the help of training the

best available methods can be standardized and
made available to all employees
TYPES OF TRAINING
• Orientation Training or Induction Training
 to put the new recruits at ease and to make him introduced with key
personnel and informed about company policies, procedures and benefits.
• Job-instruction Training
 Includes four steps:
1. Orient trainees to job situation by providing them with an overview of the
job
2. Demonstrate the entire job
3. Ask trainees to do the job
4. Evaluate employee performance periodically and offer supplementary
training if necessary
TYPES OF TRAINING
 Apprenticeship Training
• Commonly found in industries such as carpentry and plumbing, apprentices
are trainees here who spend a prescribed period of time working with an
experienced, master worker.
 Required and regular training
• company with various mandated legal requirements (e.g., occupational
safety, EEO) and serves as training for all employees (new employee
orientation)
Training Needs Analysis
The first step in training is to determine what training is required, thus
assessing the training needs of the new employees is important. This is
the diagnostic phase of setting training objectives.

The manager must carefully assess the company’s:

• Strategy
• Resources available for training
• General philosophy regarding training and development
Techniques for Identifying Needs

There are two types of techniques to identify NEEDS:

1. TASK ANALYSIS
2. PERFORMANCE ANALYSIS
Task Analysis
An analysis of the job’s requirements to determine the
training required.

It is done by TASK ANALYSIS RECORD FORM (tabular structure) this

consolidates information regarding the job’s required tasks and skills
which are helpful in determining training requirements.
Techniques for Identifying Needs
Performance Analysis

Verifies performance deficiency and determine whether that

deficiency should be rectified through training or some other
means.
The first step is to appraise employees’ performance, since to
improve it, first determine person’s current performance
compared to what it should be.
To distinguish between can’t do and won’t do problems, their
specific causes and solutions.
Developing Training Objectives
Performance Analysis

 After analyzing training needs, concrete measurable

training objectives should be set.
 Training objective is defined as “A description of
performance you want learners to be able to exhibit
before you consider them competent”
 . Objectives specify what the trainee should be able to
accomplish after training.
 Goals should be objective, verifiable, and specific.
Types of Training Objectives
Training objectives are of three types and can be set as:

 Knowledge - Impart cognitive information and details to trainees.

 Skill - Develop behavior changes in how jobs and task requirement are
performed.
 Attitude - Create interest in and awareness of the importance of
training.

The success of training should be measured in terms of objectives set.

Objectives serve as a check on internationalization, or whether the
person is able to use the training.
Design and Select Training Methods
Work-based Programs

Tie the training and development activities directly to the

performance of the task.

On the Job Training

Having employees learn their job while they are actually
performing it
Apprenticeship
A combination of on-the-job and classroom instruction
Work-based Programs
Work-based Programs

Vestibule Training
A work-simulation situation in which the job is performed
under a condition that closely simulates the real work
environment
Systematic Job Rotation and Transfer Systematically
rotating or transferring the employee from one job to
another
Instructional-based Programs
Approach training and development from a teaching and learning
perspective

Lecture or discussion approach

 A trainer presents the material to those attending
the program in a descriptive fashion
Instructional-based Programs
Computer Assisted Instruction

A trainee sits at a personal computer and operates

software that has been developed specifically to
impart certain information to the individual
Programmed Instruction

The material to be learned is prepared in a manual or

training booklet, which the individual studies at his or her
pace
Different Methods of Training Computer-
assisted
Instruction

Video
Teleconferencing
TRAINING
TECHNOLOGY
Interactive Videos

Team-building
and group-based
methods
Implement Training
Preparation of the Learner
 Put the learner at ease - relieve the tension.
 Explain why he/she is being taught.
 Create interest, encourage questions, find out about the
knowledge of the learner.
 Explain the why of the job, relate it to some job the worker
already knows.
 Place the learner as close to normal working position as
possible.
 Familiarize the worker with equipment, materials, tools, trade
terms
Presentation of the Operation
Preparation of the Learner

Explain quantity and quality requirements.

Go through the job at the normal work pace.
 Explain each step between operations,
difficult parts or those in which errors are
likely to be made.
Explain the key points several times.
Make the learner explain the steps.
Performance Tryout

 Correct the mistakes and if necessary, repeat few

complicated steps.
 Make the trainer run the job at normal pace.
 Have the learner do the job gradually building up
skill and speed.
 As soon as learner demonstrate ability to do the
job, let the work begin.
Follow-Up

 Designate to whom the learner should go

for help. Gradually decrease supervision.
 Correct faulty work patterns that begin to
creep in.
 Compliment good work, encourage the
worker to meet quality/quantity standard.
Evaluate Training
 The penultimate stage in the training strategy is the evaluation and
monitoring of training. It is the most important and often the most
neglected or least adequately carried out part of the training process.

It is both Simplistic and Complicated.

• Simplistic because monitoring is a process whereby information is

gleaned from trainee and then the course and the program are amended
in the light of these comments.
• Complicated because there are other ‘stakeholders’ in the process
besides the trainees, i.e. designers of the courses, the trainers and the
sponsors.
Methods of Evaluation
 Questionnaires (Feedback forms) or ‘happiness sheets’ are
common way of eliciting trainee response programs.
 Tests or examinations are common on formal courses which
provide a certificate, e.g. diploma in word processing skills
although end-of-course tests can be provided after short
courses to check the progress of trainees.
 Projects initially seen as learning methods but they can also be
provide valuable information to instructors.
 Structured exercises and case studies are opportunities to
apply learned skills and techniques under the observation of
tutors and evaluators.
Methods of Evaluation
 Tutor reports. It is important to have the opinions of those who
deliver the training. This gives a valuable assessment from a
different perspective.
 Interviews of trainees post course or instruction period. These can
be informal or formal, individual or group or by telephone.
 Observation of courses and training by those devising training
strategies in the training department is very useful and information
from these observations can be compared with trainee responses.
 Participation and discussion during training needs people who are
adept at intercepting responses as this can be highly subjective.
Performance Measurement
 There are three basic categories of performance information and
its measurement:
1. Trait-based assessment systems assesses or identifies the abilities
or a subjective character trait of employee such as-attitude,
initiative or creativity.
2. Behavior-based systems measures the extent to which an
employee engages in specific, relatively well defined behaviors
while at the job, which leads to success.
3. Results-based systems measures the bottom line associated with
an employees work and his/her accomplishments.
Thank You

“REMEMER ,TRANING IS
NOT WHAT IS ULTIMATELY
IMPORTANT….PERFORMAN
CE IS”MARC ROSENBERG

Thank You
References:
HANDBOOK OF HUMAN RESOURCE
MANAGEMENT PRACTICES,
9 TH EDITION
- MICHAEL ARMSTRONG
HUMAN RESOURCES AND PERSONNEL
MANAGEMENT, 3 RD EDITION
- K. ASHWATHAPPA
HUMAN RESOURCE MANAGEMENT, 7 TH EDITION
- GARY DESSLER