TRAINING AND DEVELOPMENT:

COMPANIES PRACTICES T&D PROGAMS

FedEx Corporation
LG Electronics
Cisco
GE

Training and Development (T&D) –

Art of a continuous effort designed to improve
employee competency and organizational
performance
WHY TRAINING AND DEVELOPMENT

TRAINING : Helps employees to do their current

jobs.

DEVELOPMENT : Helps the individual to handle future

responsibilities.
DEFINITIONS

 Training – Teaching operational and technical skills to

do the job for which an individual is hired .

 Development- Teaching managers and professionals

the skills needed for the present and future jobs to
make them grow according to the need of market.

 Education – Teaching theoretical concepts and develop

a sense of reasoning and judgment.
TRAINING
 To present the employee the skills, abilities and
knowledge they need to perform their current job.

 Employee or management development aimed at

the future job

 Change in attitude

 Training needs = Standard performance –

Actual performance
NEED FOR TRAINING ARISE?

 The installation of new equipment or techniques

 A change in working methods or products produced

 A realization that performance is inadequate

 Labour shortage, necessitating the upgrading of some employees

 A desire to reduce the amount of scrap and to improve quality

 An increase in the number of accidents

 Promotion or transfer of individual employees.

 Ensures availability of necessary skills and there could be a pool of

talent from which to promote from.
PURPOSE OF TRAINING
 To increase productivity and quality

 To promote versatility and adaptability to new methods

 To widen the outlook of managers regarding their roles and responsibilities.

 To Help a Company to Fulfill its Future Personnel Needs.

 To facilitate promotion of workers to higher job

 To increase job satisfaction

 less absenteeism

 To increase efficiency
 DISTINCTION BETWEEN TRAINING AND DEVELOPMENT
Training and Development differ in four ways :

(1)“Who” is learning ;
(2)“What” is learned ;
(3) “Why” such learning takes place ;
(4) “When” learning occurs ;

No Learning Training development

Dimensio
ns
1 Who ? Non-managerial personnel Managerial personnel
2 What ? Technical & Mechanical Theoretical,
operations conceptual ideas

3 Why ? Specific job-related General knowledge

purpose
4 When ? Short-term Long-term
ADVANTAGES OF TRAINING
1 - Leads to improved profitability and/or more positive attitudes toward profits
orientation.

2. Improves the job knowledge and skills at all levels of the organization.

3. Improves the morale of the workforce.

4. Helps people identify with organizational goals.

5. Helps create a better corporate image.

ADVANTAGES OF TRAINING
6. Fasters authentically, openness and trust.
.
7. Improves the relationship between boss and subordinate.

8. Aids in organizational development.

9. Learns from the trainee.

10. Helps prepare guidelines for work.

AREAS OF TRAINING-
1. Human relations training-interpersonal skills,
leadership styles, disciplinary procedure etc.

2. Problem solving training –from simple operational

problems to major decision making problems.

3. Supervisory training-to enable the person to perform

managerial and supervisory functions such as
planning, organising, directing and controlling as
employees move ahead in their career paths to
assume positions of increased responsibility.
THE PRINCIPAL OBJECTIVE OF TRAINING AND DEVELOPMENT

 Individual Objectives – Help employees in achieving

their personal goals, which in turn, enhances the individual
contribution to an organization.

 Organizational Objectives – Assist the organization with

its primary objective by bringing individual effectiveness.
CONT…
 Functional Objectives – Maintain the department’s
contribution at a level suitable to the organization’s
needs.

 Societal Objectives – Ensure that an organization is

ethically and socially responsible to the needs and
challenges of the society.
 
TRAINING AND DEVELOPMENT AS SOURCE OF
COMPETITIVE ADVANTAGE

Contributio
Contributio
nn to
Stability
Stability
to growth
growth

prosperit
efficient
efficient
y

Versatility
Versatility in
in
employees
employees
 Training and Development offer competitive advantage to a
firm by removing performance deficiencies ;making
employees stay long ; minimizing accidents, scrap and
damage; and meeting future employee needs.

Example:
T&D becomes important when mergers and acquisition takes place.
Bank of Madura merged with ICICI .
MAJOR STEPS IN TRAINING PROCESS

Organization Need
al Objective Assessment

Instructiona
l objectives
Evaluation
Evaluation of
Validation(inter results
or intra
Implement
organizational) ation
ORGANIZATIONAL OBJECTIVES &
STRATEGIES
Assessment of its objectives and strategies.

 What business are we in?

 At what level of quality do we wish to provide
this product or service?
 Where do we want to be in the future?

Afterwards assess the strengths and weaknesses

of human resources in organization.
NEEDS ASSESSMENT
 Needs analysis- Developed by considering
the over all organizational requirement,
tasks associated with the jobs; and the
degree to which skills are present
 Objectives
Specific

Accountable

(various solutions)
TRAINING NEEDS ASSESSMENT
 INSTRUCTIONAL OBJECTIVE

It is a next phase in training process . It provides the

input for designing the training program as well as
measure of success (criteria) that would help to evaluate
effectiveness of the training program.
 DESIGNING TRAINING AND
DEVELOPMENT PROGRAMME
‘

Who
Who are
are the
the Who What
What methods
Who are
are the
the methods
trainees?
trainees? trainers? And
And techniques?
techniques?
trainers?

What What
What should
should be
be
Where
Where to
to conduct
conduct What principles
principles
Of The
The level
level of
of
the
the programme?
programme? Of learning
learning
training?
training?
 Who are trainees?
 These are people selected for training on the basis of
nomination, recommendations by supervisors or by HR
department itself. There should two or more people.

 Who are the trainers?

Training can be conducted by several people like:
 Members of HR staff.
 Outside consultants.
 Specialist in other parts of the company.
 Industry Associations
 Outside consultants
FACTORS DETERMINING TRAINING METHODS

A no. of factors determine the choice of the type of

training methods used by an organization. These are:
 Organizational cultures

 Learning principles

 Content of the program

 Time factor

 Cost effectiveness

 Employee preferences

 Trainer preferences
METHODS OF TRAINING

ON THE JOB METHOD

OFF THE JOB

METHOD
TYPES OF TRAINING
On the job training

 It is conducted at the work site and in the context of the job. It is many
times informal. An experienced worker shows a trainee how to work
on the job.

 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.

 Refresher training
 ON THE JOB TRAINING METHODS

 Mentoring: It is a relationship in which a senior manager

in an organization assumes the responsibility for
grooming a junior person. Technical and interpersonal
skills are conveyed by these experienced person.
 CONT..
 Coaching: It is a kind of daily training and feedback
given to employees by immediate supervisors. It
involves a continuous process of learning by doing.

 Job Rotation: This kind of training involves the

movement of trainee from one job to another. This help
him to have a general understanding of how the
organization functions.
 CONT..
 Job Instruction Technique(JIT): Job
Instruction Technique (JIT) uses a strategy
with focus on knowledge (factual and
procedural), skills and attitudes development.
JIT consists of four steps:
1. Plan

2. Present

3. Trial

4. Follow-up
MERITS OF ON THE JOB TRAINING

 Effective method
 Least expensive
 Trainee is highly motivated
 The training is free from an artificial situation of
classroom.
 Becomes confident if they are supervised and
guided as they feel they are doing the job right
DEMERITS OF ON-THE JOB
TRAINING
 The experienced employee may lack expertise
to train the juniors.

 The training programme itself is not

systematically organized.

 A poorly conducted OJT programme to create

safety hazards, result in damaged products &
bring unnecessary stress to the trainees.
 OFF THE JOB METHOD
Off the job training involves employees taking training
courses away from their place of work. This is often also
referred to as "formal training".

Off the job training courses might be run by the business'

training department or by external providers.
 OFF THE JOB TRAINING METHODS

 Lectures: The lecture is a direct and traditional method

of instruction. Under this verbal presentation is given to
large audience by the instructor.
 CONT..
 Role Playing: It is defined as a method of human
interaction that involves realistic behavior in imaginary
situation. This method of training involves action, doing
and practice.

 Vestibule Training: Actual working conditions are made

in a class-room and materials required for actual job
performance is also bought.
 CONT..
 Simulation: Any training activity that explicitly
places the trainee in an artificial environment that
closely mirrors actual working conditions can be
considered a Simulation.

 Films: It can provide information & explicitly

demonstrate skills that are not easily presented by
other techniques. Motion pictures are often used in
conjunction with Conference, discussions to clarify
& amplify those points that the film emphasized.
 CONT..
 In-Basket Exercise: It is also known as In-tray
method of training. The trainees is presented
with a pack of papers & files in a tray
containing administrative problems & is asked
to take decisions on these problems & are asked
to take decisions on these within a stipulated
time. The decisions taken by the trainees are
compared with one another. The trainees are
provided feedback on their performance.
 
 CONT..
 Experiential Exercises: They are usually short,
structured learning experiences where
individuals learn by doing. For instance, rather
than talking about inter-personal conflicts & how
to deal with them, an experiential exercise could
be used to create a conflict situation where
employees have to experience a conflict
personally & work out its solutions.
MERITS OF OFF-THE JOB TRAINING
 The employee is free from distractions.

 To concentrate better on learning the job rather

than just performing it.

 Use of specialist trainers and accommodation

 Opportunity to mix with employees from other

businesses
 DISADVANTAGES OF OFF-THE-JOB TRAINING:

 Employee needs to be motivated to learn

 May not be directly relevant to the employee's

job

 Costs (transport, course fees, examination fees,

materials, accommodation
LEVEL OF LEARNING

Fundamental Knowledge

Skill Development

Operational Proficiency
LEARNING PRINCIPLES
 Training and development programs can be more
effective by considering following principles of
learning:

 Employee motivation
 Rcognition of individual difference
 Practice Opportunities
 Reinforcement
COTD…
 Feedback

 Goals

 Schedules of learning

 Meaning of material

 Transfer of learning
Conduct of training:

 A final consideration is where to conduct the training

and development program. The following choices are:
 At the job itself.
 On site but not the job. For e.g.: in a training room of
the company.
 Off the site. For e.g.: classroom ,hotel, etc.

 Combination of the above 3 can also be used.

WHAT DO YOU MEAN BY EVALUATION OF TRAINING

 Evaluation is:
 Last stage in the training and development process.

 The process of determining, to what extent the

( training) objectives are actually being realized.

 The process of providing feedback to trainers about the

effectiveness of their training.
PRINCIPLES OF EVALUATION
 Evaluation should have clear goals and purposes of
evaluation.

 Evaluation must be specific.

 Evaluation must be based on objective method and

standards.

 Target dates must be set for each phase of the evaluation

process.
LEVELS OF EVALUATION

Extent of learning
Participant’s opinions
(learning)
(reaction)

Behavioral change objectives (result)

(behavior)
LEVELS OF EVALUATION

REACTION

 Evaluate the reaction level of trainees by conducting

interviews or by administering questionnaires to the
trainees.

 Conducts survey that asked them to rate the value of

the training, the style of the instructors, and the
usefulness of the training to them.
LEVELS OF EVALUATION
LEARNING

 Evaluated by measuring how well trainees have learned

facts, ideas, concepts, theories, and attitudes.

 Tests are conducted on the training before and after

training to know the effect of training.

 To evaluate training courses at some firms, test results

are used to determine how well the courses have
provided employees with the desired content.
LEVELS OF EVALUATION
BEHAVIOR

Evaluating training at the behavioral level involves:

(1) Measuring the effect of training on job performance

(2) Observing job performance.

 Behavior is more difficult to measure than reaction and

learning.
LEVELS OF EVALUATION
RESULTS

 Employers evaluate results by measuring the effect of training on

the achievement of organizational objectives.

 Results such as productivity, turnover, quality, time, sales, and

costs are relatively concrete, this type of evaluation can be done
by comparing records before and after training
THANK YOU