Concepts of Training and development

what is training?
The term training denotes a systematic procedure for transferring technical know-how to the employees so as to increase their knowledge and skills for doing particular jobs. Training is the act of increasing the knowledge and skills of an employee for doing a particular job. It involves the development of skills that are usually necessary to perform a specific job. Its purpose is to achieve a change in the behavior of those trained and to enable them to do their jobs better.

The terms training, development and education are sometimes used synonymously. This is not correct as these terms have different connotations and scope. The term training is used to indicate the process by which attitudes, skills and abilities of employees to perform specific job are increased. But the term development means growth of the individual in all relation to operative employees. Training is a short-terms personnel learn technical knowledge and skill for the definite purpose. Development is a long-term educational process utilising a systematic and organised procedure by which managerial learns conceptual and theoretical knowledge for general purpose.

Objectives of Training
1. 2345. To impart job knowledge and skill to new employees. To improve and update the knowledge and skills of existing employees. To improve the attitude and behavior of employees. To prepare employees for other promotion: To mould personnel to adapt to organisational changes.

Need and Importance of Training

Training is a necessity and not a luxury. Many big companies spend huge amounts on training as it is generally felt motivates employees to put hard work. If employees understand jobs well, their morale increases and there is also a sense of recognition among the employees that they are the valued members of the enterprise. Training is a tool of effective management process. Under the umbrella of training, several useful functions management can be performed. Training reduces the need for constant and close supervision ; thus it helps in management by exception. A manager can delegate authority and responsibility to his subordinates, who will not he reluctant to accept new assignments if they have been given proper training. In addition, management can get better results, and can put its plans into action surely with the help of trained work force. Management can also increase the morale of the employees and motivtes them to work for the achievement of organisational goals by installing a suitable system of training. Training can also offer the management an assessment of those within its labour force who might be well suited for new jobs and responsibilities. If the training has a sufficient degree of openness, it will allow to disclose skills and abilitities among the persons which might otherwise go unnoticed.

Value of training to the organization

1. Systematic learning:
A systematic training programme help to reduce the learning time to reach the acceptable level of performance .The employees need not learn by trial and error or by process or by observing others and waste time if the formal training programme exists in the organization. 2. Better performance: A trained employee usually shows better productivity and higher than an untrained employee. 3. Recruitment through promotion When totally new skills are required by an organization, it has to face great difficulties in the selection process. It is better to select and train from within the organization rather than seek the skilled employees from outside sources. 4. Better utilization of machines and materials Machines and materials handled economically resulting in the elimination of wastage .It leads to reduction in cost of production. 5. Economical supervision

If the employees are given proper training, the responsibility of supervision is lessened .Training does not eliminate the need for supervision but it reduces the need for detailed and constant. 6. Uniform procedures With the help of training the best available methods of performing the work can be standardized and made available to all employees. 7. Reduction in accidents Since the workers are trained in handling machines and are taught various safety measures, the rate of accidents falls considerably. 8. High morale Training helps in reducing absenteeism, labor turnover and grievances among the employees. This will increase the morale of employees. 9. Better climate An endless chain of positive reactions results from training such as higher productivity, better quality ,efficient use of resources, more financial incentives, stress on promotion ,less conflicts and so on.

Value of Training to the Employee

Training is useful not only to the organization, but to the workers also. The workers may derive the following benefits from training: 1. Increased Skills and Knowledge: The employees acquire new skills and knowledge which will help them improve their training. 2. High Productivity: The productivity of the workers is increased as a result of training. 3. Opportunity for Promotion: The efficient workers can sharpen their skills during training. This helps them to try for promotion to higher jobs. 4. Increased Mobility: Trained employees can shift from one job to another or even from one organization to another in order to advance in their career. 5. High Morale: Trained employed know their jobs fully and have greater job satisfaction. This increases their morale. 6. Less Accidents : Trained workers are less prone to accidents as they know how to use risky machines and materials. They also know their jobs fully and have greater job satisfaction. This increases their morals. PRINCIPLES OF TRAINING Irrespective of the type of training programme must be based on the following basic principles. a. Training programme must be based on the principles of individual differences. It must be borne in mind that individuals differ in ability and speed to learn, interests and other personal characteristics.

b. The need for and the depth and nature of training to be provided should be worked out from the job analysis. c.For effective motivation of trainees, suitable incentives must be provided. d.Both the executive and supervisors as well as the trainees must take active part in the training activities, so that all concerned evince genuine interest in the training. e) The trainers selected for imparting should undergo special training for the purpose. A well qualified trainer is one who not only has mastery of the technical details of the particulars job, but also knows how to train, i. e. coach.

Kinds of Training Programmes :

1. Induction or Orientation Training

Induction or orientation is concerned with the problem of orienting a new employee to the organisation and its procedures, rules and regulations. When a newly appointed employee reports for work, he must he helped to get acquainted with the work environment and the fellow employees. It is better to given him to the organisation and help him to get a general idea about the rules and regulations, working conditions, etc. of the organisation.

2. Job Training :
Job training is given in different ways to make the worker proficient in handling machines, equipments and materials so that operations are smooth and faultless and accidents are avoided. Training for a job is the most common inplant training programme. Job training is necessary for new employees to acquaint them with the jobs they expected to perform. Various on the job training and off-the-job training techniques are adopted to educate the employees in handing the equipment and raw materials correctly and perform their jobs efficiently. The purpose of job training is to enable them to learn new techniques, skills and knowledge. Job training is also essential to create interest of the employees in their jobs and to keep the number of accidents as low as possible.

3. Craft Training:
Training for craftsmanship involves preparation, not for a single job but for the many types of related jobs which can be assigned to a competent craftsman. The extent and intensity of training vary from craft to craft. Apprenticeship training is the major method adopted for this type of training.

4. APPRENTICE SHIP:
Apprenticeship training is desirable in industries which require a constant flow of new employees expected to become all round craftsman. It is very much prevalent in printing trade, building and construction, and crafts like machinists, electricians, welders, etc. Under apprenticeship training, the trainee is placed under the supervision of an experienced person who teaches him the necessary skills and observes his performance. The advantages of apprenticeship training to the trainees are that they receive stipend while learning and acquire a valuable skill which command s a goods wage in the labour market.

5. Learner Training

Learner training programme is meant for those people who do not have sufficient vocational background and knowledge about the jobs for which they have been selected. Such employees are sent to vocational schools for some time where they get some education and learn machine operations. Thus, learner training is a programme of education plus training. Such trainees are placed on regular work assignments after they complete the training programme.

6. Internship Training:
Internship training has become quite popular these days because of cooperation between employees and vocational and professional institutional institutions. Under this method, the vocational or professional institute enters into arrangement with a big business enterprise for providing practical knowledge to it students through actual work experience.

Training Methods
Individual and Group Training Methods

Off-the-Job Training

On-the-Job Training

1.On-job training Cannell (1997:28) defines on-the-job training as: Training that is planned and structured that takes place mainly at the normal workstation of the trainee- although some instruction may be provided in a special training area on site - and where a manager, supervisor, trainer or peer colleague spends significant time with a trainee to teach a set of skills that have been specified in advance.

Advantages
1) 2) 3) 4) 5) 6)

Tailor-made course content with use of REAL company situations/examples. It is usually less expensive than off-job training Learning will take place using the equipment which will be actually used A method by which trainee learns by actual experience. Least expensive since no separate arrangement required. No stoppage in the regular activity.

Disadvantages
1) 2) 3) 4) 5) Possibility of poor instruction and insufficient time. Trainee may be exposed to bad work practices. A large amount of spoiled work and scrap material may be produced. Valuable equipment may be damaged. Training takes place under production conditions that are stressful, i.e. noisy, busy, confusing and exposing the trainee to comments by other workers 6) Costly if not implemented properly. 7) Chances of casualties and accidents 8) Damaged products or material.

On the Job Training Methods 1. Orientation training 2. Job-instruction training 3. Apprentice training 4. Internships and assistantships 5. Job Rotation
2. Off the job method Location of training may be company class room, an outside place owned by the organization, an education institution or association which is not a part of the company.

Advantage
1) 2) 3) 4) 5)

A specialist instructor enables delivery of high quality training. Wider range of facilities and equipment are available. The trainee can learn the job in planned stages. It is free from the pressures and distractions of company life. It is easier to calculate the cost of off-job training because it is more self-contained

Disadvantages

1) Can result in transfer of learning difficulties when a trainee changes from training equipment to production equipment. 2) No training can be entirely off-job as some aspects of the task can only be learned by doing them in the normal production setting, with its own customs and network of personal relationships. 3) Can be more expensive. 4) Carrying out the training

These methods are: 1. Vestibule 2. Lecture 3. Special study 4. Films 5. Television 6. Conference or discussion

7. Case study 8. Role playing 9. Simulation 10. Programmed instruction

At this point, it is worthwhile to elaborate on important techniques of training. Let us go through the following for better understanding - lectures, audio-visuals, on-the job training, programmed instruction, computer-aided instruction, simulation

1. Vestibule Training:
This training method attempt to duplicate on-the-job-situation in a company classroom. It is a classroom training that is often imported with the help of the equipment and machines, which are identical with those in use in the place of work. This technique enables the trainees to concentrate on learning new skill rather than on performing on actual job. This type of training is efficient to train semi-skilled personnel, particularly when many employees have to be trained for the same kind of work at the same time. Often used to train bank tellers, inspectors, machine operators, typists etc. In this, training is generally given in the form of lectures, conferences, case studies, role-play etc. An example is the training of airline pilots in a simulated cockpit. This type of training is generally used when the use of actual equipment by untrained employees would be too risky or when the actual work setting would be unconducive to learning (e.g. because of noise levels).

2. Demonstrations and Example:

In this type of training method trainer describes and displays something, as when he teaches an employee, how to do something by actually performing the activity himself & going on explaining why & what he is doing. This method is very effective in teaching because it is much easier to show a person how to do a job than tell him or give him instruction about a particular job. This training is done by combination with lectures, pictures, text materials etc.

3. Lectures: Lecture is a verbal presentation of information by an instructor to a large

audience. The lecture is presumed to possess a considerable depth of knowledge of the subject at hand. A virtue of this method is that is can be used for very large groups, and hence the cost per trainee is low. This method is mainly used in colleges and universities, though its application is restricted in training factory employees. Limitations of the lecture method account for its low popularity. The method violates the principle of learning by practice. It constitutes a one-way communication. There is no feedback from the audience. Continued lecturing method can be made effective it if is combined with other methods of training.

4. Audio-visuals: Audio-visuals include television slides, overheads, video-types and

films. These can be used to provide a wide range of realistic examples of job conditions and situations in the condensed period of time. Further, the quality of the presentation can be controlled and will remain equal for all training groups. But, audio-visuals constitute a one-way system of communication with no scope for the audience to raise

doubts for clarification. Further, there is no flexibility of presentation from audience to audience.

5. Programmed Instruction (PI): This is method where training is offer without the
intervention of a trainer. Information is provided to the trainee in blocks, either in a book form of through a teaching machine. PI involves: 1. Presenting questions, facts, or problems to the learner 2. Allowing the person to respond 3. Providing feedback on the accuracy of his or her answers 4. If the answers are correct, the learner proceeds to the next block. If not, he or she repeats the same.

6. Computer-Assisted Instruction (CAI): this is an extension of the PI method. CAI

provides for accountability as tests are taken on the computer so that the management can monitor each trainees progress and needs. CAI training program can also be modified easily to reflect technological innovations in the equipment for which the employee is being trained. This training also tends to be more flexible in that trainees can usually use the computer almost any time they want, thus get training when they prefer.

7. Apprenticeship: This method of training is usually done in crafts, trades and in

technical areas. It is the oldest and most commonly used method, if the training is relatively for a longer period. Here a major part of training is spent on the job productive work. Each apprentice is given a programme of assignments according to a predetermined schedule, which provide for efficient training in trade skills.

8. Simulation: A simulator is any kind of equipment or technique that duplicates as

nearly as possible the actual conditions encountered on the job. Simulation then, is an attempt to create a realistic decision-making environment for the trainee. Simulations present likely problem situations and decision alternatives to the trainee. The more widely held simulation exercises are case study, role-playing and vestibule training.

9. Conference: In this method, the participating individuals confer to discuss points of

common interest to each other. It is a basic to most participative group centered methods of developments. This emphasis on small group discussion, on organized subject matter and on the active participation of the members involved. There are three types of conferences, * Direct discussion: - Here trainer guides the discussion in such a way that the facts, principles or concepts are explained. * Training Conference: - The instructor gets the group to pool its knowledge and past experience and brings different points of view to bear on the problem. * Seminar Conference: - In this method instructor defines the problem, encourages and ensures the full participation in the discussion.

10. Case Studies: This method is developed in 1800S At the Harvard Law School. The
case study is based upon the belief that managerial competence can best be attained through the study, contemplation and discussion of concrete cases. When the trainees

are given cases to analyse, they are asked to identify the problem and recommend tentative solution for it. The case study is primarily useful as a training technique for supervisors and is especially valuable as a technique of developing discussion-making skills, and for broadening the prospective of the trainee. In case study method the trainee is expected to master the facts, should acquainted with the content of the case, define the objective sought in dealing with the issues in the case, identify the problem, develop alternative courses of action, define the controls needed to make the action effective and role play the action to test its effectiveness and find conditions that may limit it.

11. Role Playing: In role-playing trainees act out the given role as they would be in
stage play. Two or more trainees are assigned parts to play before the nest of the class. Here role players are informed of a situation and of the respective roles they have to pay. Sometimes after the preliminary planning, the situation is acted out by the role players. This method primarily involves employee-employer relationship Hiring, firing, discussing a grievance procedure, conducting a post appraisal interview etc.

12. Programmed Instructions: This method involves a sequence of steps that are
often set up through the central panel of an electronic computer as guides in the performance of desired operation or series of operations. This method involves breaking information down into meaningful units and then arranging these in a proper way to form a logical and sequential learning. The programme involves presenting questions, facts or problems to trainees to utilize the information given and the trainee instantly receive feedback on the basis of the accuracy of his answers.

PHASES OF TRAINING

start

Organizational Objective Identifying training Needs Training And Development objective Designing Implimentation Evaluation

End

1. Organizational objectives 2. Assessment of Training needs

3. 4. 5. 6.

Establishment of Training goals Designing training programme Implementation of training programme Evaluation of results

Let us go through the steps in training process in detail:

I. Organizational Objectives and Strategies:

The first step in the training process in an organization is the 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? It is only after answering these related questions that the organization must assess the strengths and weaknesses of its human resources.

II. Needs Assessment:

Needs assessment diagnosis present problems and future challenges to be met through training and development? Organizations spend vast sums of money (usually as a percentage on turnover) on training and development. Before committing such huge resources, organizations that implement training programs without conducting needs assessment may be making errors.

Needs assessment occurs at two levels- group and individual. An individual obviously needs training when his or her performance falls short of standards, that is, when there is performance deficiency. Inadequacy in performance may be due to lack of skill or knowledge or any other problem. The problem of performance deficiency caused by absence of skills or knowledge can be remedied by training. Faulty selection, poor job design, improving quality of supervision, or discharge will solve the problem.

Needs Assessment Methods: How are training needs assessed? Several

methods are available for the purpose. As shown below some are useful for organizational-level need assessment and others for individual need assessment.

Performance standards
Actual Performance Level
Deficiency
The Need

Expected Performance Level

or

Expected Performance

Actual Deficiency - Performance = In performance = Training Need

Figure: Occupational/ Individual Training Need

Methods used in Training Needs assessment :

Group or organizational analysis Organizational goals and objectives. Personnel /skills inventories Organizational climate indices Efficiency indices Exit interview MBO or work planning systems Quality circles Customer survey/satisfaction data Consideration of current and projected changes

Individual analysis Performance appraisal Work sampling Interviews Questionnaires Attitude survey Training progress Rating scales.

SYMPTOMS INDICATING TRAINING NEEDS

a. Low output b. Low reliability

c. Poor quality d. High wastage/scrap e. Falling standard or performance f. Increase in time to perform tasks g. Time taken to learn how to perform tasks is to long h. Low utilization of machines and equipment i. High machine breakdown time j. High accident rates k. High labor turnover l. Low motivation m. High absenteeism n. Poor staff and management relationship o. Frequent delay p. Frequent dispute and strikes q. Customer complaints about staff inefficiency r. Lack of cooperation s. Recruitment problems t. Declining profits

III. Training and Development objectives

Once training needs are assessed, training and development goals must be established. Without clearly set goals, it is not possible to design a training and development programme and, after it has been implemented there will be no way of measuring its effectiveness. Goals must be tangible, verifiable, and measurable. This is easy where skills training is involved. For example, the successful trainee will be expected to type 55 words per minute with two or three errors per page. Nevertheless, clear behavioral standards of expected results are necessary so that the programme can be effectively designed and results can be evaluated.

IV. Designing Training and Development Programme

Every training and development programme must address certain vital issues 1. Who participates in the programme? 2. Who are the trainers? 3. What methods and techniques are to be used for training? 4. What should be the level of training? 5. What learning principles are needed? 6. Where is the program conducted?

A) Short listing of the trainees.

Proper choice of trainees is of major importance .A trainees should be trained for the kind of job he likes and is fitted to perform. Careful screening of the candidate for training will raise the effectiveness of the training programme.

B)Who are the trainers:

Trainers should be selected on the basis of self-nomination, recommendations of supervisors or by the HR department itself. Whatever is the basis, it is advisable to have two or more target audience. For example, rank-and-file employees and their supervisors or by the HR department itself. Several people, including the following may conduct training and Development programmes: 1. Immediate supervisors 2. Co-workers, as in buddy systems, 3. Members of the personnel staff, 4. Specialists in other parts of the company, 5. Outside consultants, 6. Industry associations, and faculty members at universities.

C-Determining the Training Period:

The length of the training period depends upon the skills to be acquired,the trainees learning capacity and the trainees learning capacity and the training method used .for e.g. a simple induction programme for clerks may require an hour a day while a course in computer programming may be given two hour a week for 15 weeks. To maintain the interest and secure maximum accomplishment, no single session should last longer than two hours.

D-Training Inputs:
A text or some written material is usually desirable as a basis for instruction, review and references. A complete outline of the whole course should be made available with the main topics included under each heading. The training material should be distributed among the trainees well in advance so that they may come prepared to the lecture class and may be able to understand the operation s quickly and may remove the doubts by asking questions from the instructor.

V. Implementation Training presentation

This is the action phase of training under which trainer tells, demonstrate and illustrate in order to put over the new knowledge among the trainees. The learner should be told of the sequence of the entire job, the need for each step in the job, the relationship of the job to the total workflow etc.

Instruction should be clear and complete. Audio visual aids should be used to demonstrate.

VI. Training Evaluation

Why Evaluate? To monitor the quality of training Provide feedback To appraise the overall effectiveness of the investment in training To assist the development of new methods of training To aid the individual evaluate his or her own learning experience. According to Kirpatrick behavior change brought about by the training function can be divided into: Change of skill Change of Knowledge Change of Attitude

a)Skill:
Change of skill may be measured by a change in production/output

b)Knowledge: c)Attitude:

Testing the conceptual clarity on the subject matter can assess change of knowledge. Here trainer deals with concepts or principle Attitude change is the most difficult of behavioral change. There are three ways to evaluate attitudinal changes in an individual: I) By the subjective evaluation of others about the person; II) By the individual verbalization of his or her family III) By the individuals total productivity

WHY TRAINING FAILS

1. 2. 3. 4. 5. 6. 7. 8. Training benefits unclear to top management Management commitment lacking Inadequate budget Improper planning or execution Unclear objectives Mismatch of training objectives or methods or agencies Workers not spared by department Large scale poaching

9. Resistance from unions 10. Resistance from trainees An effective characteristics training programme should possess the following

Training programme should be chalked out after identifying the training needs or goals. It should have relevance to the job requirements. An effective training programme should make due allowance for the difference among the individuals with regard to ability, aptitude, learning capacity, emotional make-up etc. A good training programme should prepare the trainees mentally before they experienced trainers. An effective training programme should be conducted by well qualified and experienced trained. An effective training programme should have the top managements support which can greatly influence the quality of training in the organization by the policies it adopts and the extent to which it supports the training programme. An effective training programme should be supported by a system of critical appraisal of the outcome of the training efforts.

Differences between mentoring and coaching

The CIPD differentiates between coaching, mentoring and counselling. It is helpful to understand these differences as, although many of the processes are similar, they are generally delivered by individuals with different qualifications and different relationships with their client.
Coaching Relationship generally has a set duration Generally more structured in nature and meetings are scheduled on a regular basis Short-term (sometimes time-bounded) and focused on specific development areas/issues

Mentoring Ongoing relationship that can last for a long period of time Can be more informal and meetings can take place as and when the mentee needs some advice, guidance or support More long-term and takes a broader view of the person

Mentoring Mentor is usually more experienced and qualified than the mentee. Often a senior person in the organisation who can pass on knowledge, experience and open doors to otherwise out-ofreach opportunities Focus is on career and personal development Agenda is set by the mentee, with the mentor providing support and guidance to prepare them for future roles Mentoring resolves more around developing the mentee professional

Coaching Coaching is generally not performed on the basis that the coach needs to have direct experience of their clients formal occupational role, unless the coaching is specific and skills-focused Focus is generally on development/issues at work The agenda is focused on achieving specific, immediate goals Coaching revolves more around specific development areas/issues