trainingdevelopment-130715233146-phpapp02

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Training & Development. Amit's

INDEXINDEX

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Sr. No. Particular Page No.1. Introduction. 2.2. Object of Training. .!. Identif" Training #eed. $.. Training & Development %as competitive advantage. .

. (enefits of Training. ).$. Training *et%ods. 1+.,. Implementation of training -rogramme. 1 .. valuation of -rogramme. 1$.). /0earning. 1,.

1+. /learning Advantage & Disadvantages. 1 .

11. o to ma3e training effective. 1).12. 4ummar". 2+.


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TRAINING AND DEVELOPMENT

0earning Objectives

After reading t%is -roject5 "ou s%ould be able to6

7nderstanding t%e nature and importance of training and development and

identif" t%e various inputs t%at s%ould go into an" suc% programme.

Important *et%ods & (enefits of Training & Development

Delineate t%e different stages in a training and development programme and

describe eac% step.

7nderstanding t%e need for and t%e a"s of training for international

assignments

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2. =ost of training is muc% less t%an t%e cost of gaining ere:uent feedbac3 to measure t%e progress of learners?participants.

De!inition:

@It is attempt to improve current or future emplo"ee performance b" increasing an

emplo"ees abilit" to perform t%roug% learning usuall" b" c%anging emplo"ees attitude

or increasing %is or %er s3ill & 3no ledge@

-Shirley Bosky

@Training & Development is a one of t%e significant tec%ni:ue to encourage emplo"ee

to ta3e interest in %is or3 b" developing s3ill & 3no ledge %ic% ill definitel"

reflects in organi9ational profits.@

@Training & Development refer to t%ose specific learning opportunit" designed to

%elp emplo"ees gro .@


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O#$ECTIVES O% TRAINING

T%e objectives of training according to t%e emplo"ees belonging to different

levels of organi9ations. T%e basic objective of training5 %o ever5 is to establis% a

matc% bet een emplo"ee and %is job. T%is training is designed to improve

3no ledge5 s3ills5 and attitude and5 t%us e:uip t%e individual to be more effective in

%is present job or prepare %im for a future assignment. o ever5 individual s gro t%

s%ould not be ta3en as an end. >rom t%e point of vie of an organi9ation individual

gro t% is a means to organi9ational effectiveness. T%e viabilit" depends on t%e

efficienc" t%at an organi9ation ac%ieves in meeting its goals.

In"uction

Training constitutes a significant step in t%e induction of t%e individual into t%e

compan" s a" of life. Its %elps t%e emplo"ee to 3no t%e compan" s culture5

structure5 relations%ip s role5 policies and rules of t%e organi9ations. T%e basic idea

is to ta3e relativel" "oung people and e


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IDENTI%+ING TRAINING NEEDS

Identif"ing training needs is a process t%at involves establis%ing areas %ere

emplo"ees lac3 s3ill5 3no ledge5 and abilit" in effectivel" performing t%e job and

also identif"ing organi9ational constraints t%at are creating road bloc3s in t%e

performance.

Organi,ational Anal-'i'

T%e anal"sis ould %elp identif" deficiencies and mec%anisms t%at ould be

needed to ma3e adjustments in t%ose deficiencies. T%is anal"sis begins it% anunderstanding of s%ort/term and long/term goals of t%e organi9ations5 as a %ole5

and for eac% department specificall". T%is ould %elp to identif" %at capacities

are needed to fulfill t%ese goals.

Ta' Anal-'i'

T%is involves a detailed anal"sis of various components of jobs5 and %o t%e" are

performed. Anal"sis of tas3s ould indicate %et%er tas3s %ave c%anged over period of time and %et%er emplo"ees %ave ade:uate s3ill in performing t%ese

tas3s.

Man Anal-'i'

T%e focus is on emplo"ee s s3ills abilities5 3no ledge5 and attitude. Of t%e t%ree5

t%is is a more comple< component because of difficulties in assessing %uman

contribution. Cenerall" suc% indicators as production data5 meeting deadlines5

:ualit" of performance5 personal data suc% as or3 be%aviour5 absenteeism5 late/

coming provide input for man anal"sis.


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Anal-'i' o! E/ui&(ent

=%ange in e:uipment or modification of e


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TRAINING AND DEVELOPMENT 1AS A COMPETITIVE

ADVANTAGE

=ompanies derive competitive advantage from training and development.

Training and development programmes %elp to remove deficiencies in emplo"ees.

T%is is particularl" true %en

1. T%e deficienc" is caused b" lac3 abilit" rat%er t%an a lac3 of motivation to

perform.

2. T%e individuals involved %ave t%e aptitude and motivation need to learn to

do t%e job better.

!. 4upervisors and peers are supportive of t%e desired be%aviors.

T%ere is greater stabilit"5 fleurt%er5

trained emplo"ees tend to sta" it% t%e organi9ation. All rounder can be transferred to

an" job. >leurt%er t%e need of emplo"ees ill be met t%roug% training and development

programmes. Training serves as an effective source of recruitment. Training is an

investment in 8 it% a promise of better returns in future.

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Training becomes almost essential %en mergers or ac:uisitions ta3e place5 as

%as %appened to t%e I=I=I (an3. %en (an3 of *adura got merged it% t%e best

ban3 of 2++! FI=I=IG5 2 ++ emplo"ees average are of 2 "ears. T%e average age of

t%e merged ban3 as !. Integration became a c%allenge and training t%erefore become imperative.

#ENE%ITS O% EMPLO+EE TRAINING

To Organization

1. 0eads to improved profitabilit" and ?or more positive attitudes to ards profit

orientation.

2. Improves t%e job 3no ledge and s3ills at all levels of t%e organi9ation

!. elps people identif" it% organi9ational goals

. Improves relations%ip bet een boss and subordinate

. =reates an appropriate climate for gro t%5 communication

$. elps 3eep costs do n in man" areas5 e.g. production5 personnel5

administration5 etc.

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To the Individual

1. elps t%e individual in ma3ing better decisions and effective problem solving.

2. Aids in encouraging and ac%ieving self/development and self/confidence

!. elps a person %andle stress5 tension5 frustration and conflict

. *oves a person to ards personal goals %ile improving interactive s3ills

. elps a person develop spea3ing and listening s3illsH also riting s3ills %ene


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constitute a one/ a" s"stem of communication it% no scope for t%e audience to

raise doubts for clarification and t%ere is no fleinall"5 t%e training is free from an artificial situation of a classroom

Demerits: -

1. T%e e


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Progra((e" In'truction 3PI4

T%is is met%od %ere training is offered it%out t%e intervention of a trainer.

Information is provided to t%e trainee on bloc3s5 eit%er in a boo3 form of t%roug%

a teac%ing mac%ine. After reading eac% bloc3 of material5 t%e learner must ans era :uestion about it. >eedbac3 in t%e form t%e correct ans er is provided after eac%

response. T%us5 programmed instruction F-IG involves6

1. -resenting :uestion5 facts5 or problems to t%e learner.

2. Allo ing t%e person to respond.

!. -roviding feedbac3 on t%e accurac" of %is or %is ans ers.

. If t%e ans ers are correct5 t%e learner proceeds to t%e ne


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Co(&uter A''i'te" In'truction 3CAI4

=AI is an improved s"stem %en compared to t%e -I met%od5 in at least t%ree

respects. >irst5 =AI provides for accountabilit" as tests are ta3en on t%e computer

so t%at t%e management can monitor eac% trainee s progress and needs. 4econd5 a=AI training programme can also modified easil" to reflect tec%nological

innovations in t%e e:uipment for %ic% t%e emplo"ee is being trained. T%ird5 t%is

training also tends to be more fle


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Role Pla-ing

It generall" focuses on emotional mainl" %uman relations issues rat%er t%an actual

ones. T%e essence of role/pla"ing is to create a realistic situation5 as in case stud"5and t%en %ave t%e trainees assume t%e parts of specific personalities in t%e

situation. >or e


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variet" of names/laborator" training5 encounter groups5 or T/groups Ftraining

groupsG.

CONDUCT O% TRAINING

A final consideration is %ere t%e training and development programme is to be

conducted. Actuall"5 t%e decision comes do n to t%e follo ing c%oices6

1. At t%e job itself

2. On site but not t%e job/e


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IMPLEMENTATION O% T1E TRAINING PROGRAMME.

Once t%e training programme %as been designed5 it needs to be implemented.

Implementation is beset it% certain problems. In t%e first place5 most managers are

action/oriented and fre:uentl" sa" t%e" are too bus" to engage in training efforts.

4econdl"5 availabilit" of trainers is a problem. In addition to possessing

communication s3ills5 t%e trainers must 3no t%e compan" s p%ilosop%"5 its

objectives5 its formal and informal organi9ations5 and goals of t%e training

programme. Training and development re:uires a %ig%er degree of creativit" t%an5

per%aps an" ot%er personnel specialt".

4c%eduling training around t%e present or3 is anot%er problem. o to

sc%edule training it%out disrupting t%e regular or3E T%ere is also t%e problem of

record 3eeping about t%e performance of a trainee during %is or %er training period.

T%is information ma" be useful to evaluate t%e progress of t%e trainee in t%e compan".

-rogramme implementation involves action on t%e follo ing lines6

1. Deciding t%e location and organi9ing training and ot%er facilities.

2. 4c%eduling t%e training programme.

!. =onducting t%e programme.

. *onitoring t%e progress of trainees.

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EVALUATION O% PROGRAMME

T%e last stage in t%e training and development process is t%e evaluation of

results. 4ince %uge sums of mone" are spent on training and development5 %o far t%e

programme %as been useful must be judged?determined. valuation %elps determine

t%e results of t%e training and development programme. In practice5 %o ever5

organi9ations eit%er overloo3 or lac3 facilities for evaluation.

Nee" !or E*aluation

T%e main objective of evaluating t%e training programmes is to determine if t%e"

are accomplis%ing specific training objectives t%at are5 correcting performance

deficiencies. A second reason for evaluation is to ensure t%at an" c%anges in

trainee capabilities are due to t%e training programme and due to an" ot%er

conditions. Training programmes s%ould be evaluated to determine t%eir cost

effectiveness. valuation is useful to einall"5 credibilit" of training and development is greatl" en%anced %en it is

proved t%at organi9ation %as benefited tangibl" from it.

Princi&le' o! E*aluation

valuation of t%e training programme must be based on t%e follo ing principles.

1. valuation specialist must be clear about t%e goals and purposes of

evaluation.

2. valuation must be specific.!. valuation must be continuous.

. valuation must provide t%e means and focus for trainers to be able to

appraise t%emselves5 t%eir practices5 and t%eir products.

. valuation must be based on objective met%ods and standards.

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$. 8ealistic target dates must be set for eac% p%ase of t%e evaluation

process. A sense of urgenc" must be developed5 but deadlines t%at are

unreasonabl" %ig% ill result in poor evaluation.

E LEARNING

/0earning refers to t%e use of Internet or an organi9ational intranet to conduct

training on/line. /learning is becoming increasingl" popular because of t%e large

number of emplo"ees5 %o need training. Ta3e ipro5 for e


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Re/ui'ite' !or E Learning

/learning does not simpl" mean putting eollo ing re:uisites need to be provided before launc%ing learning on/line. 4ufficient top management support and funding needs to be committed to

develop and implement e/learning.

*anagers and 8 professionals need to be KretrainedL to accept t%e idea t%at

training is being decentrali9ed and individuali9ed.

=urrent training met%ods are not ade:uatel" meeting organi9ational training

needs.

-otential learners are ade:uatel" computer literate and %ave read" access to

computers and t%e Internet.

4ufficient number of learners e


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E LEARNING

ADVANTAGES DISADVANTAGES

It is self/paced. Trainees can

proceed on t%eir o n time

*a" cause trainee an


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1. nsure t%at t%e management commits itself to allocate major resources and

ade:uate time to training. T%is is %at %ig%/performing organi9ations do.

2. nsure t%at training contributes to competitive strategies of t%e firm. Different

strategies need different 8 s3ills for implementation. 0et training %elp

emplo"ees at all levels ac:uire t%e needed s3ills.

!. nsure t%at a compre%ensive and s"stematic approac% to training e


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Training and development activities are designed5 considerable costs

not it%standing5 to impart specific s3ills abilities and 3no ledge to emplo"ees.

Distinction is often made bet een training and education5 and bet een t%ese t o anddevelopment. Training refers to imparting specific s3ills. ducation is t%e process of

t%eoretical learning in classrooms. Development refers to t%e learning opportunities

designed to %elp emplo"ees gro and evolve a vision about t%e future. All t%e t%ree

form a part of training and development/onl" target groups of emplo"ees differ.

Training is confined to s%op/floor or3ers and development is meant for e


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valuation of t%e results

4everal barriers impede t%e effectiveness of training and t%ere are a"s of removing

t%em.T2e Training Proce''

T%e model belo traces t%e steps necessar" in t%e training process6i. Organi9ational Objectivesii. #eeds Assessmentiii. Is T%ere a CapEiv. Training Objectivesv. 4elect t%e Traineesvi. 4elect t%e Training *et%ods and *odevii. =%oose a *eans of valuatingviii. Administer Training

ior an" business5 formulating a training strateg" re:uires addressing a series of:uestions.

M %o are "our customersE %" do t%e" bu" from "ouE %o are "ourcompetitorsE o do t%e" serve t%e mar3etE %at competitive advantages do t%e"enjo"E %at parts of t%e mar3et %ave A business s%ould %ave a clearl" defined strateg"and set of objectives t%at direct and drive all t%e decisions made especiall" for trainingdecisions. >irms t%at plan t%eir training process are more successful t%an t%ose t%at donot. *ost business o ners ant to succeed5 but do not engage in training designs t%at

promise to improve t%eir c%ances of success. %"E T%e five reasons most often identifiedare6

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De*elo&(entT%e purpose of career development is to identif" and develop t%e potential it%instaff5to build e


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sector counterparts can be arranged to broaden staff's e

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