Rekha Tiwary Everonn IIPS...

1. Training & Development
Complied & presented
by
REKHA TIWARY

2. Agenda
• Introduction of training &
development
• Distinction between training,
development & education
• Purpose of training
• Advantage & disadvantage of
Training
• Areas of Training
• Steps in training process
• Types of training & development
• Evaluation of training
2

3. • THERE IS NOTING TRAINING CAN
NOT DO; NOTHNG IS ABOVE ITS
REACH;IT CAN TURN BAD MORALS
TO GOOD, IT CAN DESTROY BAD
PRINCIPLES and CREATE GOOD
ONES, IT CAN LIFT MEN TO
ANGELSHIP.
Mark Twain
3

4. DELIVERING CUSTOMISED TRAINING
SUCCESSFULLY
“Tell me and I forget, teach
me and I remember, involve
me and I learn”
- Benjamin Franklin
4

5. Introduction
• Training is the formal and systematic
modification of behavior through learning which
occurs as a result of education, instruction,
development and planned experience
• Development is any learning activity, which is
directed towards future, needs rather than present
needs, and which is concerned more with career
growth than immediate performance.

6. Training, Development and Education
HRD programs are divided into three main categories: Training, Development, and
Education.
Training is the acquisition of technology, which permits employees to perform
their present job to standards. It improves human performance on the job the
employee is presently doing or is being hired to do. Also, it is given when new
technology in introduced into the workplace.
Development is training people to acquire new horizons, technologies, or
viewpoints. It enables leaders to guide their organizations onto new expectations
by being proactive rather than reactive. It enables workers to create better
products, faster services, and more competitive organizations. It is learning for
growth of the individual, but not related to a specific present or future job

7. Contd…
Education is training people to do a different job. It is
often given to people who have been identified as being
promotable, being considered for a new job either
lateral or upward, or to increase their potential. Unlike
training, which can be fully evaluated immediately
upon the learners returning to work, education can only
be completely evaluated when the learners move on to
their future jobs or tasks.

8. Distinction between Training and
Education
The following table draws a distinction between training and education
more clearly
Training Education
Short term process Long term process
Knowledge & skill for specific purpose For overall development
Primarily related to technical skills Related to managerial behavioral &
learning attitudinal development
application Theoretical orientation
Job Experience Classroom learning
Specific Tasks General concepts
Narrow perspective Broad perspective

9. Distinction between Training and Development
Learning Training Development
Non-managers Managers
WHO
Technical Theoretical
WHAT
Specific job General
WHY
Short term Long term
WHEN

10. Purpose of Training
1. Respond to technology changes affecting job
requirements.
2. Respond to organizational restructuring.
3. Adapt to increased diversity of the workforce.
4. Support career development.
5. Fulfill employee need for growth.
6. To reduce the number of accidents
7. To increase productivity and quality
8. To promote versatility and adaptability to new methods
10

11. 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.
6. Fosters 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.

12. Areas of Training
The Areas of Training in which training is offered may be
classified into the following categories:
Knowledge
Here the trainee learns about a set of rules and regulations about
the job, the staff and the products or services offered by the
company. The aim is to make the new employee fully aware of
what goes inside and outside the company.
Technical Skills
The employee is taught a specific skill (e.g., operating a machine
and handling computer) so that he can acquire that skill and
contribute meaningfully.

13. Contd…
Social Skills
The employee is made to learn about himself and other, develop a
right mental attitude, towards the job, colleagues and the
company. The principal focus is on teaching the employee how to
be a team member and get ahead.
Techniques
This involves the application of knowledge and skill to various on-
the-job situations. In addition to improving the skills and
knowledge of employees, training aims at clouding employee
attitudes: When administered properly, a training programme. It
will go a long way in obtaining employee loyalty, support and
commitment to company activities.

14. Training Process Model
II. Developing &
I. Needs
Conducting
Assessment
Training
III. Evaluating
Training
14

15. I. Needs Assessment
1. Organizational Level
2. Job Level
3. Individual Level
15

16. Contd…
1. Organizational Level
• Technology change.
• Organizational restructuring.
• Change in workforce.
• Marketing Plans.
• Productivity measures
16

17. Contd…
2. Job Level
• Job and task analysis.
• Identify Key areas.
• Review procedural and technical
manuals.
Design Training Program
17

18. Contd…
3. Individual Level
Determine who needs training and what kind.
• Tests.
• Prior training and experience.
• Performance review.
• Career assessment.
18

19. II. Developing and Conducting Training
1. Determine location and who will conduct the
training.
o Onsite facilities vs. offsite.
o Inside training staff vs. outside vendors.
2. Develop training curricula.
Based on job/task analysis and individual needs.
3. Select training methods.
o Considering learning principles.
o Consider appropriateness and cost.
19

20. How do Employees Learn the Best?
• Learning is the acquisition of
skills, knowledge, or
attitudes.
• The adult learning theory is
a field of research that
examines how adults learn.
A number of the following
tips come from the adult
leaning theory.
20

21. How employees learn the best:
• When they are actively involved in the
learning process-(to do this choose a
appropriate teaching method).
• Training is relevant and practical.
• Training material is organized and
presented in chunks.
• Training is in an informal, quiet, and
comfortable setting.
• When they have a good trainer.
• When they receive feedback on
performance.
• When they are rewarded.
21

22. Training Methods: In house
• On the job training
• Apprenticeship
• Vestibule Training
– Next to actual work site and hands-on experience
• Job Rotation
– Target all employees
– Leadership track

23. Training Methods: Off-Site
• Lecturing
• Behavioral modeling
• Simulations
• Computer assisted training

24. Training Methods: Management
• Case Studies
• Role playing
• Experiential management “games” and
simulations
• Conferences
– Facilitated open discussions

25. Training Methods: Management
• Mentoring
– Traditional, Step-ahead, Peer
– Informal vs. formal
• Coaching

26. Types ofof Training
3. Types
Training
1. Skills Training. 5. Creativity Training.
2. Retraining. 6. Literacy Training.
3. Cross-Functional. 7. Diversity Training.
4. Team Training. 8. Customer Service.
26

27. 1. SKILLS TRAINING
Focus on job
knowledge and skill for:
• Instructing new hires.
• Overcoming performance
deficits of the workforce.
27

28. 2. Retraining
Maintaining worker knowledge and
skill as job requirements change due
to:
• Technological innovation
• Organizational restructuring
28

29. 3. Cross-Functional Training
Training employees to perform a wider
variety of tasks in order to gain:
• Flexibility in work scheduling.
• Improved coordination.
29

30. 4. Team Training
Training self-directed teams with
regard to:
• Management skills.
• Coordination skills.
• Cross-functional skills.
30

31. 5. Creativity Training
Using innovative learning
techniques to enhance
employee ability to spawn
new ideas and new
approaches.
31

32. 6. Literacy Training
Improving basic skills of the
workforce such as mathematics,
reading, writing, and effective
employee behaviors such as
punctuality, responsibility,
cooperation etc.
32

33. 7. Diversity Training
Instituting a variety of programs to
instill awareness, tolerance, respect,
and acceptance of persons of different
race, gender, etc. and different
backgrounds.
33

34. 8. Customer Service Training
Training to improve
communication, better
response to customer
needs, and ways to
enhance customer
satisfaction.
34

35. Training Methods
Classroom Video
Computer Assisted
Instruction
Simulation On-the-Job
35

36. When to Evaluate?
Before, During, and After
Training

37. Why Evaluate?
Before Training
• Identify needs or problems.
• Identify specific job competencies to close
gaps.
• Identify the type of evaluation needed.

38. Why Evaluate?
During Development of Training
• Determine which staff should be the targets of
training.
• Provide feedback to curriculum designers on
content, methods, and materials.
• Determine if course delivery is consistent and
follows curriculum specifications.

39. Why Evaluate?
After Training
• Note changes in participants’ attitudes and reactions
to the course.
• Assess trainees’ mastery of knowledge.
• Assess trainees’ mastery of skills.
• Assess transfer of new knowledge and skills to the
job.
• Measure whether or not performance gaps have
begun to close.
• Measure relationship of training to agency goals and
client outcomes.

40. III. Evaluating Training Effectiveness
• Formal evaluation: uses observation,
interviews, and surveys to monitor
training while its going on.
• Summative evaluation: measures results
when training is complete in five ways:
1. Reaction
2. Knowledge
3. Behavior
4. Attitudes
5.Productivity
40

41. Types of Evaluation Designs
Train Measure
Post Test Only. Cannot tell if there is a change
in knowledge or skill.
Measure Train Measure
Pre-test with Post-test. Detects a change, but
cannot tell if training was responsible.
41

42. Types of Evaluation Designs
Measure Train Measure
Measure No
Measure
Train
Scientific Method: Training Group and Control Group.
Compare performance of Training Group and Control
Group after training. If Training Group has higher
performance, it can be attributed to a training effect.
42

43. Criteria for Training & Development
• There are two criteria for evaluation –
1) Internal criteria – associated with the content
of training & development.
2) External criteria – associated with cost benefit
analysis of training and development.

44. Internal criteria for Training & Development
• Under this there are many approaches, three
most common are –
1) Urile- patrick approaches –
2) CIRO approaches
3) CIPP approaches

45. Urile- Patrick approaches
• This approach involve four levels of evaluation
and answers to four question :
Level Question
Reaction Were the participant pleased with the programme?
Learning What did the participant learn from the programme?
Behavior Did the participant change their behavior based on what
was learned ?
Result Did the change in behavior positively affect the
organization.

46. CIRO Approaches
• This approach gives importance to training and development evaluation in
term of context, input, reaction and output (CIRO).
• Context Evaluation – it involves collecting of information about
performance deficiency and setting objective with three levels – immediate,
intermediate & ultimate.
• Input evaluation – answer of question like :
a) Relative merit & demerit of different training & development?
b) Is it feasible for outsourcing the training programme?
c) Should it be organized with internal resources?
d) How mush time required for preparation?
e) What result were obtained when a similar programme was conducted in
the past?

47. Contd…
• Reaction Evaluation – This includes subjective
reports from the particulars about the whole
programme and contains question about training and
development materials, instructors, pedagogy,
presentation, facilities etc.
• Outcome Evaluation – This includes the following
aspects –
1) Defining training and development objective
2) Constructing measures of these objectives
3) Assessing the result and using them to improve future
programmes.

48. CIPP Approach
• This approach takes context , input, process &
product.
1. Context Evaluation- involves evaluation of training and
development need analysis & formulating objective in the
light of these needs.
2. Input evaluation – involves evaluation of determining
policies, budgets, schedule & procedure for organizing
programme.
3. Process evaluation – involve evaluation of preparation of
reaction sheets, rating scales and analysis of relevant records.

49. Contd..
• Product evaluation – involves measuring &
interpreting the attainment of training &
development objectives.

50. •THANKS