2. Change is a “constant” today.
Developing trust is critical to reducing
employee resistance.
 open communication
 employee participation
 acting consistently
 demonstrating integrity
 showing concern

3. Coaching
"Coaching is any discussion between you and a
subordinate where the aim is to help him/her maintain
and/or improve his/her performance. Coaching takes
place on the job and assumes that people can learn from
everything they do. Coaching is not issuing instructions,
telling someone what to do or prescribing how to do it. It
is about helping, guiding, encouraging, allowing space to
perform and do things differently." (Peter Honey)

4. "Mentoring is a power-free partnership between two
individuals who desire mutual growth. One of the
individuals usually has greater skills, experience and
wisdom." (Weinstein)
Mentoring

5. "Demonstrating and practicing ways of performing tasks
using tools, processes and techniques to achieve required
levels of knowledge and skills." (Priority Management)
Training

6. To Achieve Organization Goals
To maintain employee motivation
Improves KSA’s
Growing Competition
Rapidly changing technologies
Total quality management

7. Q: Just what do we mean by training and
development?
 any planned efforts designed to facilitate the
acquisition of job-relevant skills, knowledge,
and/or attitudes by organizational members.
Q: What makes training a strategic investment?

8. Training is “big business”!
 More money is spent in the U.S. on training and
development than on all higher education.
 Over $52 billion spent by employers in 1995.
 Adding in indirect costs, estimates of employer
expenditures on training and development raise
to over $200 billion annually

9. Training:
Efforts to improve employee competency levels
and narrowly focused & oriented towards short
term performance .
Development:
Oriented more towards broadening an individual
skills for future responsibilities and long term
performance.

10. We need a systematic approach to training
Goldstein’s Systems Model of Training :
ADImE
 Assessment
 Design
 Implementation
 Evaluation

11. Phase 4
Evaluation
Reactions
Learning
Behavior (Transfer)
Results
Phase 1
Need Assessment
Organization Analysis
Task Analysis
Person Analysis
Phase 2
Design
Instructional Objectives
Trainee readiness
Learning principles
Phase 3
Implementation
On-the-Job
Off-the-Job
Management
Development

12. Phase 1
Need Assessment
Organization Analysis
Task Analysis
Person Analysis

13. Needs Assessment
Assessment works best with three types of analyses:
1. Organization analysis
2. Task/KSA analysis
3. Person analysis

14. Organization Analysis
Where is training needed in this organization?
Uses information from strategic and HR planning
(about org, goals, objectives, vision, mission)
Task/KSA Analysis
What must a trainee be taught in order to perform effectively?
Use information from job analysis
(type of training, who required which training)
Person Analysis
Who needs training, and what kind?
Use information from performance appraisal and selection techniques
(attitude of person, which person required)

15. Phase 1
Need Assessment
Organization Analysis
Task Analysis
Person Analysis
Phase 2
Design
Instructional Objectives
Trainee readiness
Learning principles

16. Training Design
Three important issues:
1. On Vs off the job training
2. What is the best training media to use?
3. What are the most important learning principles
to incorporate in our training efforts?

17. Training Media
 Lecture/Discussion
 Programmed Instruction/ Computer Assisted
Instruction
 Experiential Exercises/ Simulations

18. Learning Principles:
 Trainability
Performance = Motivation x Ability
 Massed vs. Distributed Practice
(teaching Vs case studies)
 Transferring Knowledge

19. “Instant Quiz”
 To study for your next test, which study
schedule would be most effective?
A. one day, eight hours, non-stop
B. 4 hours a day for 2 days
C. 2 hours a day for 4 days
D. 1 hour a day for 8 days

20. “Instant Quiz”
 To study for your next test, which study schedule
would be most effective?
A. one day, eight hours, non-stop
B. 4 hours a day for 2 days
C. 2 hours a day for 4 days
-> D. 1 hour a day for 8 days

21. Summary of Key Learning Principles
For skills learning:
 Goal setting
 Modeling
 Practice
 Feedback
 Transfer
For knowledge:
• Goal setting
• Meaningfulness
• Practice
• Feedback
• Transfer

22. Phase 1
Need Assessment
Organization Analysis
Task Analysis
Person Analysis
Phase 2
Design
Instructional Objectives
Trainee readiness
Learning principles
Phase 3
Implementation
On-the-Job
Off-the-Job
Management
Development

23. Training Implementation
A. Management vs. line employees
B. Many techniques available!
1. Case studies
2. Videotape/CD-ROM
3. Distance Learning
4. Behavior Modeling

24. Phase 4
Evaluation
Reactions
Learning
Behavior (Transfer)
Results
Phase 1
Need Assessment
Organization Analysis
Task Analysis
Person Analysis
Phase 2
Design
Instructional Objectives
Trainee readiness
Learning principles
Phase 3
Implementation
On-the-Job
Off-the-Job
Management
Development

25. Training Evaluation
A. CRITERIA for evaluation: What should be
evaluated?
1. Reaction
2. Learning
3. Behavior
4. Results

26. Training Evaluation
B. DESIGN for evaluation:
1. Why is it valuable to pretest trainees?
2. Why do the best-conducted training efforts
include a “control” group?

27. Phase 4
Evaluation
Reactions
Learning
Behavior (Transfer)
Results
Phase 1
Need Assessment
Organization Analysis
Task Analysis
Person Analysis
Phase 2
Design
Instructional Objectives
Trainee readiness
Learning principles
Phase 3
Implementation
On-the-Job
Off-the-Job
Management
Development

28. On the Job Training
Off the Job Training
 Apprenticeship Training
 Internships
 Audio Visual Method
 Vestibule Training
 Class Room Instructions
 Case Studies
 E-Learning
 Seminars and Conferences
 Management Games
 Role Plays

29. Why does training programs fail?
The benefits of training are not clear to the top
management
The top management hardly rewards supervisors for
carrying out effective training.
The top management rarely plans for budgets
systematically for training.
Lack of awareness of the importance of training to the
trainees.
(benefit-top, superiors-rewards, budgets, importance-trainees)

30.  Development refers to skills and knowledge attained for
both personal development and career advancement.
 Development encompasses all types of facilitated learning
opportunities, ranging from college degrees to formal
coursework, conferences and informal learning
opportunities situated in practice.
 It has been described as intensive and collaborative,
ideally incorporating an evaluative stage.
DEVELOPMENT

31.  Consultation
 Coaching
 Communities of practice
 Lesson study
 Mentoring
 Reflective supervision
 Technical assistance.
 (ccclmrt)

32. Training need Assessment
Annual Training Plan
Conduct of Training
Review Training Activities
Identifying Competence Gaps
Organizational Objectives
Organizational strategy
Competitive Environment
Career PlanningCompetency Mapping
Internal Training Programs
External/Outsourced Training
Customized Training Programs

33. Sl.No Competency Development Area Method
1 Decision Making Skills  In – Basket
 Business Games
 Case Study
2 Interpersonal Skills  Role Play
 Sensitivity Training
3 Job Knowledge  On The Job Experience
 Coaching
4 Organizational Knowledge  Job Rotation
 Multiple Management
5 General Knowledge  Special Courses
 Special Meetings and readings
6 Specific Individual Needs  Special Projects
 Committee Assignments

34. Wrap-Up
1. The value of a systematic approach to training
“The person who fails to plan, plans to fail.”

35. Wrap-Up
2. The need for life-long learning
“Richard Bolles”,
“The Three Boxes of Life”:
School Work Retirement
Learning Work Play