UNIT - II: TRAINING & DEVELOPMENT OF EMPLOYEES: Analyzing Training needs & Designing the program – Implementing different training program – Implementing Management Development Programs – Evaluating the Training Programs; PERFORMANCE APPRAISAL: Concept of Performance, Performance Management, Performance Appraisal – Methods of Performance Appraisal - Assessment Centre.

1. Unit –II
Training & Development Of Employees:
Analyzing Training Needs & Designing The Program-implementing
The Different Training Program-implementing Management
Development Programs-evaluating The Training Programs;
Performance Appraisal: Concept Of Performance , Performance
Management, performance Appraisal- Methods Of Performance
Appraisal-assessment Centre

2. Meaning for Training
After an employee is selected , placed and introduced in an organization
he or she must be provided with training facilities in order to adjust him
to the job.
Training is the act of increasing the knowledge and skill of an
employee for doing a particular job .
Training is a short term education process and utilizing a
systematic and organized procedure by which employees learn technical
knowledge and skills for a definite purpose.
Training bridges the gap between the employee specification and
job requirements.

3. Different Authors Opinion on Training
According to Dale S . Beach
defines the training as “the organized procedure by which
people learn knowledge or skills for a definite purpose.
According to Micheal J. Jucious
Identifies training as any process by which the attitudes ,
skills and abilities of employees to perform specific jobs
are improved.

4. AREA TRAINING EDUCATION DEVELOPMENT
Meaning
Training is the act of
increasing the knowledge
and skills of an employee to
do a particular job
Education is concerned with
improving the knowledge
and understanding of the
employees total job related
environment
Development is concerned
with improving overall
personality of an individual.
Aim Specific skill General Total personality
Nature One short affair and reactive continuous Continuous and proactive
Content Technical skills and
knowledge
Pure and theoretical
orientation
Managerial and behavioral
skills and knowledge
Purpose Specific period General concepts Conceptual anf general
knowledge
Duration Short term Long term Long term
Initiative or Motivation From management External motivation Individual himself /internal
motivation
For Technical /non –
managerial/operative
personnel
For all Managers or supervisory
personnel

5. Need for Training
Increase productivity
Improve quality of the product/ service
Help a company to fulfill its future personal needs
Improve organizational climate
Improve health and safety
Prevent obsolescence
Effect personal growth
Minimize the resistance to change

6. Objectives of Training
•To prepare the employee both new and old.
•To prevent obsolescence.
•To impart the new entrants.
•To prepare employee’s for higher level tasks.
•To assist employee’s.
•To develop the potentialities of the people for the next level job.
•To ensure smooth and efficient working of a department.
•To ensure economical output of the required quality.
•To promote individual and collective moral, a sense of responsibility, co-
operative attitudes and good relationships

7. Designing training and development programme
Every training and development programme must address certain vital
issues –
Who participates in the programme?
Who are the trainers?
What methods and techniques are to be used for training?
What should be the level of training?
What learning principles are needed?
Where is the programme conducted?

8. Analyzing training needs
Before designing the training program , issues are considered, a careful
needs analysis is required to develop a systematic understanding of
1. where training is needed
2. what needs to be taught or trained
3. and who will be trained.
Unless such a needs assessment has been adequately performed it
may be difficult to rationally justify providing training
Needs assessment can be an important tool for any trainer or organisation
planning a programme or course.
Accurate needs assessment can help develop a programme or course
based on the real needs of the people that it is serving.

9. Phase 1 Phase 2 Phase 3
Needs Assessment Training Evaluation
Assesss training and Evaluation levels
development needs
Organisational and Learning principles and Evaluation designs
job/task analysis training and development
methods
Individual analysis conduct training Value of training
Derive training and feed back
Developmental outcomes
To be achieved

10. TRAINING NEEDS ASSESSMENT
A training needs assessment can be defined as determining the gap between
what an employee must be able to do and what he or she can or is currently
doing.
A training needs assessment (also called a “training needs analysis”)
therefore identifies the gap between what the job expects an employee to do,
on the one hand, and what the employee is actually doing, on the other.
A training needs analysis discovers whether there is a discrepancy
or conflict between what an employee ought to be doing and that which he
or she can do.
Training Needs = Desired Capability – Current Capability of the Participants

11. Required performance/ desired
behaviour
Actual performance / behaviour
Gap Needs

12. Why do we need a Training Needs Assessment?
First, identify dissatisfaction with the current situation and desire for
change as similarities among the requests.
Each request implies that a gap or discrepancy exists between what
is and what could be or should be.
A learning or performance gap between the current and desired
condition is called a need. TNA aims at the following situations.
Solving a current problem
Avoiding a past or current problem
Creating or taking advantage of a future opportunity
Providing learning, development or growth

13. Survey Methods
1. Structured Interview
2. Semi--‐Structured Interview
3. Observation
4. Questionnaire Survey
5. Focus Group discussion
6. Workshop

14. Techniques of training
Techniques Descriptive
Ice breakers Games to get team members know each other
Leadership games Exercise to teach different styles of leadership
Skill games Tests to develop analytical skills
Communicationgames Exercise to build bias free listening and talking
Strategic planners Games to test ability to plan ahead
Team building games Exercise requiring collaborative efforts
Role reversal Exercise to teach plurality of views
Doubling Brings out ideas that are not often expressed
Tag teams One role played alternately by two participants

15. Techniques Description
Mirroring Training with an external perspective
Monodrama Insight into a given interaction
Shifting physical
positions
Highlighting of communication problems
Structured role playing Role play with predetermined objectives
Multiple role playing Providing a common focus of discussion
Built in tension Teaching the importance of resolving matters
Shadowing Working under a senior to watch and learn
Outward bound training Adventure sports for teams
9+1+23 Self assessment by a leader of leadership skills
Lateral thinking Thinking randomly to come up with new ideas
Gordon technique Steering a discussion to crystallize solutions
Cross cultural training Programmes to teach specifies of varied cultures

16. Learning principles
T & D programmes are more likely to be effective when they
incorporate the following principles of learning
Employee motivation
Recognition of individual differences
Practice opportunities
Reinforcement
Knowledge of results
Goals
Schedules of learning
Meaning of material
Transfer of learning

17. Conduct of training
A final consideration is where the training and development programme is to
be conducted . Actually the decision comes down to the following choices
At the job itself
On site but not the job for example training room in the company
Off the site such as in a university or college classroom , hotel , a resort, or
conference centre
Typically basic skills are taught at the job
Basic grammar skills are taught on the site
Interpersonal and conceptual skills are learnt off the site

18. Implementation of the training programme
Once the training programme has been designed , it needs to be implemented
Implementation is be set with certain problems
Most managers are action oriented and frequently say they are too busy to engage
in training efforts
Availability of trainers is a problem
Training and development requires a higher degree of creativity than perhaps any
other personnel activity
Scheduling training around the present work another problem
How to schedule training with out disrupting the regular work
Programme implementation involves action on the following lines
Deciding the location and organizing training and other facilities
Scheduling the training programme
Conducting the programme
Monitoring the progress of trainers

19. Evaluation of the programme
The last stage in the training and development process is the evaluation of
results
•Since huge sums of money are spent on training and development
•how for the programme has been useful must be judged
•Evaluation helps determine the results of the training and development
programme
Need for evaluation
1. The main objective of evaluating the training programme is to
determine if they are accomplishing specific training objectives that is
correcting performance deficiencies.
2. For evaluation is to ensure that any changes in trainee capabilities are
due to the training programme .

20. Training programmes should be evaluated to determine their cost
effectiveness
Evaluation is useful to explain programme failure
Principles of evaluation
Evaluation specialist must be clear about the goals and purpose of
evaluation
Evaluation must be continuous
Evaluation must be specific
Evaluation must provide the means and focus for trainers to be able to
appraise themselves their practices and their products
Evaluation must be based on objective methods and standards

21. Criteria for evaluation
Training validity : did the trainees learn during training
Transfer validity: what has been learnt in training ,has it transferred on the
job? Has it enhanced performance in the work place?
Intra organisational validity
Inter organisational validity: can a training programme validated in one
firm be used successfully in another company?

22. The Training and Development (T&D) Process
Determine T&D Needs
Establish Specific
Objectives
Select T&D Method(s)
Implement T&D Programs
Evaluate T&D Programs

23. Areas of training
1)Knowledge training 2)Technical training
3)Social training
•Knowledge training: Rules and regulation about the job ,the staff and
the products or services offered by the company.
•Technical training: The employee id taught a specific skill (e.g..
Operating a machine, handling computer etc.,)
•Social training: employee is made to learn about himself and others, and
to develop a right mental attitude towards the job ,colleagues and the
company.

24. Types of Training
 Skills training (basic skills such as reading ,writing, computing
,speaking ,listening ,problem solving, managing one self)
 Refresher training
 Cross functional training
 Team training
 Creativity training
 Breaking away
 Generate new ideas
 Delaying judgment
 Diversity training
 Literacy training

25. Training Methods
On the job methods
•Job rotation
•Coaching
•Job instruction
•Training through step by step
•Committee assignments
•internships
Off the job methods
•Vestibule training
•Role playing
•Lecture methods
•Conference or discussion
•Programmed instruction

26. Management Development
Executive or management development is a planned , systematic and continuous
process of learning and growth by which managers develop their conceptual and
analytical abilities to manage.
It is primarily concerned with improving the performance of managers by giving
them stimulating opportunities for growth and development.
Features of management development
•It is a planned effort to improve executive’s ability to handle a variety of
assignments
•It is not a one short deal but a continuous , ongoing activity
•It aims at improving the total personality of an executive
•It aims at meeting future needs unlike training , which seeks to meet current needs
•It is a long term process ,as managers take time to acquire and improve their
capabilities
•It is proactive in nature as it focuses attention on the present as well as future

27. Steps in the organistion of a management development programme
1. Analysis of organizational development needs
2. Appraisal of present management talents
3. Inventory of management manpower
4. Planning of individual development programmes
5. Establishment of development programmes
6. Evaluation of results

28. Methods or techniques of Management Development Programmes
MDP help in acquiring and developing different types of managerial skills and
knowledge .
Decision making skills a. In-basket
b. Business game
c. Case study
Interpersonal skills a. Role play
b. Sensitivity training
c. Behavior modeling
Job knowledge a. On the job experiences
b. Coaching
c. Understudy
Organisational knowledge a. Job rotation
b. Multiple management
General knowledge a. Special courses
b. Special meetings
c. Specific reading
Specific individual needs a. Special projects

29. Technique Suitability
Job rotation To develop diversified skills and broaden the outlook of
an executive
Understudy To aid succession planning by developing the skills of
juniors according to a pre set plan
Multiple management To assist managers in expanding their outlook and
knowledge in various functional areas
Case study To develop analytical reasoning and problem solving
skills
Role playing To translate theoretical knowledge into action plans and
to promote good human relations skills among trainees
Behavior modeling To teach interpersonal and cognitive skills
In- basket To promote situational judgment and social sensitivity
Business games To develop smart thinking quick reactions initiative
organizing and leadership skills
Sensitivity training To promote self awareness and its impact on others
Conference To improve and expand knowledge attitudes and develop
interpersonal skills

30. Performance appraisal
Performance appraisal is the process of measuring and evaluating the
performance or accomplishments , including individual behavior of an
employee on the job front for a given period.
The purpose is to assess the worth and value of a person to the organisation
It is also meant for assessing his or her potential for future development in
an objective manner.
Importance of performance appraisal:
•To assess the employees present level of performance
•To identify the strengths or weakness of individual employees
•To provide feedback to the employee so that he can improve his / her
performance
•To motivate those employees who perform

31. •To provide an objective basis for rewarding the employees for their
performance
•To check and punish those employees who fail to perform
•To identify the gaps in performance and thus assess training and
development needs
•To identify the employees potential to perform
•To provide a data base for evolving succession strategies
Objectives :
Performance appraisal could be taken either for evaluating the
performance of employees or for developing them.
The evaluation is of two types:
•Telling the employee where he stands and
•using the data for personnel decisions concerning pay , promotions.

32. Appraisal of employees serves several useful purposes
•Compensation decisions: It can serve as a basis for pay raises. Managers
need performance appraisal to identify employees who are performing at or
above expected levels.
•Promotion decisions: It can serve as a useful basis for job change or
promotion.
•Training and development programmes: It can serve as a guide for
formulating a suitable training and development programme.
•Feedback: PA enables the employee to know how well he is doing on the
job.
•Personal development: Through discussions with individual employees a
line manager can find out why they perform as they do and what steps can
be initiated to improve their performance.

33. Who will appraise ?
The appraiser may be any person who has through knowledge about the job
content, contents to be appraised , standards of contents and who observes
the employee while performing a job.
•Supervisors
•Peers
•Subordinates
•Self appraisal
•User of services
•Consultants

34. Performance appraisal process
Create and set up performance standards
Mutually set identifiable and measurable goals
Measure present level of performance
Compare and appraise present level of performance with standard
Discuss the appraisal with the employee
Identify and initiate the corrective action

35. Performance appraisal sets job standards and evaluates past performance based
on such set standards.
whereas performance management aims at managing performance real-time
to ensure performance reaches the desired levels.
Performance appraisal and performance management are two employee
performance evaluation methods.
Performance management is the traditional approach to evaluating the
performance of an employee.
The increased competitive nature of the economy and rapid changes in the
external environment has forced many organizations to shift from reactive
performance appraisals to the proactive performance management to boost
productivity and improve organizational performance.

38. TECHNIQUES / METHODS OF PERFORMANCE APPRAISALS
Traditional methods
•Rating Scales
•Checklist
•Forced Choice Method
•Forced Distribution Method
•Critical Incidents Method
•Behaviorally Anchored Rating Scales
•Field Review Method
•Confidential Records
•Essay Method
•Cost Accounting Method
•Comparative Evaluation Method
• Ranking Methods
• Paired Comparison Methods
Modern methods
•Management By Objectives
•360-Degree Feedback
•Psychological Appraisals
•HRA
•HRA

39. Assessment Centers