1. 1
Chapter 4
TRAINING & DEVELOPMENT
Prof.Sujeesha Rao

2. 2
Introduction
• Need for organizations to build and sustain
competencies that would provide them with
competitive advantage.
•Knowledge era Human assets are valued highly.
•Growth oriented organizations value training as a
response to changing environment
•Continues learning process in human development
•Helps in development of one’s personality,
sharpens skills and enhances effectiveness
•It is an important and integral part of organizational
renewal process

3. 3
Training and development
•Training is a process through which a person
enhances and develops his efficiency, capacity, and
effectiveness at work by improving and updating his
knowledge and understanding the skills relevant to
his or her job.
•Training and development
•Training Vs. education
•Training at different levels
•Purpose of training
•Learning curve
•Transfer of learning
Prof.Sujeesha Rao

4. 4
Functions of a training program
•Acquiring knowledge
•Change in attitudes
•Helping to put theory into practice
•Helps to evaluate abilities, competencies
•Enhances problem solving and decision making
ability
•Improves performance
Prof.Sujeesha Rao

5. 5
Importance & Need of
training
•Aids in new entrants attaining role clarity
•Promotions
•Prevents skill obsolescence
•Improves quality and productivity
•Meet organizational objectives
•Improves organizational climate
•Prevent accidents
•To support personal growth and development
Prof.Sujeesha Rao

6. 6
•Intention to learn from the participant
•Reinforcement provided to the learner
•Developing the potential from an individual’s
point of view
•Active participation of the trainee
•Providing opportunities for practice
•Transfer of learning to take place from a training
program
Prof.Sujeesha Rao

7. 7
What deficiencies, if any,
does job holder have in
terms of skills, knowledge,
abilities, and behaviours?
What behaviours are
necessary?
Is there a
need for
training?
What are
the strategic
goals of the
organization?
What tasks must
be completed
to achieve
goals?
Prof.Sujeesha Rao

8. 8
Phase I – Needs assessment
Phase II – Design & delivery of T&D
Phase III - Evaluation
Prof.Sujeesha Rao

9. 9
Phase I – Needs assessment
Determines the organization’s true needs and the
training programs necessary to meet them
•Organisational analysis
•Operations analysis
•Individual analysis
Advisory committees, Assessment centres, Attitude
survey, Group discussions, Questionnaires, Skills test,
Observations of behaviour, Performance appraisals,
Performance documents, Exit interviews
Prof.Sujeesha Rao

10. 10
Phase II – Design & delivery of T&D
◦Training design principles of learning
Motivation
Participation
Feedback
Organisation
Repetition
Application
◦Training delivery
◦On-the-job training (OJT)
◦Away-from-the-job training
◦A T&D plan & implementation
Prof.Sujeesha Rao

11. 11
 Phase III – Evaluation
◦ Levels of evaluation:
 How did participants react?
 What did participants learn?
 How did participants’ behaviour change?
 What organisational goals were affected?
◦ Applying evaluation strategies
Prof.Sujeesha Rao

12. 12
Training methods on the job /offTraining methods on the job /off
the jobthe job
On the job training methods are:
•Job instruction training
•Vestibule training
•Training by supervisors
•Coaching on the job/Simulation
•Apprenticeship
•Job rotation
Prof.Sujeesha Rao

13. 13
Off the job training methods:
• Lectures
• Conferences
• Case studies
• Role play
• Programmed instruction training
• T group/Sensitivity training
Prof.Sujeesha Rao

14. 14
• Criteria for evaluation are:
• Objectives of the program
• Cost-benefit analysis
• Results obtained
• Areas of improvement
• Resources/ staff required
• Methods of evaluation would be:
• Questionnaires, projects, tests, interviews,
observations or participation and discussions.
Prof.Sujeesha Rao

15. 15
• Cross cultural approaches
• Maintenance of standards
• Interaction with learners
• Use of technology – CD ROMs, WAN, CBT,
WBT
• E-learning – types
• Informal learning, self-paced, leader lead
learning and performance support tools
Prof.Sujeesha Rao

16. 16
• Quality improvement programmes
• Technological change-related programmes
• Customer service T&D programmes
Prof.Sujeesha Rao

17. 17
• Training is not equally distributed to all
employees
• Expenditure allocated to training is inadequate
• Mismatch between theory and practice
• Benefits of training are not immediately
realized
• Supporting contextual systems needs to be
provided in organizations
• Top management needs to support the
philosophy of training in spirit
Prof.Sujeesha Rao

18. 18
Chapter 4 B
Executive Development
Programs

19. 19
Organizational
environment
Organizational strategy/objectives
Conduct of the training program
Training needs
assessment
Identifying competency
gaps
Training plan
STAGE 1
STAGE 3
STAGE 2

20. 20
•Decision making skills
•Interpersonal skills
•Job knowledge
•Organizational knowledge
•Specific individual needs
•General knowledge
Competency Development Areas ofCompetency Development Areas of
EDPEDP

21. 21
Factors in designing an EDPFactors in designing an EDP
•Learning characteristics and its applicability to
design
•Knowledge of results
•Reward mechanism
•Individual difference of the learners
•Application to the work environment
•Meeting organizational goals thru content design

22. 22
Methods of EDPMethods of EDP

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Evaluation of EDP is important for the following reasons:
• Improving the quality of training and development process
• Improving the efficiency and competency of trainers
• Make improvements in the system to make it more
responsive
• Aligning the training objectives to organizational objectives
• Evaluating the ROI on account of training and development
• Changing the perception of the management as to regard
training as an investment
EvaluationEvaluation