TRAINING AND DEVELOPMENT Dr.Nitin Vazirani Dean- HR SIES College Of Management Studies,Nerul. vazirani.nitin@gmail.com TRAINING AND DEVELOPMENT “The act of increasing the knowledge and skill of an employee or doing a particular job.” - Edwin B. Flippo

DIFFERENCE BETWEEN TRAINING & DEVELOPMENT Training refers to the instructions provided to increase the knowledge and skill for the current job. Training aims at achieving immediate gains for the organization. T R A I N I N G A N D D E V E L O P M E N T Development Development has a broader scope and aims at developing an individual in all respects The development programmes include a course in management information systems that help the organization to develop into efficient one in the long run Organization takes up executive development programmes to enhance the capabilities, potential and creative instinct of the managers enabling them to be more effective in performing various managerial functions to achieve predetermined goals.

IMPORTANCE OF TRAINING Better performance /Higher Productivity 1 Less supervision 2 Economy in use of material and equipment 3 Increased morale 4 T R A I N I N G A N D D E V E L O P M E N T Uniformity and standardization 5 Less learning time 6 Effective management 7 Filling human resource requirements 8

IMPORTANCE OF TRAINING Personal Growth 1 Development of new skills 2 Higher Earning Capacity 3 Increased morale 4 T R A I N I N G A N D D E V E L O P M E N T Helps to adjust with changing Technology 5 Increased safety 6 Confidence 7 Trust in the organisations 8

DETERMINING TRAINING NEEDS Analysis of organization 1 Job Analysis 2 Analysis of technical impact 3 Interviews 4 T R A I N I N G A N D D E V E L O P M E N T Discussion among experts 5 Business games technique 6

ON-THE-JOB TRAINING METHOD Position rotation or job rotation 1 Understudy method 2 Coaching 3 Job instruction training method 4 T R A I N I N G A N D D E V E L O P M E N T Committee assignment method 5 Apprenticeship training method 6 Special meetings of the staff 7

OFF-THE-JOB TRAINING METHOD Vestibule training 1 Lecture method 2 Role playing 3 Conferences and seminars 4 T R A I N I N G A N D D E V E L O P M E N T Films and slide show 5 Programmed instructions 6 University & College degree courses 7

TECHNIQUES OF EXECUTIVE DEVELOPMENT ON-THE-JOB Method A Coaching Job Rotation Understudy Multiple management OFF-THE-JOB Method B T R A I N I N G A N D D E V E L O P M E N T Sensitivity training Case Study Simulation exercises Management games Managerial grid Role playing Incident method In Basket method Conference Lectures Programmes by academic institution Transactional analysis

HOW TO DESIGN A TRAINING PROGRAMME Discovering or identifying the training needs 1 William Berliner and William McLarney say that discovering training needs involves five tasks. a.) Task Description Analysis 1. List the duties and responsibilities or tasks of the job under consideration, using the Job Description as a guide. 2. List the standards of work performance on the job. b.) Determining Training Needs 3. Comparing actual performance against the standards 4. Determine what parts of the job are giving the employee trouble – where is he falling down in is performance? 5. Determine what kind of training is needed to overcome the specific difficulty or difficulties. T R A I N I N G A N D D E V E L O P M E N T Getting ready for the job 2 Who is to be trained – the newcomer or the older employee, or the supervisory staff, or all of them selected from different departments.

HOW TO DESIGN A TRAINING PROGRAMME Preparation of the learner 3 In putting the learner at ease (so that he does not feel nervous because of the fact he is on a new job). In stating the importance and ingredients of the job, and its relationship to work flow. In explaining why he is being taught. In creating interest and encouraging questions, finding out what the learner already knows about his job or other jobs. In explaining him ‘why’ the whole job and relating it to some job the worker already knows. In placing the learner as close to his normal working position as possible In familiarizing him with the equipment, materials, tools and trade terms. T R A I N I N G A N D D E V E L O P M E N T Presentation of operations and knowledge 4 The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations.

HOW TO DESIGN A TRAINING PROGRAMME Performance try-out 5 The trainee is then tested and the effectiveness of a training programme evaluated. This is usually done by: Giving written or oral tests to trainees to ascertain how far they have learnt the techniques and principles taught to them and the scores obtained by them. Observing trainees on the job itself and administering performance tests to them. Finding out individual’s or a group’s reaction to the training programme while it is in progress and getting them to fill up evaluation sheets. Arranging structured interviews with the participants or sending them questionnaires by mail. Eliciting the opinion or judgment of the top management about the trainees’ performance Comparing the results obtained after the training with those secured before the training programme. Study of profiles and charts of career development of the participants and related assignment techniques. T R A I N I N G A N D D E V E L O P M E N T

HOW TO DESIGN A TRAINING PROGRAMME Follow-up and Evaluation of the programme 6 Putting a trainee ‘on his own’ Checking frequently to be sure that he has followed instructions Tapering off extra supervision and close follow-up until he is qualified to work with normal supervision. T R A I N I N G A N D D E V E L O P M E N T

EVALUATION OF TRAINING AND DEVELOPMENT Main dimensions of evaluation: Evaluation of contextual factors Evaluation of training inputs Evaluation of the training process Evaluation of training outcomes T R A I N I N G A N D D E V E L O P M E N T Reaction Evaluation Opinion surveys of participants or of people who have seen the participants in actions are reaction evaluations Outcome Evaluation Immediate Intermediate Ultimate

PROVEN PRINCIPLES FOR EVALUATION Evaluation must be planned. What is to be evaluated, when, by what means, and by whom must be determined in advance Evaluation must be objective Evaluation must be verifiable T R A I N I N G A N D D E V E L O P M E N T Evaluation must be co-operative Evaluation must be continuous Evaluation must be specific, i.e., it should tell about specific strengths and weaknesses and should not make vague generalizations. Evaluation must be quantitative Evaluation must be feasible Evaluation must be cost effective, i.e., the results must be commensurate with the cost incurred

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM A brief list of techniques and their descriptions is given below: Sr No. Techniques Description 1. Audio visuals Use of video films, and slides for greater impact. 2. Brainstorming Discussions on developing innovative solutions. 3. Case Study Problem solving discussions. 4. Computer-based training Use of software to learn skills. T R A I N I N G A N D D E V E L O P M E N T 5. Communication games To build bias-free listening and talking. 6. Creativity games To evolve multitude of solutions to problems. 7. Delegation Learning the importance of decentralization. 8. Doubling Bringing out ideas that are not often expressed. 9. Games Structured tests of skills and aptitude. 10. Ice breakers To get team members to know each other. 11. In basket exercises Evaluating managers response to imaginary items. 12. Induction programme Orientation programme for new recruits 13. Leadership games To teach different types of leadership styles.

STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM Sr No. Techniques Description 14. Lectures Presentation of introductory material 15. Mirroring Training with an external perspective 16. Monodrama Insight into a given interaction. 17. Negotiation Role play to develop bargaining skills. 18. On-the-job training Training at work site under supervision. T R A I N I N G A N D D E V E L O P M E N T 19. Programmed instructions Methodical breakdown topic. 20. Role play Adoption of roles other than their own. 21. Role reversal To teach plurality of viewpoints. 22. Self-directed learning Learning at one’s own pace. 23. Shadowing Working under a senior to watch and learn. 24. Simulation Recreation of actual working conditions. 25. Skill games To develop analytical abilities 26. Strategic planners To test ability to plan ahead 27. Stress management Techniques to contain work related stress. 28. Team building games Exercises requiring collaborative efforts.

INDUCTION TRAINING T R A I N I N G A N D D E V E L O P M E N T Induction training exposes the new recruit to the various business divisions, functional departments and work centers. How to conduct Induction Training? Identify training and development requirements Develop course objectives Develop enabling objectives T R A I N I N G A N D D E V E L O P M E N T Examples Mphasis-BFL Limited, Bangalore Indian Airlines Siemens India Limited Mahindra and Mahindra Ltd Ranbaxy Eicher Group