2. TRAINING & DEVELOPMENT Dr. Anil Mehta

3. DEFINITION OF TRAINING “A PLANNED ACTIVITY TO MODIFY ATTITUDE, KNOWLEDGE OR SKILL THROUGH LEARNING EXPERIENCE TO ACHIEVE EFFECTIVE PERFORMANCE OF AN ACTIVITY OR RANGE OF ACTIVITIES. ITS PURPOSE IN THE WORK SITUATION IS TO DEVELOP THE ABILITIES OF AN INDIVIDUAL AND TO MEET CURRENT AND FUTURE MANPOWER NEEDS OF THE ORGANIZATION”

4. SPECIFIC PURPOSES OF TRAINING 1. TO INCREASE THE PRODUCTIVITY 2. TO IMPROVE QUALITY 3. TO FULFILL FUTURE PERSONAL NEEDS 4. TO IMPROVE ORGANIZATIONAL CLIMATE 5. TO IMPROVE HEALTH AND SAFETY 6. TO PREVENT OBSOLESCENCE 7. TO PROVIDE OPPORTUNITY FOR PERSONAL GROWTH

5. TRAIN8ING VS. EDUCATION TRAINING EDUCATION APPLICATION ORIENTED THEORETICAL ORIENTED JOB EXPERIENCE CLASSROOM LEARNING SPECIFIC TASK GENERAL CONCEPTS NARROW PERSPECTIVE BROAD PERSPECTIVE

6. TRAINING DEVELOPMENT TRAINING VS. DEVELOPMENT 1.IMPARTING SPECIFIC SKILLS 2.SHORT-TERM PERSPECTIVE 3.JOB CENTERED 4.ROLE OF TRAINER IMPORTANT 1. ASSOCIATED WITH OVERALL GROWTH 2. LONG-TERM PERSPECTIVE 3. CAREER CENTERED 4.SELF- DEVELOPMENT

7. Implement Training Assess Results Plan and Design Training Identity Training Needs SYSTEMATIC APPROACH TO TRAINING

8. DEFINING IMMEDIATE LONG –RANGE TRAINING NEEDS Current desired level of performance Discrepancy Actual Level of Performance Discrepancy Projected Desired Level of Performance Reveals Immediate Training Needs Long Range Training Needs

9. Executive Development Needs Other Needs Organization Knowledge General Knowledge Job Knowledge Decision Making Skills Inter- personal Skills Specific Individual Needs Executive Development Needs

10. Principles of Learning 1 Trainees must be motivated to learn 2 Information must be meaningful 3 Learning must be reinforced 4 Organization of material 5 Distribution of learning period 6 Feedback of learning

11. METHODS OF TRAINING 1. INDUCTION OR ORIENTATION TRAINING 2. JOB TRAINING 3. APPRENTICESHIP TRAINING 4. INTERNSHIP TRAINING 5. REFRESHER TRAINING 6. TRAINING FOR PROMOTUION

12. METHODS OF TRAINING I ON THE JOB TRAINING (1) COACHING (2) UNDER STUDY (3) POSITION ROTATION II VESTIBULE TRAINING

13. III OFF-THE-JOB-TRAINING (1) SPECIAL LECTURE-CUM DISCUSSION (2) CONFERENCES (3) CASE-STUDY (4) SENSITIVITY TRAINING (5) SPECIAL PROJECTS (6) COMMITTEE ASSIGNMENT

14. EVALUATION OF TRAINING EVALUATION OF TRAINING IS THE SYSTEMATIC COLLECTION OF DATA AND ASSESSMENT ABOUT THE TRAINING PROGRAMME SO AS TO STUDY THE EFFECTIVENESS OF TRAINING AND TO DECIDE HOW THE TRAINING RESOURCES CAN BE BEST UTILIZED TO ACHIEVE THE OBJECTIVES OF TRAINING AND THE GOALS OF THE ORGANIZATION.

15. STAGES OF EVALUATION REACTION STAGE LEARNING STAGE JOB BEHAVIOR STAGE ULTIMATE OUTCOME STAGE

16. WHEN TO EVALUATE ? PRE -EVALUATION CONCURRENT EVALUATION POST EVALUATION

17. EVALUATION FOR WHOM ? TRAINEE TRAINER COORDINATOR ENTERPRISE

18. TECHNIQUES OF EVALUATION 1.OBSERVATION 2.QUESTIONNAIRE 3.INTERVIEW 4.MERIT RATING 5.CONTROLLED GROUP 6.PAPER-PENCIL TEST 7.JOB SAMPLE OR PERFORMANCE TEST

19. MAKING TRAINING EFFECTIVE 1.TRAINING SHOULD BE NEED BASED 2.TRAINING SHOULD BRING ABOUT CHANGE 3.TRAINING SHOULD BE AN ON-GOING PROCESS 4.TRAINING SHOULD BE AN INTEGRAL PART OF THE COMPANY STRATEGY 5.TRAINING REQUIRES TOP MANAGEMENT COMMITMENT

20. 6TRAINING IS FOR EVERYONE IN THE COMPANY 7 THE REAL SUCCESS OF A TRAINING HINGES ON THE CONTENTS 8CONGRUENCY OF OBJECTIVES AMONG ALL THE CONCERNED PARTIES 9TRAINING SHOULD BE EASILY UNDERSTOOD 10TRAINING SHOULD INCLUDE TOOLS AND WRITTEN MATERIAL 11TRAINING SHOULD BE GIVEN IN RIGHT DOES

21. 12TRAINER MUST BE SELECTED CAREFULLY 13TRAINING MUST BE TAILORED TO TARGET GROUP 14TRAINING PROGRAMME MUST BE EVALUATED 15TRAIN8NG SHOULD REFLECT BOTH END APPROACH