Chapter – 13

TRAINING AND DEVELOPMENT

By Dr. D.Mavoothu

Meaning of Training
1. Training is the act of increasing the knowledge and skill of an employee for doing
a particular job. It is concerned with imparting specific skills for particular
purposes.
2. Training is a systematic process to increase the knowledge and improve the skills
of people performing various specialized parts of the overall task of the
enterprise.
3. According to Elmer H. Burack and Robert D. Smith, “Training is a planned,
organized and controlled activity designed to express some aspects of present job
performance, Training is skill oriented”.
4. Training is a process of learning a sequence of programmed behaviour.
5. Training is a learning process whereby people acquire skills, concepts, attitudes
and knowledge to aid in the achievement of goals.
Meaning of Development
1. Development means those activities, which improve jobs, performance,
personality, potentiality of employees to become not only good employees but
also to become better men and women.
2. The term Development is a broad one. Development is improving the overall
personality of an individual. Development includes both Training and Education.
3. Simply speaking, Development is rather general development of an individual
employee.

Difference Between Training and Development

Training Development

1. For non-managerial personnel. 1. For managerial personnel

2. Technical and mechanical operation. 2. Theoretical and conceptional
ideas.
3. Specific job related purpose. 3. General knowledge.
4. Short term goal oriented. 4. Long term goal oriented.
5. One-shot affair. 5. Continuous process.
6. Outside motivation (ie. Initiation 6. Internal motivation (initiation
comes from comes from mgt) within the individual)
7. Reactive process. 7. Proactive process.
8. More concerned with “T” 8. More concerned with Edn.
9. Orgl. growth oriented. 9. Personal growth oriented.

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Importance of Traning (or) Why is Training?

 For some jobs, training is a must.

 To raise skill levels.
 For versatility (multiple skills).
 For adaptability (change in the attitude and social behaviour).
 For permanent change in the individuals.
 Complexity of jobs.
 Change of careers by individuals.
 Change in the manufacturing process.
 Change in the manner of distribution of goods/services.
 Rapidly changing society.
 To keep the employees knowledgeable workforce.
 High rate of employee’s turnover.

Factors Determining Training Needs

The following factors and situations determine the training needs of an organization:

1. What are the organizational goals?

2. What deficiencies do incumbents have in the skills, knowledge, attitudes required
to perform the necessary activities to achieve the organizational goals?
3. Drop in productivity.
4. Less productivity.
5. Inadequate job performance.
6. High rejection rate.
7. Rise in the number of accidents reported.
8. Proposed changes for the future (organizational restructuring, job redesign, etc.).
9. Technological breakthrough.

Typical Topics of Employee Training

1. Communications: The increasing diversity of today's workforce brings a wide
variety of languages and customs.
2. Computer skills: Computer skills are becoming a necessity for conducting
administrative and office tasks.
3. Customer service: Increased competition in today's global marketplace makes it
critical that employees understand and meet the needs of customers.
4. Diversity: Diversity training usually includes explanation about how people have
different perspectives and views, and includes techniques to value diversity
5. Ethics: Today's society has increasing expectations about corporate social
responsibility. Also, today's diverse workforce brings a wide variety of values and
morals to the workplace.

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 6. Human relations: The increased stresses of today's workplace can include
misunderstandings and conflict. Training can people to get along in the
workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, Quality
Circles, benchmarking, etc., require basic training about quality concepts,
guidelines and standards for quality, etc.
8. Safety: Safety training is critical where working with heavy equipment,
hazardous chemicals, repetitive activities, etc., but can also be useful with
practical advice for avoiding assaults, etc.
9. Sexual harassment: Sexual harassment training usually includes careful
description of the organization's policies about sexual harassment, especially
about what are inappropriate behaviors.

Methods (or) Sources for Determining Training Needs

1. Observation.
2. Analysis of performance appraisal report.
3. Management and staff conference and Recommendations.
4. Analysis of Job requirements.
5. Consideration of current and future changes.
6. Surveys, reports and inventories.
7. Interviews.

Training Methods
There are two types of training:
1. On-the-job Training.
2. Off-the-job Training.

On-the-job Training
On-the-job training is simple and less costly. Here, the employee is placed in an actual
work situation and makes him appear to be immediately productive. It is learning by
doing. For jobs that either are difficult to simulate or can be learned quickly by watching
and doing is good for this method.

Drawbacks: - 1. Low productivity during learning.

2. More errors during learning.

Various Methods under On-The-Job Training

1. Apprenticeship programme:To gain knowledge in skilled trades like plumbing,
electrician, iron working, welding, fitter, the trainee is put under a master worker
for 2 or 3 years. Here he is learning by doing under the supervision of the master.
As per the Apprenticeship Act 1961, a company, which employees more than
certain number of workers should make, provisions for Apprenticeship training
programme.

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 But in practice, this scheme is not successful because it is a statutory compulsion
in India. But it is quite successful in PSUs. Most of the times, the trainees are
exploited by the organizations by giving regular works and not allowing him to
get opportunities to loarr. Moreover the stipend will be very less, and no
guarantee of permanent absorption by the company.

2. Coaching:When a manager takes an active role in guiding another manager, we

refer this activity as coaching. Here the coach gives guidance through direction,
advice, criticism, and suggestions in attempt to aid the growth of the employees in
learning by doing.

3. Understudy Assignments: The potential managers are given the opportunity to

relieve an experienced manager of his or her job and act as his substitute during
his leave period or vacation. Sometimes he may be put up as “assistant to”
someone to assist managers in completing their jobs. As an assistant to a manager,
the understudy gets the opportunity to learn the manager’s job. Sometimes the
understudy may get only less important activities, and may commit errors. Some
important decisions have to be postponed till the manager turned up. However the
advantage is that the understudy will understand the job in total and the
understudy can fill up the vacancy arised because of the promotion of manager
immediately and the same administrative culture and styles can be continued.

4. Job Rotation: is a horizontal transfer of an employee/manager from one job to

another within the same organization, same department, and same
section/division. The aim of job rotation is enjoy new assignments and develops
new ideas. Job rotation provides a chance to the boss to identify the subordinate’s
exact strength. It prepares him for top management level, and a person with
multiple skills can manage emergency.
Job rotation has some disadvantages too.
i) The skill is scattered
ii) The person can’t claim he is the expert
iii) He is exploited by management to do variety of jobs
iv) The person is forced to accept new jobs even if he is not interested.

5. Committee Assignments: Adhoc committees are set up to handle a particular

problem, ascertain alternative solution, and make a recommendation. The
potential managers/employees are included in these committees to improve their
decision-making skills. Permanent committee also can be their which will also
provide employees an opportunity to understand other members; other
committees and to share the managerial decision making information.

Off-The-Job-Training Methods
1. Sensitivity Training (T-group or Laboratory Training)

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 This is an unstructured group interaction to change the behavior of the group
members. Members are brought together in a free and open environment in which,
participants discuss themselves, express their ideas, beliefs and attitudes.

Objectives of sensitivity training:

 To provide managers with increased awareness of their own behavior
 How others perceive them
 Greater sensitivity to the behaviours of others
 To increase the ability to empathize with others
 To improve listening skills
 For increased tolerance for individual differences
 For improved conflict resolution skills
2. Transactional Analysis (T.A)
Eric Berne developed T.A. An individual’s personality consists of three ego- the
parent, child and adult. These labels have nothing to do with age. But rather
with the aspects of the ego.
Parent ego: - The parent acts as he/ she was taught how to act. It is an ego state f
authority and superiority with dominant authority, controlling, scolding etc.
he/she acts instantly.
Child ego: - The child ego is impulsive with obedience or manipulate, charming
at one moment and repulsive the next. The child is emotional and act according
to how he/she feels at the moment. It also reacts instantly.
Adult ego: - The adult stage is objective and rational. It deals with reality and
objectively gathers information. It is reasonable and acts with reaction. It thinks
or processes transactional data logical before acting.

T.A experience may help managers understand others better and assist them in
altering their responses so as to produce more effective results.
3. Lecture Course
Lecture course is for acquiring knowledge, developing conceptual and
analytical abilities. The audience is expected to listen carefully and reflect on
the subject and get their doubts clarified from the lecturer.

Objectives
i) Acquisition of information
ii) To stimulate thought
iii) Changes in attitude

Advantages
i) Suitable for a large audience
ii) It can be held anywhere
iii) More coverage
iv) Interaction
v) Lively
vi) Instant clarification

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 Disadvantages
i) Passive listeners
ii) Notes taking
iii) Too much information

4. Case Study
Provides excellent opportunities for individuals to defend their analytical and
judgemental abilities. It appears to be a rather effective method for improving
decision-making abilities within the constraints of limited information.
5. Role Playing
Participants are assigned roles and are asked to react to one another, as they
would have to do in their managerial jobs.
6. Seminars & Conferences
7. Workshop [to study a specific issue]
8. Quiz- Sessions
It is an interesting and effective method because there will be a competitive spirit
in the game; the trainees become eagerly involved in the process.
9. Brain- Storming
Storm the brains to bring out ideas. In brain storming a group uses both vertical
and horizontal thinking. Horizontal thinking generates new and several solutions
while vertical thinking is rational sequential and goal oriented. It stimulates the
trainees, develops creativity and provokes the trainees for fresh approaches.
10. Written Assignments
11. Library Assignment
12. Panel Discussions
A panel discussion is used to present the trainees a viewpoint on the same subject
from different persons. The panel members may have different backgrounds in the
subject matter call for. These resource persons may express their views on a
common issue, which may be divergent.
13. Group Discussions
To examine the issues in depth, explore alternative opinions and develop
communication skills.
14. Field Training
15. Management Game
It creates a real life situation in which the trainees apply their knowledge and
skills, and obtain feedback on the correctness of their decision.

Evaluation of Effectiveness of Training

There are 4 states or levels in evaluating any training programme; they are Reaction
Level, Learning Level, Behavioural Level, and Result Level.

Reaction Level: - How well did the trainees like the training? At this level, it is to
measure how the people linked the training rather than how it benefited them. Simply put
it, whether the trainees reacted positively or negatively to the training at the initial period
or beginning. Positive reaction means the trainees felt that the programme is worth

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attending, will bring more benefits, will be interesting, etc., where as in negative reaction
the trainees felt that the programme is not worth attending, not going to benefit them etc.
so it is the responsibility of the organizer to see that, at the beginning, the training
programme beings a favourable attitude in the minds of the participants in terms of
physical, psychological and academic atmospheres. It can be measured by interview and
questionnaire. The success of any training programme depends on its reaction level.

Learning Level: - this level is to find out to what extent the trainees learned the facts,
principles and approaches that were included in the training. The learning level is spread
over the whole training period. The reaction level [positive], motivation and effectiveness
of trainers will decide the effectiveness of learning. This level can be measured by
conducting pretest and test.

Behaviour Level: - this is to measure to what extent did their job behaviour change
because of the training? This level is more difficult to measure than the previous ones.
Interviews of trainees and their co-workers and observation of job performance are ways
of evaluating training at the behaviour level.

Result Level: - The result level evaluation of training measures the effect of training on
the achievement of organizational objectives. Because results such as productivity,
turnover, quality, time, sales and costs are more concrete thus comparing records before
and after training can do type of evaluation.

Evaluation of Results or Outcomes of Training

1. Pre-post performance method

Measure
Performance [Pre-measure]

Train

Measure
Performance [Post-measure]

Result

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 Each participant is evaluated prior to training and rated on actual job performance
after instruction is completed, the participant is revaluated. The change
performance is the effectiveness of the training.

2. Experimental- Control Group Method: - Two comparable groups in terms of

skills, intelligence and learning abilities are established, and evaluated on actual
job performance. Members of the control group work on the job but do not
undergo instruction. At the conclusion of training, the two groups are re-
evaluated. If the training is really effective, the experimental group’s performance
will have improved, and its performance will substantially better than that of the
control group.

EXPERIMENTAL GROUP CONTROL GROUP

[Pre] Measure Measure [Pre]

Performance Performance

Train
[Post] [Post]

Measure Measure
Performance Performance

The performance of both experimental group and control groups are measured
before imparting training to the experimental groups(i.e.the participants of
training) and both the groups’ performance was equal. Then, after the training to
the experimental groups, again both the groups’ performance is measured and
found that the performance of the experimental group has improved while the
control group’s is remain constant.

3. Reduction in accidents rate

4. Reduction in employee’s turnover.
5. Improvement in quality and quantity.
6. Reduction in cost.
7. Employee’s satisfaction.
8. Improved sales.
9. Reduction in time taken to complete a job.
10. Reduction in rejection rate.
11. Reduction in number of disciplinary actions taken.

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 12. Reduction in absenteeism rate.
13. Reduction in number of complaints.
14. Better interpersonal skills.
15. Development of multiple skills.

Cost-Benefit Analysis of Training

Cost Benefit

1. Trainers salary 1. Increase in production

2. Salary of personnel Dept. 2. Reduction in errors.
3. Materials for training 3. Reduction employee’s turnover.
4. Living expenses for trainers and trainees 4. Less supervision.
5. Cost of facilities. 5. Ability to advance.
6. Equipments. 6. New skills lead to ability to do
more jobs
7. Transportation 7. Attitude change.
8. Trainee’s salary.
9. Last production [opportunity cost]

Criteria for Evaluation of Training

1. Criteria should be objective.
2. Evaluate in terms of reaction. [the feeling]
3. Measure the learning.
4. Result must be quantifiable.
5. Should be comparable.
6. Should be verifiable.

Problems in Evaluation
1. Impossible to measure the total value of a training programme in social as
well as financial terms.
2. Different methods of evaluation have to be adopted according to the
objectives aimed at.
3. There are bound to be errors in evaluation.
4. Measuring changes in behaviour is a complex process.
5. Influence of factors other than training.
6. It is a long process.

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The Sequence of [or] Process of Training
Identify training needs

Prepare training plans

Programme Facilities Method Trainers

s s
Implement training plans

Measures and analyse results

Validate Evaluate

Feedback

Step 1: Identification and analysis of training needs: All training must be directed towards
the satisfaction of defined needs, for the company as a whole, for specific functions or
groups of employees, or for individuals.

Training must aim to achieve measurable goals expressed in terms of the improvements
or changes expected to corporate, functional, departmental or individual performance.

Step 2: Preparation of training plans: There must be a overall scheme of training and its
cost and benefits. The overall scheme should further provide for the development of
training programmers’ and facilitates the selection and use of appropriate training
methods and the selection and training of trainers.

Step 3: The implementation training plans, including the maintenance of training records.

Step 5: The measurement and analysis of results, which acquire the validation of the
achievements of each training programme against its objectives and the evaluation of the
effect of the whole training scheme on company or departmental performance.

Step 4: The feedback of the results of validations and evaluations so that training plans,
programmes and techniques can be improved.

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