Training and Development

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UNIT 1

What is Training and Development?

Training and Development is the continuous process of improving skills, gaining knowledge, clarifying
concepts and changing attitude through structured and planned education by which the productivity
and performance of the employees can be enhanced. Training and Development emphasize on the
improvement of the performance of individuals as well as groups through a proper system within the
organization which focuses on the skills, methodology and content required to achieve the
objective. Good & efficient training of employees helps in their skills & knowledge development, which
eventually helps a company improve its productivity leading to overall growth.

DEFINITION OF TRAINING AND DEVELOPMENT


Training and development refers to educational activities within a company created to enhance the knowledge and
skills of employees while providing information and instruction on how to better perform specific tasks.

Training is a short-term reactive process meant for operatives and process while development is designed continuous
pro-active process meant for executives. In training employees' aim is to develop additional skills and in
development, it is to develop a total personality.

Importance of Training and Development


1. Increased productivity: When employees stay current with new procedures and technologies, they can increase
their overall output.

2. Reduced micromanagement: If workers feel empowered to perform a task, they typically require less oversight
and work more independently. 1

3. Train future leaders: Organizations must have a solid pipeline of well-trained and innovative potential leaders
to grow and adapt over time.

4. Increased job satisfaction and retention: Well-trained employees gain confidence in their abilities, leading to
greater job satisfaction, a reduction in absenteeism and overall employee retention.

5. Attract highly skilled employees: Top recruits are attracted to firms with an identifiable career path based on
consistent training and development.

6. Increased consistency: Well-organized training ensures tasks are performed uniformly, resulting in tight quality
control that end users can trust.

7. Increased camaraderie: Training and development helps create a sense of teamwork and collaboration.

8. Bolstered safety: Continuous training and development helps ensure employees have the knowledge and skills to
perform a task safely.

9. Ability to cross-train: Providing consistent training creates a knowledgeable team overall where employees can
help train or assist each other as needed.

10. Added innovation: Consistently trained employees can help develop new strategies and products, contributing to
the company’s bottom line and continued success.

Scope of training and development


1. Rank And File: i.e., employees who have no administrative or supervising work.

2. Supervisory Employees: i.e., the first line foreman, supervisor and their immediate

supervisors.

3. Staff: i.e. specialised personnel such as technical and professional persons attached to the line

organisation as advisors.

4. Middle Management: i.e., all the managerial personnel holding positions between line

supervisors and the top management.

5. Top Executives: i.e., all executives who hold major responsibility for the overall planning and

control.

5 Step of Training Process & Systematic Approach

The Training Process consists of well-planned step by step process that should be adopted while deciding a
training program.
Training is an investment made by an organization with the objective of achieving some desired results. If the
training is effective then it can be very profitable for the organization.

Function of training and development

Training Process
Below are the steps involved in the training process:
1. Needs Assessment
2. Defining Training Objective
3. Designing a Training Program
4. Implementation of the Training Program
5. Evaluation and Follow up

Training Process
Needs Assessment
The first step in the training process is to assess the need for training the employees. It analysis what are the
long term requirements of the organization and what does the organization expects from the employees.

If there is a mismatch between the skills and knowledge required, it means there is a learning gap. To assess
this learning gap below three elements is closely examined.

1. Organization analysis: The objectives of the organization are studied. The end result that a company
wants to achieve is examined in context to how it uses its resources to achieve the same. Organizations’
internal and environment is also considered.

2. Operation Analysis: A job requires a combination of different activities for successful completion.
Operation analysis focuses on the needs, skills, knowledge, and attitude required to efficiently complete
the job.

3. Person analysis: In-person analysis the focus is on the employee who has to perform the job. It is
analyzed whether the performance of the employee is satisfactory and he is being able to achieve the
organizational goal.

Defining Training Objective


After deriving the learning gap organizations should define the learning objective. Goals and objective of
training becomes the foundation of the training initiatives.

Hence determining the training objectives gives a direction to the entire learning program.

Designing a Training Program


Once the objective of the training program is determined, it is time to analyze the factors that need to be
considered while designing a training program.

1. Who will be the trainer: As per the skill and knowledge required for effective training; it should be
decided upon who will conduct the training program. It can be a supervisor, university faculty,
Industrialist, HR staff, consultants, etc.

2. Who needs to be trained: It is to be decided who all needs to be trained to fill the learning gap. It can be
on the basis of self-motivation, recommendation by supervisors of HR department itself.

3. Training Methods: Trainer should have complete information about the participants and their profile so
that he can choose the learning methods that best suits their requirements. The training content is prepared
based on the specific areas that need development.
Implementation of the Training Program
Refers to putting the training plan into action. There should be a proper environment created which is
conducive to learning. It should be preferably a participative approach and trainer should promote role-
playing and interactive games to keep the trainees involved

Evaluation and Follow up


Training evaluation is done to check whether the goals and objectives of the training have been achieved or not.
Feedback needs to be taken from the participants on the training results.

A follow up can be done by asking the supervisors whether the participants are applying the skills learned in the
learning program on their day to day job.
Training need and assessment organizational analysis

TASK ANALYSIS

Task analysis is the examination of each step involved in completing a task or job, along with a detailed
description of the activities performed in each task or job. A task analysis can include elements such as
speed, duration, mental activity, environmental factors and more.

What is task analysis?

Task analysis is the method of learning through observation. A person closely observes another
person to understand how they complete tasks. They then divide that larger task into
subtasks, making it more manageable. The primary purpose of task analysis is to learn
things like:

 How someone accomplishes their goals


 The specific steps that someone takes to complete a task
 The individual experience and skills that someone brings to completing a task
 How the environment affects the person conducting the task
 The person's mood and thoughts about the task
 The current workflow that leads to the completion of the task

When to use task analysis

There are a variety of practical applications for task analysis, including:

Planning a project

Task analysis can be useful when planning an upcoming project. Team members can analyze
the project's goals ahead of time and divide them into smaller tasks to better understand
what resources it requires. The task analysis process can apply to different projects,
including website design, software development or content planning.

Prototyping a new product

Product designers also commonly use task analysis when prototyping a new product. By
observing the steps to take a product design to production, the designer can use this
information to improve efficiency and processes. They may work closely with
manufacturers or designers to understand the many subtasks to complete the process.

Related: Prototype Model: A Definitive Guide

Training new team members

The task analysis process can also help team members prepare new employees for positions.
They can better understand the position's requirements by encouraging the new team
member to observe what other team members do on a typical day. Having the new hire
follow multiple team members in a similar position can also help them adopt a method
that works for them.

Teaching students with learning difficulties

Task analysis is often a part of teaching activities for students with learning or cognitive
difficulties. For example, a teacher may help a student experiencing autism spectrum
disorder with the necessary skills by separating them into smaller, manageable tasks.
Rehabilitative therapists may also use task analysis to help patients recover from a
medical condition or surgery.

How to perform task analysis

You can perform task analysis with the following five steps:

1. Identify goals

One of the first steps in task analysis is identifying the goals of the observation. This involves
determining the specific task to analyze and your purpose for analyzing it. Identify a start
and endpoint of the observation, so you know exactly when to begin tracking data and
taking notes.

2. Divide the task down into subtasks

Once you identify a goal or task, separate it into various subtasks. During this step, decide how
best to gather information. There are a few methods of gathering information during
observation, including interviewing, record keeping, sampling activities or planning
simulations. While the number of subtasks varies depending on the primary goal, a good
starting amount is often somewhere between six and eight subtasks.

3. Decide on an analysis type

The most common analysis types are cognitive and hierarchal. A hierarchical analysis involves
separating a task by subtypes. This includes deciding ahead of time how in-depth the
analysis may go. A cognitive analysis uses a model similar to that of hierarchical analysis
but also provides information on how the cognitive thought process of the user affects
their task. Cognitive influences can significantly affect the task outcome because team
members have different knowledge and experience related to it.
4. Analyze

After planning what, and how, to observe, it's time to begin the analysis. During analysis, the
observer takes a lot of notes. They analyze each task the person completes, listing the
steps they take to complete subtasks. They may also include things like:

 The total number of tasks to complete each step


 The frequency of each subtask
 The difficulty of completing each task
 If special skills or knowledge are necessary to complete subtasks
 If the task requires any special resources, tools or physical fitness capabilities
 The time it takes to complete subtasks, as well as the whole task

5. Share results with the team

After analyzing, share the results you gather with the team, including people familiar with the
task. This helps to check the analysis for consistency and recognize any important
subtasks you miss. Suppose the primary method of gathering information includes
observing team members. In that case, it's possible to find variations among different
people and the team can discuss and decide which steps they should include. You may use
a diagram or presentation model to share this information with team members. Allow
other team members to collaborate during this process.

Examples of task analysis

Here are a few examples of task analysis:

Example 1

A work team wants to hire a marketing manager. They begin the process by identifying a goal:
hiring a marketing manager who can bring value to the team. They divide the goal into
subtasks that they complete, which may include creating a job description, posting the
advertisement online and scheduling interviews.

A team member observes the human resources department members to learn more about
how they complete these tasks. They use the cognitive approach to understand how
background and skills influence hiring decisions. They take notes and share them with the
rest of the market department. Individual team members add to the task analysis until
they have a process that they believe can help them find the right candidate.

PERSON ANALYSIS

Person analysis is a phase of training needs analysis directed at identifying which individuals within an
organization should receive training and what training they should receive. A person analysis identifies
individuals who are not meeting the desired performance requirements or goals.

TYPES OF NEEDS

Types of Needs Analyses


Many needs assessments are available for use in different employment contexts.
Sources that can help you determine which needs analysis is appropriate for your
situation are described below.
 Organizational Analysis. An analysis of the business needs or other reasons the
training is desired. An analysis of the organization's strategies, goals, and
objectives. What is the organization overall trying to accomplish? The important
questions being answered by this analysis are who decided that training should be
conducted, why a training program is seen as the recommended solution to a
business problem, what the history of the organization has been with regard to
employee training and other management interventions.
 Person Analysis. Analysis dealing with potential participants and instructors
involved in the process. The important questions being answered by this analysis
are who will receive the training and their level of existing knowledge on the
subject, what is their learning style, and who will conduct the training. Do the
employees have required skills? Are there changes to policies, procedures,
software, or equipment that require or necessitate training?
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a
task analysis or job analysis, this analysis seeks to specify the main duties and skill
level required. This helps ensure that the training which is developed will include
relevant links to the content of the job.
 Performance Analysis. Are the employees performing up to the established
standard? If performance is below expectations, can training help to improve this
performance? Is there a Performance Gap?
 Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this
job. This information comes from manuals, documents, or regulations. It is
important that the content of the training does not conflict or contradict job
requirements. An experienced worker can assist (as a subject matter expert) in
determining the appropriate content.
 Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective
in its usage.
 Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.
Effective training results in a return of value to the organization that is greater than
the initial investment to produce or administer the training.

UNIT 2
LEARNING THEORIES -MASLOWS NEED OF HIRERCACHY

Maslow argued that survival needs must be satisfied before the individual can satisfy the higher
needs. The higher up the hierarchy, the more difficult it is to satisfy the needs associated with
that stage, because of the interpersonal and environmental barriers that inevitably frustrate us.

Higher needs become increasingly psychological and long-term rather than physiological and short-
term, as in the lower survival-related needs.

1. Physiological needs these are biological requirements for human survival, e.g., air, food, drink,
shelter, clothing, warmth, sex, and sleep.
Our most basic need is for physical survival, and this will be the first thing that motivates our
behavior. Once that level is fulfilled, the next level up is what motivates us, and so on.

If these needs are not satisfied, the human body cannot function optimally. Maslow considered
physiological needs the most important as all the other needs become secondary until these
needs are met.

Once an individual’s physiological needs are satisfied, the needs for security and safety become
salient.
2. Safety needs – people want to experience order, predictability, and control in their lives.
Safety needs can be fulfilled by the family and society (e.g., police, schools, business, and medical
care).

For example, emotional security, financial security (e.g., employment, social welfare), law and order,
freedom from fear, social stability, property, health and wellbeing (e.g., safety against accidents
and injury).

After physiological and safety needs have been fulfilled, the third level of human needs is social and
involves feelings of belongingness.

3. Love and belongingness needs – belongingness refers to a human emotional need for
interpersonal relationships, affiliating, connectedness, and being part of a group.
Examples of belongingness needs include friendship, intimacy, trust, acceptance, receiving and giving
affection, and love.

This need is especially strong in childhood and can override the need for safety as witnessed in
children who cling to abusive parents.

4. Esteem needs are the fourth level in Maslow’s hierarchy and include self-worth, accomplishment,
and respect.
Maslow classified esteem needs into two categories: (i) esteem for oneself (dignity, achievement,
mastery, independence) and (ii) the desire for reputation or respect from others (e.g., status,
prestige).

Esteem presents the typical human desire to be accepted and valued by others. People often engage in
a profession or hobby to gain recognition. These activities give the person a sense of
contribution or value.

Low self-esteem or an inferiority complex may result from imbalances during this level in the
hierarchy.

Maslow indicated that the need for respect or reputation is most important for children and
adolescents and precedes real self-esteem or dignity.

5. Self-actualization needs are the highest level in Maslow’s hierarchy, and refer to the realization
of a person’s potential, self-fulfillment, seeking personal growth, and peak experiences.
This level of need refers to what a person’s full potential is and the realization of that potential.

Maslow (1943, 1987, p. 64) describes this level as the desire to accomplish everything that one can,
and “to become everything one is capable of becoming”.

Individuals may perceive or focus on this need very specifically. For example, one individual may
have a strong desire to become an ideal parent.

In another, the desire may be expressed athletically. For others, it may be expressed in paintings,
pictures, or inventions.

Although Maslow did not believe that many of us could achieve true self-actualization, he did believe
that all of us experience transitory moments (known as ‘peak experiences’) of self-actualization.

Such moments, associated with personally significant events such as childbirth, sporting achievement
and examination success), are difficult to achieve and maintain consistently.

VROOMS MODEL

Vroom’s expectancy theory assumes that behavior results from conscious choices among alternatives
whose purpose it is to maximize pleasure and to minimize pain. Vroom realized that an employee’s
performance is based on individual factors such as personality, skills, knowledge, experience and
abilities. He stated that effort, performance and motivation are linked in a person’s motivation. He
uses the variables Expectancy, Instrumentality and Valence to account for this.

Expectancy is the belief that increased effort will lead to increased performance i.e. if I work harder then
this will be better. This is affected by such things as:

1. Having the right resources available (e.g. raw materials, time)

2. Having the right skills to do the job

3. Having the necessary support to get the job done (e.g. supervisor support, or correct information on
the job)

Instrumentality is the belief that if you perform well that a valued outcome will be received. The degree to
which a first level outcome will lead to the second level outcome. i.e. if I do a good job, there is
something in it for me. This is affected by such things as:

1. Clear understanding of the relationship between performance and outcomes – e.g. the rules of the
reward ‘game’

2. Trust in the people who will take the decisions on who gets what outcome

3. Transparency of the process that decides who gets what outcome

Valence is the importance that the individual places upon the expected outcome. For the valence to be
positive, the person must prefer attaining the outcome to not attaining it. For example, if someone is
mainly motivated by money, he or she might not value offers of additional time off.

The three elements are important behind choosing one element over another because they are clearly
defined: effort-performance expectancy (E>P expectancy) and performance-outcome expectancy
(P>O expectancy).

E>P expectancy: our assessment of the probability that our efforts will lead to the required performance
level.

P>O expectancy: our assessment of the probability that our successful performance will lead to certain
outcomes.

Crucially, Vroom’s expectancy theory works on perceptions – so even if an employer thinks they have
provided everything appropriate for motivation, and even if this works with most people in that
organisation, it doesn’t mean that someone won’t perceive that it doesn’t work for them.

MCGRERGOR THEORY

Theory X

Theory X managers tend to take a pessimistic view of their people, and assume that they are naturally

unmotivated and dislike work.


Work in organizations that are managed like this can be repetitive, and people are often motivated with

a "carrot and stick" approach. Performance appraisals and remuneration are usually based on

tangible results, such as sales figures or product output, and are used to control and "keep tabs"

on staff.

This style of management assumes that workers:

 Dislike their work.

 Avoid responsibility and need constant direction.

 Have to be controlled, forced and threatened to deliver work.

 Need to be supervised at every step.

 Have no incentive to work or ambition, and therefore need to be enticed by rewards to achieve

goals.

According to McGregor, organizations with a Theory X approach tend to have several tiers of

managers and supervisors to oversee and direct workers. Authority is rarely delegated, and

control remains firmly centralized.

Although Theory X management has largely fallen out of fashion in recent times, big organizations

may find that adopting it is unavoidable due to the sheer number of people that they employ and

the tight deadlines that they have to meet.

Theory Y

Theory Y managers have an optimistic opinion of their people, and they use a decentralized,

participative management style. This encourages a more collaborative , trust-based relationship

between managers and their team members.

People have greater responsibility, and managers encourage them to develop their skills and suggest

improvements. Appraisals are regular but, unlike in Theory X organizations, they are used to

encourage open communication rather than to control staff.

Theory Y organizations also give employees frequent opportunities for promotion.

This style of management assumes that workers are:

 Happy to work on their own initiative.

 More involved in decision making.


 Self-motivated to complete their tasks.

 Enjoy taking ownership of their work.

 Seek and accept responsibility, and need little direction.

 View work as fulfillling and challenging.

 Solve problems creatively and imaginatively.

Theory Y has become more popular among organizations. This reflects workers' increasing desire for

more meaningful careers that provide them with more than just money.

It's also viewed by McGregor as superior to Theory X, which, he says, reduces workers to "cogs in a

machine," and likely demotivates people in the long term.

PRINCIPLES OF LEARNING

Learning principles are guidelines for how people learn most effectively. The more these principles are

reflected in training, the more effective training is likely to be.Research suggests that they apply

equally to domestic and international situations. These are the basic principles or conditions that

facilitate learning. Learning is a change in behavior as a result of experience. All living is

learning. Learning can be defined as a relatively permanent change in behavior potential resulting

from reinforced practice or experience.

5 principles of learning are;

Participation

Repetition

Relevance

Transference

Feedback

Participation

Learning should permit and encourage the active participation of the learner. Participation improves

motivation and apparently engages more senses that reinforce the learning process. As a result of
participation, people learn more quickly and retain that learning longer.For example, most people

never forget how to ride a bicycle because they actively participated in the learning process.The

learning activities should be experiential rather than just informational.Therefore, the trainers

should arrange the physical surroundings to facilitate small group interaction and promote the

sharing of ideas.

Repetition

An important principle of learning is to provide the learner with the opportunity for practice and

repetition. To gain the full benefit of training, learned behaviors must be overlearned to ensure

smooth performance and a minimum of forgetting at a later date. Proficiency in learning and

retaining new skills is improved when individuals visualize themselves performing the new

behavior.

Relevance

Learning is helped when the material to be learned is meaningful. The learning should be problem-

centered rather than content centered. People are motivated to learn when training is immediately

relevant to help them solve a current problem. Learning something just because someone says “it

is important” is not as motivating.

Transference

Because the training occurs in a special environment, an important question to ask is whether learning

will transfer to the actual job situation.Transfer of training occurs when trainees can apply the

knowledge and skills learned in training courses to their jobs. The training has failed if the

learning in one setting does not transfer to the actual job situation.Three transfers training

situations are possible;Positive transfer of training when the training activities enhance

performance in the new situation;negative transfer of training, when the training activities inhibit

performance in a new situation; and no observable effect of training.

Feedback
Feedback gives learners information on their progress. Performance feedback is a necessary

prerequisite for learning. Feedback improves performance not only by helping learners correct

their mistakes but also by providing reinforcement for learning.Knowledge of results is a positive

reinforcement in itself. Learning activities have more intrinsic interest if feedback is

available.Merely informing the trainees that they were wrong is not as effective as telling them

why they were wrong and how they can avoid making mistakes in the future. In general,

knowledge of results is an essential feature of learning, and this knowledge comes after the

learner’s response.

TRAINEE READINESS AND MOTIVATION

Trainee readiness relates to whether they have the knowledge and skills necessary to absorb the

material to be presented to them. Trainee motivation refers to understanding the link between

the effort they put into training and the payoff or reward awarded by the training.

ESTABLISHING TRAINING OBJECTIVES

What are the main objectives of training?

There are several reasons why companies and employees invest so much time, effort, and money in
training programs:

Increase an employee’s skill in one or more areas of expertise

The primary motivation for training is to improve the skills, knowledge, and competencies of an
employee so that they are more productive in their day-to-day duties.

Training programs are an excellent tool for skill development or enhancement in one or more areas of
expertise.

For instance, if a software company introduces a new programming language for its development
work, training sessions can help employees gain proficiency in this new language. This not only
expands their skill set but also aids in meeting the evolving needs of the company.

Enhanced products and services

Just as training leads to improved employee performance, enhanced products and services are also
a result of these efforts.

This is because employees who undergo regular training and development bring new ideas and
innovations to the workplace as they are kept abreast of new market trends and technologies.
Also, training objectives can focus on a company’s own products or services to better serve the
organization and its clients.

Employee retention

Learning new skills is essential to remain stimulated and engaged at work while opening up
opportunities for future career development.

Helping and encouraging employees to develop themselves professionally is a great way to show
that they are valued by the organization.

The outcome of all of these individual perks is increased employee retention, which has significant
advantages for the employer. For example, experienced employees are usually the most
productive because they are highly skilled and know the business inside out.

Tracking employees’ long-term achievements in terms of training objectives ensures that they
are well-rounded individuals and fully prepared to be successful in their roles.

Competitive advantage

A workforce that is continually evolving and improving through training and professional development
ensures the future resilience of the organization by keeping staff up to date with emerging
trends and competencies in the industry.

Early adopters of cutting-edge technology usually gain a competitive advantage in the marketplace,
leading to long-term growth and sustainability. Having an effective program of training objectives
in place ensures that the organization maximizes the long-term resilience of its workforce.

Increase an individual’s motivation to perform their job well

Training can also serve as a motivational tool. When employees are given opportunities to learn and
grow, they are likely to feel more valued and motivated.

For example, a salesperson who receives training on effective negotiation techniques or customer
relationship management will likely feel more confident and enthusiastic about meeting their
sales targets. Additionally, this kind of training can also lead to improved job performance and,
ultimately, increased sales for the company.

How to develop training objectives?

When developing training objectives, follow a systematic approach to ensure they are effective and
align with the organization’s goals.

Here’s a step-by-step guide:


Step 1: Identify the business need

The first step to creating objectives of training and development is identifying the specific business
need that the training aims to address.

For instance, if your organization is facing a high customer churn rate, you might identify a need for
improved customer service skills among your frontline staff. This business need then informs
your training objective.

Step 2: Define the desired outcome

Next, define what the successful achievement of the objective would look like. In the previous
customer service example, a desired outcome might be that customer service representatives
demonstrate the ability to de-escalate tense situations, turning dissatisfied customers into loyal
ones.

This objective is clear-cut and allows both trainers and trainees to understand the goal.

Step 3: Create learning objectives

Now that you have your desired outcome, you can break it down into detailed learning objectives.
These are the specific skills that employees need to learn to achieve the overarching objective.

For our customer service training, learning objectives could include empathetic listening, effective
communication of company policies, and mastery of conflict resolution techniques.

Step 4: Use the SMART framework

The SMART methodology is frequently used to establish well-defined and effective objectives.

This approach states that the objectives should be:

 Specific
 Measurable
 Achievable
 Relevant
 Time-bound

Ensure your training objectives are SMART. For example, “Customer service representatives will be
able to successfully resolve customer complaints within 3 minutes, 95% of the time, by the end
of the 6-week training period.”

This objective meets all five SMART criteria, making it a useful guide for your training program.

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