Training and development involves improving organizational and individual effectiveness. Training focuses on immediate changes through instruction, while development relates to longer-term goals. There are various methods of training, including on-the-job methods like apprenticeships, internships, and job rotation, as well as off-the-job methods like classroom lectures. Training needs assessment identifies gaps between current and required skills and knowledge to determine what training is needed. The process involves analyzing organizational needs, job tasks, and individual employee skills.

1. Training and Development
Unit 3

2. Training is Expensive , without
Training it is More expensive-
Nehru

3. • Training and development involves improving the effectiveness
of organizations and the individuals and teams within them.
• Training may be viewed as related to immediate changes
in organizational effectiveness via organized instruction, while
development is related to the progress of longer-term
organizational and employee goals.

4. Definition
Training: It is a formal and Systematic modification of Behavior through learning which
occurs as a result of education , Instruction, Development and Planned experience.
 It is short Term process
 refers to Technical and mechanical Problems.
 Specific Job Related Purpose.
Development is a learning activity, which is directed towards future rather than present needs,
which is concerned more with career goals rather than immediate performance.
 It is a long term education process.
 Refers to philosophical and theoretical educational concepts
 Managerial personnel
 General knowledge purpose

5. Why T and D????
Training
Helps Employees to do their current jobs.
Development
Helps the individual handle future responsibilities

7. Training?
Training helps to
g
e
brid the gap
Existing
• Skills
• Knowledge
• Attitudes
Required
• Skills
• Knowledge
• Attitudes

8. • Training - a planned effort by a company to facilitate employees’
learning of job-related competencies.
• Competencies include knowledge, skills or behavior, abilities
(KSA) critical for successful job performance.
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9. New
candidates who
join an
organization
Refresh and
enhance their
knowledge.
Implementation
of updates and
amendments
Promotion and
career growth
Training is given on four basic grounds:

10. Improving
Employee
Performance
Updating
Employee
Skills
Avoiding
Managerial
Obsolescenc
e
Preparing for
Promotion
and
Managerial
Succession
Retaining
and
Motivating
Employee
Creating an
Efficient
and
Effective
Organization
Improves
morale of
employees
Benefits

11. Types of Training
Orientation
Training
Job
Training
Safety Training Promotional
Training
Refresher and
RemedialTraining

12. DEVELOPMENT

13. • Employee development is a joint initiative of the employee as
well as the employer to upgrade the existing skills and knowledge
of an individual.
• Employee development goes a long way in training, sharpening the
skills of an employee and upgrading his/her existing knowledge
and abilities.
PersonalGrowth
Professional Growth
Employee Development

14. Professional Growth
Employee development activities must be defined keeping in mind an employee’s current stage and desired
stage. Knowing an employee’s current and desired stage helps you find the gaps and in which all genres
he/she needs to be trained on. Human resource professionals must encourage employees to participate in
internal or external trainings, get enrolled in online courses to increase their professional knowledge and
contribute effectively.
Personal Growth
• Employees start taking their work as a burden only when an organization does not provide any added
benefits or advantages which would help in their personal growth.
• Soft skills classes, fitness sessions, loans with lower interest rates are certain initiatives which not only
motivate an employee to do quality work but also help in employee development.
• Employee development not only helps in enhancing knowledge of employees but also increases the
productivity of organizations. Employees, as a result of employee development activities are better
trained and equipped and work harder to yield higher profits.

15. Systematic Approach

16. IdentifyingTraining Needs
Training Objectives
Select/Design/Review
Training Materials
• Organisational Analysis
– Organisational Objectives,
– Its Resources
– Resource allocation
– Organisational climate
– Environmentl Scanning
Task and Role Analysis
• Detailed analysis of job
Systematic Approach to Training
Conduct/Administer Training
Evaluate
• ManpowerAnalysis
– Training is needed
– Employee is capable
– Area
– Employee Performance
will be enhanced
– Any Modification Required
in Job setting

17. Training Objectives
Select/Design/Review
Training Materials
Conduct/Administer Training
Evaluate
• It expresses the gap between
existing skills and desired pool of
knowledge.
• It should be set in both
Quantitative and Qualitative terms
• Involvment of Top Management is
necessary
Systematic Aproach to Training
IdentifyingTraining Needs

18. Training Objectives
Select/Design/Review
Training Materials
Conduct/Administer Training
Evaluate
• Responsibility of Training
• Selecting and Motivating the Target
Group
• Preparing the Trainers
• Developing Training Package
• Presentation
• Performance Tryouts
• Follow Up
Systematic Aproach to Training
IdentifyingTraining Needs

19. Establish Training Requirements
Determine Training Needs
(have v.need)
Select/Design/Review
Training Materials
• Schedule programs
– consider: location of attendees, non-attendance rates,
turnover, employee availability, rosters for trainers/assessors,
venue availability etc
• Coordinate/administertraining
– enrolment
– notification/follow-up
– record results
– file records
– interaction with registered training organisations managed
Conduct/Administer Training
Evaluate
Systematic Approach to Training

20. Establish Training Requirements
Determine Training Needs
(have v.need)
Select/Design/Review
Training Materials
Conduct/Administer Training
Evaluate
Return on Expectations – did the training meet the strategic
purpose or intent
Reaction - how well the participants liked a particular program
Learning - principles, facts and techniques that were
understood and absorbed by the participants
Behaviour - transference oflearning
Results - impact on the organisation
Systematic Approach to Training

21. On-the Job Training
Internship
Job Rotation
Apprenticeship
Coaching
Off-the Job Training
Organizing Special
Curriculum and Classes
Organizing Conference
and seminars
Simulation
Vestibule training
Management Games
Programmed Instructions
Case Study Method
Role Playing Method
Lecture Method
IncidentAnalysis Method
Methods of Training
Mentoring

22. DIFFERENCE
ON THE JOB METHOD OFF THE JOB METHOD
Training is provided by superiors
to subordinates.
Training is provided by experts
from within or outside the
organization.
It is less costly. It is more costly.
It is less time consuming. It is more time consuming.
It is used where jobs are simple. It is used where jobs are complex.

23. ON THE JOB METHODS
• It means “Learning while doing”.
• It is less costly and less time consuming method.
• It includes:
I. Apprenticeship Training
II. Induction Training
III. Internship Training
IV. Job Rotation

24. APPRENTICESHIP TRAINING
• The trainer is appointed to guide the worker.
• The trainer performs the job and the learner observes.
• When the learner learns all the skills then he slowly
starts taking up the job step by step and the trainer
now becomes the observer.
• This method is suitable for people seeking to enter skill
traits for example plumbers and electrician.

25. INTERNSHIP TRAINING
• Under this method technical institutions and business
organizations jointly impart training to their members.
• The objective of the training is to strike a balance
between theoretical and practical knowledge.
• Educational institutions impart only theoretical
knowledge to their students and for the practical
knowledge they are sent to business organizations.

26. JOB ROTATION
• This method involves shifting the trainee from one
department or job to another.
• Suppose a person is appointed in production
department when he comes to know everything of that
department, he is shifted to another department.
• The motive is that during any circumstances the person
is capable of taking charge of various departments.

27. COACHING
Under this method, the trainee is placed under a
particular supervisor who functions as a coach in
training and provides feedback to the trainee.
Sometimes the trainee may not get an opportunity
to express his ideas.
Coaching is unlocking a person’s potential to
maximize their own performance . It is helping
them to learn rather than teaching them.

28. Mentoring
It is the influence , guidance or direction given by a
mentor. A mentor is someone who teaches or gives
help and advice to less experienced.
It focuses on Individual development.
It is a long term process.

29. OFF THE JOB METHODS
• It means “Learning before doing”.
• These methods are used away from work place.
• It includes:
I. Vestibule Training
II. Films
III.Case Study
IV.Class room lectures

30. VESTIBULE TRAINING
• In this method the employee learns their job on the
equipment, which is placed far away from the work
place.
• It is usually done when employees are required to
handle sophistication machinery and equipments.

31. FILMS
• They can provide information and the demonstrate the
skills required for performing the jobs.
CASE STUDY
• Trainees study the cases to determine the problem,
analyze the cause, develop alternate solutions, select
the best solution and implement.

32. CLASS ROOM LECTURES
• Under this method, theoretical knowledge of the managers
is brushed up. They are informed of the latest techniques
for tracking different problems.
• In large organizations, permanent experts are appointed to
pass on such information.
• Small organizations which cannot afford to appoint
permanent experts, invite experts from educational
institutions to deliver lectures.

33. Role play
 In this case also a problem situation is simulated asking the
employee to assume the role of a particular person in the
situation. The participant interacts with other participants
assuming different roles. The whole play will be recorded and
trainee gets an opportunity to examine their own
performance.

34. Methods of Development
Competency Development Area Methods
Decision-making skill Business games, Case study
Interpersonal skill Role playing, Sensitivity Training
Job Knowledge On-the-Job experiences, Coaching,
Organizational Knowledge Job Rotation, Multiple Management
General Knowledge Special course, Special Meeting, Specific Reading
Specific Individual Needs Special Projects, Committee Assignments

36. Training Needs Assessment
• “Training Needs Assessment” (TNA) is
the method of determining if a training
need exists and, if it does, what training
is required to fill the gap.
• TNA seeks to identify accurately the
levels of the present situation in the
target surveys, interview, observation,
secondary data and/or workshop.
• The gap between the present status and
desired status may indicate problems
that in turn can be translated into a
training need.

37. TNA process
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Reasons for pressure points
• Lack of basic skills
• Poor performance
• Customer requests
• New Product
• New Jobs
• High performance standards
Task
Analysis
Person
Analysis
Organizationall
Analysis
Outcomes
• What Trainees need to learn
• Who receives training
• Type of Training
• Frequency of Training
• How training should be
evaluated

39. Organizational analysis
Organisational analysis involves considering the context in which training will occur.
Three factors need to be considered before choosing training as the solution to any pressure
point:
– Support of managers and peers for training activities
– Company strategy
– Training resources available.
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40. Person analysis
Person analysis involves:
– Determining whether performance deficiencies result from a lack of knowledge, skill or
ability (a training issue) or from a motivational or work-design problem
– Identifying who needs training
– Determining employee’s readiness for training.
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41. Task analysis
• Identifying the important tasks and knowledge, skills and behaviours that need to be
emphasised in training, in order for employees to complete their tasks.

42. Readiness for training
• Employees have the personal characteristics (ability, attitudes, beliefs, and motivation)
necessary to learn program content and apply it on the job.
• The work environment will facilitate learning and will not interfere with performance.
How can managers ensure employee readiness for training?
• Ensure employees’ self-efficacy.
• Understand the benefits of training.
• Be aware of training needs, career
interests and goals.
• Understand work environment characteristics.
• Ensure employees’ basic skills levels.
• Also consider input, output, consequences and feedback.
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