T&D Notes
Training is the act of increasing the knowledge and skills of an employee for
doing a particular job.
Training improves, changes, and moulds the employee’s knowledge, skill,
behaviour and aptitude and attitude towards the requirement of the job and the
organization. After an employee is selected, placed and introduced in an
organization, he/she must be provided with training facilities in order to adjust
him/her to the job.
Characteristics of Training
1. Increases knowledge and skills for doing the job.
2. Bridges the gap between jobs needs and employee skills, knowledge and
behaviour.
3. Job-oriented process, vocational in nature.
4. Short-term activity designed essentially for operatives.
Difference between Training and Development
Training often has been referred to as teaching specific skills and behaviour. It is
usually reserved for people who have to be brought up to performing level in some
specific skills.
The skills are almost always behavioural as distinct from conceptual or intellectual.
Development is considered to be more general than training and it is aimed
towards management people. Usually the intent of development is to provide
knowledge and understanding that will enable people to carry out non-technical
organisational functions more effectively, such as problem-solving, decision-
making and relating to people.
Training is a short-term process utilizing a systematic and organized procedure by
which non-managerial personnel learn technical knowledge and skills for a definite
purpose.
Development is a long-term educational process utilizing a systematic and
organized procedure by which managerial personnel learn conceptual and
theoretical knowledge for general purposes.
Thus, training is meant for operatives and development is meant for managers.
Training tries to improve a specific skill relating to a job, whereas development
aims at improving the total personality of an individual. Training is a one shot-deal
whereas development is an ongoing, continuous process. Training is a result of
outside motivation, whereas development is mostly a result of internal motivation.
Training seeks to meet the current requirement of the job, whereas development
seeks to meet the future needs of the individual and job. Thus training is a reactive
process, whereas development is a proactive process.
Training Process
1. Identifying Training Needs
2. Preparing Training Programmes
3. Preparing the Learners
4. Implementing Training Programme
5. Performance Try-Out
6. Follow-Up Activities
1. Identifying training needs:
Training needs are identified by following types of analysis:
(i) Organizational analysis: It involves a study of the entire organization in terms
of its objectives, its resources, the utilization of these resources, in order to achieve
stated objectives and its interaction pattern with environment.
(ii) Task or role analysis: The focus here is on the roles played by an individual
and the training needed to perform such roles. Questionnaires, interview reports,
tests and observation are generally used to collect job related information from
time to time. After collecting the information, an appropriate training programme
may be designed.
(iii) Manpower analysis: There are three issues to be resolved through manpower
analysis. First, we try to find whether performance is satisfactory and training is
required. Second, whether the employee is capable of being trained and the
specific area in which the training is needed. Finally, we need to state weather poor
performance. On the job need to be replaced by those who can do the job.
2. Preparing Training Programmes:
(i) Type of employees to be trained, newcomers or old employees
(ii) Type of training material that may be required
(iii) Duration of training programme
(iv) On-the-job training or off-the-job training
(v) Methods that may be used for providing training
(vi) Resource personnel who will provide training.
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3. Preparing the Learners:
(i) Putting the learner at ease
(ii) Explaining the importance of the job and its relationship to workflow
(iii) Explaining the needs and objectives of the training in relationship to their jobs
(iv) Creating interest among the learners about training
(v) Placing the learner to as close to their working place as possible in the case of
on-the job training.
4. Implementing Training Programme:
Training can improve individual and team performance, producing results that
impact the bottom line. The potential for success is enhanced by following a
logical process. Employers of all types will reap benefits from implementing an
effective training program.
Effectiveness of the training program is checked
(i) Written/oral tests
(ii) Observation
(iii) Finding out individual/groups reaction to training while training is going on
(iv) Interviews
(v) Questionnaires
(vi) Opinion of top management on after training performance
(vii) Results comparison in terms of productivity, quality of work.
5. Performance Try out:
Trainee asked to perform the job several times slowly while explaining each step
(i) Mistakes are corrected
(ii) Gradual building up of speed and skills
(iii) Once a satisfactory level is achieved trainee is put on his own but not
abandoned.
6. Follow up activities:
(i) Putting trainee on his own
(ii) Checking frequently to see if he has followed instructions
(iii) Tapering off excess supervision and close follow-up until trainee is qualified
to work under normal supervision.
Methods of Evaluation
1. Questionnaire: Comprehensive questionnaires could be used to obtain opinions,
reactions, views of trainees.
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2. Start-of-course assessment: Either replacing pre-programme assessments or
confirming these in more training-specific forms.
3. Tests: Standard tests could be used to find out whether trainees have learnt
anything during and after the training programme. Pre-testing or pre-knowledge
measures of the learners’ existing skills and knowledge.
4. Interviews: Interviews could be conducted to find out the usefulness of training
offered to operatives.
5. Daily or interim evaluation approaches: Which be considered if the learning
programme lasts more than a day or so, but will be necessary if it lasts for a week
or more.
6. Studies: Comprehensive studies could be carried out to eliciting the opinions
and judgements of trainers, superiors, peers, groups about the training.
7. Human Resource Factors: It is evaluated on the basis of employee satisfaction,
which is further examined on the basis of absenteeism, turnover ratio, accidents,
grievances, discharge, dismissals etc.
8. Cost Benefits Analysis: The cost of training (cost of hiring trainers, tools to
learn, training centers, wastage etc.) could be compared with its value (in terms of
reduced learning time, improved learning, superior performance) in order to
evaluate a training programme.
9. End of programme evaluation: Reaction, arrangement for medium or long
term-evaluation, either by correspondence or visiting.
10. Feedback: After the evaluation, the situation should be examined to identify
the probable cause for gaps in performance. The training evaluator should follow it
up sincerely so as to ensure effective implementation of the feedback report at
every stage.
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