Course Title: Strategic Human Resource Development (SHRD) (MGT-503)

Chapter04: Training and Development

Chapter Objectives - Chapter Outline

4.1 Training and Development- Meaning and Example

4.2 Training Vs Development
4.3 Types of Training
4.3.1 On the Job Training Method
4.3.2 Off the Job Training Method
4.4 Management Development
4.4.1 On the job Method of Management Development
4.4.2 Off the job Method of Management Development
4.5 Process of Training
4.6 Evaluation of Training
4.1 Training and Development (Meaning and Example)

Training is the act of increasing the knowledge and skills of an employee

for doing a particular job.” — Edwin B. Flippo
Training - a planned effort by a company to facilitate employees’
learning of job-related competencies. Competencies include knowledge,
skills or behavior critical for successful job performance.
Improving the knowledge, skills and attitudes of employees for the
short-term, particular to a specific job or task – e.g.,
• Employee orientation
• Skills & technical training
• Workshop
Training and Development (Meaning and Example)

Development – preparing for future responsibilities, while increasing the

capacity to perform at a current job. development refers to the growth of
an individual in all respects.
More future oriented and more concerned with education than is training.
Management Development activities attempt to instill sound reasoning
processes to enhance one’s ability to understand and interpret knowledge.
It focuses on the personal growth on Analytical , Conceptual & Human

• Management training
• Supervisor development
4.2 Difference Between Training and Development
Training Development
1.Training means learning skills and knowledge 1. Development refers to the growth of an
for doing a particular job and increases skills employee in all respects. It is more concerned
required for a job. with shaping the attitudes.
2.Training generally imparts specific skills to 2. Development is more general in nature and
the employees. aims at overall growth of the executives.
3.Training is concerned with maintaining and 3. Development builds up competences for
improving current job performance. Thus, it future performance and has a long term
has a short-term perspective. perspective
4. Training is job centered in nature. 4. Development is career-centered in nature.
5. The role of trainer or supervisor is very 5. All development is ‘self-development’ and
important in training. the executive has to be internally motivated
for the same.
4.3 Types of Training

4.3.1 On the Job Training Method

4.3.2 Off the Job Training Method

TYPES OF TRAINING
A. On the job: Job rotation
Apprentice
Committee assign
Coaching
B. Off the job:
Classroom Lecture
Vestibule
Simulation
Role playing
Case discussion
A. On the job Training
Job rotation- This approach widens the activities of a worker by
switching him or her around a range of work. For example, an
administrative employee might spend part of the week looking after the
reception area of a business, dealing with customers and enquiries.
Banking, Manufacturing Sector etc. are practicing this method.

Apprentice- They get practical knowledge while working on the job and
theoretical knowledge in the class room lecture. In many industries such
as metal, printing and building construction, etc., this method of training
is widely in use.
A. On the job Training
Committee assign- Under the committee assignment, group of trainees
are given and asked to solve an actual organisational problem. The
trainees solve the problem jointly. It develops team work.
 
Coaching: The trainee is placed under a particular supervisor who
functions as a coach in training the individual. The supervisor provides
feedback to the trainee on his performance and offers him some
suggestions for improvement. Often the trainee shares some of the duties
and responsibilities of the coach and relieves him of his burden.
B. Off the job Training
 Classroom Lecture- under the off the job methods of training,
classroom method or lecture method. Under this method employees are
called to the room like that of classroom to give training by trainer in the
form of lectures. This method is effectively used for the purpose of
teaching administrative aspects or on management subject to make
aware of procedures and to give instructions on particular topic. 
B. Off the job Training
Vestibule Training- Vestibule training is provided to employees when
new or advanced equipment or tools introduced in to the organisation to
do a particular job by using them. For this purpose, such equipment is
brought to a separate place to give demonstration and train how to use and
that handle it by employees safely. Vestibule training allows employees to
get a full feel for doing task without real world pressures. Additionally, it
minimizes the problem of transferring learning to the job.
B. Off the job Training
Simulation- The simulation Method of training is most famous and core
among all of the job training methods. in the simulation training method,
trainee will be trained on the especially designed equipment or machine
seems to be really used in the field or job. But, those equipment or
machines are specifically designed for training a trainees were making
them ready to handle them in the real field or job.  This method of
planning is mostly used where very expensive machinery or equipment
used for performing Job or to handle that job.
B. Off the job Training
Role Play- During a role play, the trainees assume roles and act out
situations connected to the learning concepts. It is good for customer
service and training. Two or more trainees are assigned roles in a given
situation, which is explained to the group. The role players have to
quickly respond to the situation that is ever changing and to react to it as
they would in the real one. It is a method of human interaction which
involves realistic behaviour in an imaginary or hypothetical situation.
Role playing primarily involves employee-employer relationships,
hiring, firing, discussing a grievance problem, conducting a post
appraisal interview, disciplining a subordinate, or a salesman making
presentation to a customer.
B. Off the job Training
 Case discussion- It is a written description of an actual situation in the
past in same organisation or somewhere else and trainees are supposed
to analyze and give their conclusions in writing. This is another excellent
method to ensure full and whole hearted participation of employees and
generates good interest among them. Case is later discussed by
instructor with all the pros and cons of each option. It is an ideal method
to promote decision-making abilities within the constraints of limited
data.
4.4 Management Development

Management Development is a systematic process of training and

growth by which managerial personnel gain and apply skill, knowledge,
altitude and insights to manage the work in their organisation effectively
and efficiently.

4.4.1 On the job Method of Management Development

4.4.2 Off the job Method of Management Development
4.4.1 On the job Method of Management Development

The development of a manager's abilities can take place on the job. The
major techniques for on the job development are:

1. COACHING
2. JOB ROTATION
3.  MENTORING
4. SELECTIVE READING
On the job Method (Management Development)
COACHING- In coaching the trainee is placed under a senior manager
who acts as an guide or coach and teaches job knowledge and skill to the
trainee. He instructs him what he wants him to do, how it can be done
etc., As the managers learn by doing. It also creates the opportunities for
high level interaction and rapid feedback on performance.

But this has a limitation also as we cannot expect that alt excellent
managers will be effective coaches. Thus, the effectiveness of this
technique relies on the ability of the concerned 'coach'.
4.4.1 On the job Method of Management Development

JOB ROTATION-
It refers to the transfer or movement of executive from one job to another
and from one plan to another on some planned basis for educational
learning purposes. Such rotation may continue for a period ranging from
6 months to 24 months
Under this method, the trainees are rotated over various routine jobs in a
department, division or unit before they are due for promotion as
managers. The idea behind this is to give them the required diversified
skills and a broader outlook, which are very important at the upper
management levels. It also increases the inter-departmental cooperation
and helps in reducing the monotony of the work
4.4.1 On the job Method of Management Development

MENTORING
Mentoring is an ongoing relationship that is developed between a senior
and junior employee. Mentoring provides guidance and clear
understanding of how the organization goes to achieve its vision and
mission to the junior employee.
The executive can learn a lot from mentoring. By dealing with diverse
mentee’s, the executive is given the chance to grow professionally by
developing management skills and learning how to work with people
with diverse background, culture, and language and personality types.
4.4.1 On the job Method of Management Development

Selective readings:
Some organisations maintain huge libraries involving a large collection of
useful material on the subjects of interest to the enterprise. The executives
go through the books, journals, articles, notes, and magazines and
assimilate knowledge. The executives, during their leisure hours, try to
exchange their views with others and in this process learn new ways to
looking at things.
4.4.2 Off the job Method of Management Development

There are many management development techniques that an employee

can take in off the job. The few popular methods are:
1. CASE STUDIES
2. BUSINESS GAMES METHOD
3. EQUIPMENT SIMULATORS
4. IN-BASKET TECHNIQUE
5. SENSITIVITY TRAINING/ T group training
4.4.2 Off the job Method of Management Development

1. CASE STUDIES- Case Studies try to simulate decision-making

situation that trainees may find at their work place. It reflects the
situations and complex problems faced by managers, staff, HR, CEO, etc.
The objective of the case study method is to get trainees to apply known
concepts and ideologies and ascertain new ones.
4.4.2 Off the job Method of Management Development

2. BUSINESS GAMES METHOD

Under this, scheme an atmosphere is created in which the participants
play a dynamic role. Usually management games consist of several
teams which represent competing groups. Each team consists of 2 to 6
persons.
Each team has to make discussion and to arrive at decisions concerning
such as production; pricing, research expenditure. The participants are
assigned such roles as Managing Director, General Manager etc.
4.4.2 Off the job Method of Management Development

3. EQUIPMENT SIMULATORS- This is the technique of working up a

real thing, in which a situation is created and attempt is to made to make
it resembled to the actual situation. So a duplicate atmosphere but like
original sense is created. Their input can help in reducing the potential
resistance, errors in the equipment and more importantly, it also increases
the degree of reliability between the simulation and the work setting.
E.g. Ship Navigators, Product Development Engineers, Airline Pilots,
     Military Officers
4.4.2 Off the job Method of Management Development

4. IN-BASKET TECHNIQUE

In this method, each team of trainees is given the different files of
correspondence of the business problems. These are also called business
papers like memoranda, reports and telephone messages and other
general papers which come across the table of the manager. The trainees
are asked to study them, analyse them and make their comments on the
file.
The trainer then provides feedback, reinforcing decisions made suitably
or encouraging the trainee to increase alternatives for those made
unsuitably.
4.4.2 Off the job Method of Management Development

5. SENSITIVITY TRAINING/ T group training

Sensitivity training is about making people understand about
themselves and others reasonably, which is done by developing in them
social sensitivity and behavioral flexibility.
Social sensitivity in one word is empathy. It is ability of an individual to
sense what others feel and think from their own point of view.
Behavioral flexibility is ability to behave suitably in light of
understanding.
DEVELOPMENT PROGRAMS
Decision making: In basket
Business games
Case studies
Interpersonal:
Role play
Sensitivity
Behaviour
Organisational:
Position rotation
Multiple mgmt.
4.5 The Training Process

 1. Training Needs Analysis

2. Develop Training Objectives
3. Design and Select Training Methods
4. Implement Training
5. Evaluate Training
6. Measure Training Results
1. Training Needs Analysis

There are two types of techniques to identify NEEDS:

1. TASK ANALYSIS
2. PERFORMANCE ANALYSIS
Task Analysis- An analysis of the job’s requirements to determine the training
required. It is done by TASK ANALYSIS RECORD FORM (tabular structure) this
consolidates information regarding the job’s required tasks and skills which are
helpful in determining training requirements.
Performance Analysis- Verifies performance deficiency and determine whether
that deficiency should be rectified through training or some other means. The first
step is to appraise employees’ performance, since to improve it, first determine
person’s current performance compared to what it should be. To distinguish
between can’t do and won’t do problems, their specific causes and solutions.
2. Develop Training Objectives

After analyzing training needs, concrete measurable training objectives

should be set. Training objective is defined as “A description of
performance you want learners to be able to exhibit before you consider them
competent”.
Objectives specify what the trainee should be able to accomplish after
training. Goals should be objective, verifiable, and specific.
3. Design and Select Training Methods
Some of the methods which are usually used for training of employees
are:
• On The Job Training
• Off-The-Job-Training

The method selected should be best suited to a specific organisation’s

needs. The various factors generally considered for selecting a method
include— skills required qualifications of candidates, cost, time available,
depth of knowledge etc.
4. Implement Training
Familiarize the worker with equipment, materials, tools, trade terms
Create interest, encourage questions, find out about the knowledge of
the learner.
Correct the mistakes and if necessary, repeat few complicated steps.
Make the trainer run the job at normal pace.
Have the learner do the job gradually building up skill and speed.
5. Evaluate Training

It is the most important and often the most neglected or least adequately
carried out part of the training process.
Methods of Evaluation
Questionnaires
Tutor reports
Interviews of trainees
Observation of courses and training
6. Measure Training Results

There are three basic categories of performance information and its

measurement:
1. Trait-based assessment systems assesses or identifies the abilities or a
subjective character trait of employee such as-attitude, initiative or
creativity.
2. Behavior-based systems measures the extent to which an employee
engages in specific, relatively well defined behaviors while at the job,
which leads to success.
3. Results-based systems measures the bottom line associated with an
employees work and his/her accomplishments.
4.6 Evaluation of Training

The process of examining a training program is called training evaluation.

Training evaluation checks whether training has had the desired effect.
Training evaluation ensures that whether candidates are able to implement
their learning in their respective workplaces, or to the regular work routines
The various methods of training evaluation are:
Observation
Questionnaire
Interview
Self-diaries
Self-recording of specific incidents
Types of evaluation

Evaluating the Training (includes monitoring) addresses how one

determines whether the goals or objectives were met and what impact
the training had on actual performance on the job. Generally, there are
four kinds of standard training evaluation:

Formative
Process
Outcome
Impact.
Formative evaluation
Formative evaluation provides ongoing feedback to the curriculum
designers and developers to ensure that what is being created really
meets the needs of the intended audience.
A formative evaluation (sometimes referred to as internal) is a method for
judging the worth of a program while the program activities
are forming (in progress)

This part of the evaluation focuses on the process.

Process evaluation
Process evaluation provides information about what occurs during
training. This includes giving and receiving verbal feedback.

It monitors the quality of an event or project by various means.

Traditionally, working as an “onlooker,” the evaluator describes this
process and measures the results in oral and written reports.

Process evaluation is the most common type of training evaluation. It

takes place during training delivery and at the end of the event.
Outcome evaluation
Outcome evaluation determines whether or not the desired results (e.g.,
what participants are doing) of applying new skills were Achieved in the
short-term.

Outcome Evaluation answers the question, “What happened to the

knowledge, attitudes, and behaviors of the intended population?”

Because outcomes refer to changes in behavior, outcome evaluation data

is intended to measure what training participants were able to do at the
end of training and what they actually did back on the job as a result of
the training.
Impact Evaluation
Impact determines how the results of the training affect the strategic
goal.

Impact Evaluation takes even longer than outcome evaluation and you
may never know for sure that your project helped bring about the
change.

Impacts occur through an accumulation of “outcomes.”