Chapter 8

Employee Training and Development

 Understand the nature
and importance of
training and
development
 Stages in the training
and development
programmes and
describe each step

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Terms

 Training refers to the process of imparting

specific skills
 Development refers to the learning
opportunities designed to help employees
grow
 Education is the theoretical learning in
organization.

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 DEFINITION AND PURPOSE OF
TRAINING
The systematic development of the knowledge, skills
and attitudes required by an individual to perform
adequately a given task or job is defined as training.
 The main objectives of training are:
 Improving employee performance
 Updating employee skills
 Avoiding managerial obsolescence
 Preparing for promotion & managerial succession
 Retaining & motivating employees

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The Benefits of Training
 Gives the supervisor more time to
manage, standardized performance, less
absenteeism, less turnover, reduced
tension, consistency, lower costs, more
customers, better service
 Gives the workers confidence to do their
jobs, reduces tension, boost morale and
job satisfaction, reduces injuries and
accidents, gives them a chance to
advance.
 Gives the business a good image and
more profit.

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 Examples of Training Investments

 Industry and government in the United States spend approximately

$90 billion each year on employee training and education.
 Average Japanese companies spends about 6% of budget on
training.
 Study of major automobile manufactures found U. S automakers
spend about 40 hours training new employees compared to 300
hours for Japanese automakers.
 Motorola’s CEO required all divisions to spend at least 2% of budget
on training. Over next 7 years, profits increased 47% and it was
estimated that each $1.00 in training yielded $30.00 in return.

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Then why is training often neglected?

 Urgency of need
 Training time
 Costs
 Employee turnover
 Short-term worker
 Diversity of worker
 Kinds of jobs (simple-complex)
 Not knowing exactly what you
want your people to do and how

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Training Process

1. Need Assessment
2. Deriving Instructional Objective
3. Designing Training and Development
Programme
4. Implementation of the Training Programme
5. Evaluation of the programme

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Need Assessment

 Diagnoses present problems and future

challenges to be met
 Individual Level- Performance Appraisal,
Interviews, Questionnaires, Attitude Survey,
Training Progress
 Organizational Level- Goals and Objectives,
Organizational Climate, MBO, Quality Circles,
Customer Satisfaction Data, Exit Interviews,
Consideration of Past and Projected changes
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Benefits of Need Assessment

 Trainers can be informed about the broader

needs of the trainees.
 Trainers may be able to pitch the course
inputs closer to the specific needs of the
trainees

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Deriving Instructional Objective

 Instructional Objectives provide the input for

designing the training programme as well as
for the measures of success (criteria) that
would help assess effectiveness of the
training programme.
 For eg. After training, the employee will be
able to smile at all customers even when
exhausted or ill, unless the customer is irate.

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Designing Training and Development
Programme
 Who are the trainees?
 Who are the trainers?
 What are the methods and techniques ?
 What should be the level of training?
 What are the principles of learning?
 Where to conduct the programme?

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Who are the trainees?

 Self nomination
 Recommendations of supervisors
 HR Department itself

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Who are the trainers?

 Immediate supervisors
 Co-workers
 Specialists in the other parts of the country
 Members of the personnel staff
 Outside Consultants
 Industry associations
 Faculty members at universities

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What are the methods and techniques ?

 ON THE JOB TRAINING  OFF THE JOB TRAINING

1. Orientation Training 1. Simulation Exercises
2. Job Instruction Training a. Case exercises
3. Apprentice detraining b. Experiential exercises
4. Internships and c. Computer modeling
assistantships d. Vestibule training
5. Job rotation e. Role playing
6. Coaching 2. Lecture
3. Programmed Instruction
4. Conferences or Discussion

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On the Job Training

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ON THE JOB TRAINING

 This kind of training takes place in a real job

environment where the trainee is exposed to
an actual work situation.
 This method is very useful as the trainee gets
hands-on experience.

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Job Instruction Training
 Consists of 4 steps:
1. Prepare the learner
2. Demonstrate the task
3. Have the worker do
the task
4. Follow through: put
the worker on the job,
correcting and supporting
as nessicary.

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DELIVERING
DELIVERING CUSTOMISED
CUSTOMISED TRAINING
TRAINING
SUCCESSFULLY
SUCCESSFULLY

“Tell me and I forget, teach

me and I remember, involve
me and I learn”

- Benjamin Franklin

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Orientation: the pre-job phase of training.

 Introduces each new employee

to the job and the workplace.
 Tells new staff members what
they want to know and what the
company wants them to know.
 Communicates information give
out a employee handbook.
 Creates positive employee
attitudes toward the company
and the job.

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Apprenticeship

 Individuals seeking to enter skilled trades,

like those of fitter, electricians, etc, are
required to go through formal apprenticeship
under experienced employees, before they
join their regular jobs.
 Apprentices are not ‘employees’ of the
organization and are not governed by any of
the laws that are applicable to regular
employees.

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Internships and assistantships

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Job rotation:

 In this method of training, the trainee is

placed on various jobs across different
functions in the organization.
 The trainee gains cross-functional knowledge
and is equipped to take up different jobs

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Coaching
 Coaching involves one manger playing an
active role in guiding trainee.
 The coach/trainer teaches the trainee what to
do, how to do it, and rectifies any mistakes
committed by the trainee.
 At the same time, the success of coaching
depends almost entirely on the coaching
abilities of the coach/trainer.
 Also, the trainee cannot develop beyond the
abilities of the coach/trainer.
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OFF the Job Training

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Simulation Exercises

 Here, the trainee is exposed to an artificial

work situation that closely resembles the
actual work situation.
1. Case exercises:
2. Experiential exercises:
3. Computer modeling:
4. Vestibule training:
5. Role playing:

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Simulation Exercises
1. Case exercises: A real-life problem encountered in the organization
is presented to the trainees in the form of a case study. The trainees
must analyze the case and present their views and recommendations.
2. Experiential exercises: The trainer simulates situations where the
employees are exposed to actual work problems. After the exercise is
complete, the trainer discusses the behavior of the employees during
the exercise, with the group.
3. Computer modeling: Computer modeling is a technique whereby the
dimensions of the job are programmed into the computer; working
with the computer model allows direct learning to take place.
4. Vestibule training: Here, the actual work conditions are simulated
and the equipment used by the trainees is similar to what is used on
the job.
5. Role playing: It is described as a method of human interaction
involving realistic behavior in imaginary solutions. The trainees
assume the roles of different characters in the organizational context.

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Simulation
PROS CONS
 Provides realism.  Cannot cover all job aspects.
 Allows active practice.  Limited number of trainees.
 Provides immediate  Can be very expensive (for
feedback. example, “aircraft simulators”
and “virtual reality”
 Allows exposure to simulators).
hazardous events.
 High transfer to job.
 No job interference.
 Lowers trainee stress.

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Programmed Instruction:

 In this method, the trainee is given a series

of questions after he studies relevant
material required for the accomplishment of
the job.

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Classroom Instruction

PROS CONS
 Efficient dissemination of  Learner does not control
large volume of pace or content
information.  Does not consider
 Effective in explaining individual differences.
concepts, theories, and
 Limited practice.
principles.  Limited feedback.
 Provides opportunity for
 Limited transfer to job.
discussion.

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Video and Film

PROS CONS
 Provides realism.
 Does not consider individual
 Adds interest.
 Allows scheduling flexibility. differences.
 Limited practice.
 Allows exposure to
 Limited feedback.
hazardous events.
 Allows distribution to multiple  Adds additional cost.
sites. due to:
* Script writers
* Production specialists
* Camera crews
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What should be the level of training?

 Lowest Level- Developing a basic

understanding of a field and becoming
acquainted with the language, concepts and
relationships
 Skills development Level- Acquiring the
ability to perform in a particular area.
 Highest Level- Aims at increased operational
proficiency

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What are the principles of learning?

 Employee motivation
 Recognition of individual differences
 Practice opportunities
 Reinforcement
 Knowledge of results
 Goals
 Schedules of learning (duration of practice and rest
sessions, positioning of rest pauses)
 Meaningfulness of the subject
 Transfer of learning

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Where to conduct the programme?

 At the job
 On site but not the job- training room in the
company
 Off site , such as in a university or college
classroom, hotel , a resort or a conference
centre.

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Implementation of the Training
Programme
1. Deciding the location and organizing
training and other facilities
2. Scheduling the training programme
3. Conducting the programme
4. Monitoring the progress of trainees.

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Evaluation

 Must be continuous
 Must be specific
 Must provide the means and
focus for trainers to able to
appraise themselves, their
practices and their products
 Evaluation must be based on
objectives methods and
standards
 Realistic target dates must be
set for each phase of the
evaluation process. A sense of
urgency must be developed,
but deadlines that are
unreasonably high will result in
poor evaluation.

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