Training Manual on the topic of Training

and Development

Fatima Salam
 Job related or given for a Behavioural changes
current job

Adjusts a person Training

in life, work
and
self development

Enhances efficiency of a
To acquire K, S, A person at job
 Assessment of Education
personality and abilities acquired formally

Development

Future jobs/ Job

Interpersonal
job roles experiences
relationships
 2. Reasons for training:

2.1 Pre-job training:

Person having skills not Person now possess

exactly related to skills exactly related
specific job to job
 2.1.1 Orientation program for the new
entrants in the organization

Introducing the organizational policies, work procedures, goals,

functions and culture

Providing them the guidelines for what is expected & approach to

fulfillment of those expectations.

Make the familiar with the proper procedure of performing

the assigned tasks effectively.
 Reasons for training (cont’d)

2.2 In-Job Training:

Training
Individual possess skills Individual acquired
results in
that are of lower level and higher skills and can
has to learn to develop make their effective use
them more effectively at the job
 2.3 For enhancing the effectiveness of
organization:

Certain issues and Training

problems arose in the results in The situation gets
organization (lack of smoother all the
communication, issues and problems
interpersonal relationship are addressed by
problems, team working making an effective
or decision making issues) action plan
 3. Importance or need of training:

• Bhatia (2008) highlights the importance for training as

follows:
• Increment in the quality and quantity of output.
• Increment of job satisfaction and motivation of employee.
• Minimizes supervision need.
• Helps a company to face competition from competitors.
• It shapes attitude of employees by enabling them to have
more association with the organization.
• It helps employees to minimize the wastage of materials
and make efficient use of materials and tools.
4. Human Resource Development Concept

• HRD stems from the field of adult education which

requires specific circumstances to learn and modify
behaviour. It is also about making the performance better
in the workplace environment. It also covers the theories
of change and linking them to the organization.
• HRD contributes to the organization and individual
learning by involving such activities and processes that
support both these learning.
 4.1 Performance Appraisal:
• The need for performance appraisal in developing employees is based
on several notions:
to record the past and/or future performance of employees
HRD oriented appraisals are done to:
Identify the hurdles faced by employees in dealing with assigned tasks
so that hurdles could be removed.
To highlight the strengths and weaknesses of employees.
The usage of talents of employees in an effective way. (Gupta &
Gupta (2005)
 Cont’d
• This basically deals with gathering intellectual capital
because the future success is dependent upon it. Wilson
(2005)
• A lot of emphasis is placed on performance management
because it is not just solely a responsibility of managers for
coaching & guidance but it is also a sense of responsibility
on behalf of employee to improve performance in order to
enhance his potential for future jobs. It provides a means for
adding value to the business and engaging employees so that
they perform well and create added value. It is also a source
of motivation for employee development.
 4.2 Career Development:
• Exposure
• Networking
• loyalty to profession
• career development involves a sustainable continuous
learning environment provided by employers to their
employees. Career depicts experience of an individual in
series of jobs and assignments. Career development leads
an individual to career motivation, who is ready to give his
full potential and energy to develop his career in a
particular profession
 4. Training methods:
Factors influencing the choice of training method are:

• Pressures on trainer
• Special characteristics of the training group
• Time allocation/ time consideration for the session
• Trainer’s level of proficiency to effectively deliver the
method
• Available choices or resources for method
• Preference for ease by trainer
 4.3 Counselling:

It entails three main processes:

• Building rapport or frequent contact
• Phase of influencing on employee through
positive reinforcement & autonomy
 5. Factors for effective development
programs:

• It is essential to have positive motivation.

• A need for continuous development inspite of having
infrequent activities.
• Effective development is based on systems approach that
coordinates entire elements of the learning process such as
site, selection of learners etc.
• Resistance to training is always present.
• Trained trainers are essential also.
 6. Training methods:

Group Lecture
discussion

Training Case study

Brainstorming Methods

Training Role play

through
placement

Field trip
 6.1 Lectures:

Verbally or by
words knowledge
transferred

Lecture One way

communication

Requires excellent
communication
skills
Lecture method is appropriate
For giving
information

Lecture method is
appropriate
Significant no. of
participants

To clarify
misconceptions

To save time
Lecture method is inappropriate

Not sure that trainee will

transfer the knowledge to work

Lecture method is
inappropriate All content cannot be retained
for a longer period of time

The more emphasis is on

effective presentation rather
than learning content
 6.2 Case study:

Presents real life situation

Requires active participation

and interest
Case study
Participants share
assumptions, experiences
attitudes & preferences

Tests critical thinking

 Case study is appropriate

Capability to design
learning oriented case

Good communication
and writing skills
Case study is
appropriate Sufficient information
provided to the trainer

Sufficient time to read

& prepare points
 Shortcomings of case study

Artificial environmental
elements

Shortcomings of
case study Requires highly skilled
trainer

Time consuming
method
 6.3 Role play:

Play an assumed
role in a particular
scenario

Role play
Simulated exercise

Tests how a person

performs in real life
 6.3.2 Types of Role Plays:

Simple role play

Types of Role Plays

Multiple role play

Reverse role play

 Simple role plays:
Analyze,
evaluate
performance
Group of observers
Simple role play

Group of role players

Act out roles assigned

to them
 Multiple role play

Same role Inter-group

Multiple role play

Participant

Intra-group
Same role
 6.3.2.3 Reverse role play

Before instructions from trainer

Participant 1 act his/her Participant 2 act his/her own

own

After instructions from trainer

Participant 1 act the Participant 2 now act the role

role of participant 2 of participant 1
 6.4 Group Discussion:

Group of individuals

Discuss a topic
Group
discussion Share knowledge, ideas, and perceptions

Misunderstandings clarification

Change of behaviour and actions

 6.5 Brainstorming
Listening skills

A person generates his/her

own comments and
thoughts
After 1st step, analysis of
discussion
Brainstorming
Creates synergy by
collection ideas

Kindle the creativity in

group
6.6 Training through Placement

Students who will be

awarded a degree and as a
part of their course
Training Internship program
through
placement Practical know how of
work setting

Create association
between theory and
practice
 6.7.1 Apprenticeship

Blend of OJT and

classroom training

Apprenticeship

Senior employee who

guides the apprentice
6.8 Computer Based training

DVDs

Intelligent Tutoring
Multimedia systems
Training
 7. Need Assessment
• Organizational Analysis: At organizational level, the entire
organization perspective is seen, it s mission, goals, plans keeping in
view the planning of human resource.

• Task Analysis: This is the subsequent step of analyzing the tasks

required to attain aim of the organization. Usually the vital source of
data for the task analysis is job descriptions.

• Person Analysis: At this level it is assessed that which employee

needs training and what sort of knowledge, skills and abilities are
required for him/her. The vital source of data for person analysis is
through interviews, performance appraisal, investigation from
supervisors and job incumbents etc.
 7. Need Assessment (cont’d)
• Human Resource analysis. After exploring internal and
external environment of the organization the quality of
workforce required for an organization is determined. For
this purpose, the economic, technological, social and
political surroundings of the organization are kept in view.
It is determined on the basis of:
• The particular field where training is required
• Time constraints restricting the organization to sternly
instruct training
• A change in the job designing or adoption of new methods
or techniques of working.
8. Training Process/Training Model:
. Needs
assessment
.Design of
instruction
Validation

Implementation

Evaluation
Conduction of Need assessment Development of standards to
evaluate training program

Instructional objectives Choose design for evaluation

Learning environment examination

Development of training material and

methods

Training Conduction

Evaluation and measuring

effectual training cost
Determine the
need

Develop the
objectives

Choose the
Feedback technique

Identify the
trainer

Implement the
program

Evaluate the
effectiveness
 1 2
Exploring problems in Identify need for training
performance

4 3
Test based items on Create instructional objectives
objectives

5 6
After test based items and Method of content delivery
objectives content
designing

8 7
Evaluate transfer of Offer training
training
 9. Designing and Implementation of
training program:
• Venkataratnam (2004) explains that designing of training
program begins with making the training objectives. The
categories of objectives will be based on:
• Development of common skills
• Manager as an individual
• Manager as a team member
• Manager in organization setting
• Manager in environment
9.1 Choosing on Content:
 10. Evaluation of Training

Byars & Rue (2006) enlighten the evaluation of

training is done in terms of four dimensions:
• Reactions
• Learning
• Behaviour of Trainees
• Outcomes
11. Structural Issues in the Delivery of
Training: