Training and Developing Human

Resources

Module - 3
Definition
 Training is the act of increasing the knowledge and skills of an
employee for performing a particular job.
 Training is a planned programme designed to improve performance and
bring about measurable changes in knowledge, skills, attitude and
social behavior of employees.
 The major outcome of training is learning.
 A trainee learns new habits, refined skills and useful knowledge during
the training that helps him improve performance.
Features of Training
 Increases knowledge and skills for doing a particular job.
Training bridges the gap between job needs and employee skills,
knowledge and behaviours.
 Focuses attention on the individual job. It is job specific and
provides employees with specific skills. Training helps
employees correct deficiencies in their performance.
 Concentrates on individual employees. Training lays emphasis
on changing what employees know, how they work, their
attitudes toward their work or their interactions with their co-
workers or supervisors.
 Gives importance to short term performance. It tries to fix current
skill deficit.
Need for Training
 helps new recruits to perform assigned tasks effectively.

 helps existing employees to prepare for higher level jobs.

 enables existing employees to keep in touch with latest developments.

 permits employees to cope with changes brought in by frequent

transfers.
 makes employees more versatile, mobile, flexible and useful to the
organization.
 bridges the gap between what the employee has and what the job
demands.
 allows an employee to gain acceptance from peer groups readily.
 Types of Training
1. Skills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc. are taught
2. Refresher training: here the focus is on short term courses that would help
employees learn about latest developments in their respective fields
3. Cross functional training: this helps employees perform operations in
areas other than their assigned job.
4.Team training: this is concerned with how team members should
communicate with each other, how they should cooperate to get ahead, how
they should handle conflict situations, how to find their way using collective
wisdom etc.
5.Creativity training: This helps employees to think unconventionally, break
the rules, take risks, go out of the box and develop unexpected solutions.
6. Diversity training: It aims to create better cross cultural sensitivity with the
aim of fostering more harmonious and fruitful working relationships among a
firm's employees
7. Literacy training: This is generally offered to those employees with weak
reading, writing or arithmetic skills.
Training Needs Assessment
 Training efforts must aim at meeting the needs of the organization and
the individual employees. This, essentially, involves three types of
analysis:

a) Organizational analysis: this is a study of the entire organization in

terms of its objectives, utilization of resources to achieve objectives
etc.

b) Task or role analysis: this is a detailed examination of a job, its

components, its various operations and conditions under which it has
to be performed.

c) Person analysis: here the focus is on the individual in a given job;

whether training is needed, whether the employee is capable of being
trained, and the areas where the training is needed.
Methods of Training
 Training methods are usually classified by location of instruction.
 On - the job training is provided when the workers are taught relevant
knowledge, skills and abilities at the actual workplace;

 Off - the job training, on the other hand, requires that trainees learn at a
location other than the real work spot.
On - The Job Training Methods
1. Job Instruction Training (JIT): This is training directly received on the job.
 Here the trainee receives an overview of the job. The trainer actually
demonstrates the job and the trainee is asked to copy the trainer’s way.
 The trainee, finally, tries to perform the job independently.

2. Coaching: Here the supervisor explains things and answers questions;

 Throws light on why things are done the way they are; offers a model for
trainees to copy, conducts lot of decision making meetings, and allows
trainees freedom to commit mistakes and learn.
 Coaching, thus, requires lot of teaching skills.

3. Mentoring: The use of an experienced person to teach and train someone

with less knowledge and experience in a given area is known as mentoring.
 The mentor nurtures, supports and guides the efforts of young persons by
giving appropriate information, feedback and encouragement whenever
required
On - The Job Training Methods

5. Job Rotation: or channel method of development, involves movement of

a trainees from one job to another job, from one plan to another plan on a
planned basis.
 Such movement may be for a period ranging from 6 months and 2 years
before a person is established in a job or a department.

6. Apprenticeship: Apprenticeship is a method of training in crafts, trades

and technical areas is one of the oldest and the most commonly used
method specially when proficiency in a job is the result of a relatively long
period of training.
 Off the Job Training
1. Vestibule training: It occurs off the job on equipment or methods that
are highly similar to those used on the job.

2. Role playing: This is a development technique requiring the trainee to

assume a role in a given situation and act out behaviors associated with
that role.

3. Lecture method: Here the instructor organizes the study material on a

specific topic and offers it to a group of trainees in the form of a talk.

4. Conference or discussion method: In this method the trainer delivers

a lecture and involves the trainees in a discussion so that the doubts
about the job to be undertaken get clarified.

5. Programmed instruction: This is an approach that puts material to be

learned into highly organized logical sequences that require the trainees
to respond.
Evaluation of Training Effectiveness – Kirkpatrick’s Model

 Donald Kirkpatrick, professor emeritus, University of Wisconsin began

working on evaluating the effectiveness of training very early in his life.
 He laid out four levels for evaluation of any training. This model is arguably the
most widespread for evaluation in use.
 It is simple, very flexible and complete. The four levels as described by
Kirkpatrick are as follows:

1. Reaction of the Trainee - thoughts and feelings of the participants about the
training. Reaction implies how favourably the participants have responded to
the training. This evaluation is primarily quantitative in nature and is a feedback
to the training and the trainer. The most common collection tool is the
questionnaire that analyses the content, methodology, facilities and the course
content.

2. Learning - the increase in knowledge or understanding as a result of the

training. At the level of learning the evaluation is done on the basis of change
in the ASK (Attitudes, skills and knowledge) of the trainees. The evaluation
involves observation and analysis of the voice, behaviour, text. Other tools
used apart from the observation are interviews, surveys, pre and post tests etc.
3. Behavior - extent of change in behavior, attitude or capability.
Behaviour evaluation analyses the transfer of learning from the training
session to the work place. Here the primary tool for evaluation is
predominantly the observation. Apart from the observation, a
combination of questionnaires and 360 feedbacks are also used.

4. Results - the effect on the bottom line of the company as a result of the
training. the results stage makes evaluations towards the bottom line of
the organization. Here the definition of the results depends upon the
goal of the training program. The evaluation is done by using a control
group allowing certain time for the results to be achieved.
Difference between Training and Development
Item Training Development
Focus Learn specific behaviours and Understand and interpret
actions; demonstrate techniques knowledge; Develop judgement;
and processes. Expand capacities for varied
assignments.

Time Frame Short term. Long-term.

Process Tries to improve a specific skill Aims at improving the total

relating to a job (mostly technical personality of an individual (largely
and mechanical). analytical and conceptual abilities).

Goal Meet current requirements of a Meet future challenges of the job

job; aims at improving employee and the individual; aims at providing
performance on a currently held learning opportunities designed to
job. help employees grow.

Effectiveness Performance appraisals, cost- Qualified people available when

Measures benefit analysis, passing tests or needed, promotion from within
certification. possible, HR-based competitive
advantage.
Performance Appraisal
15-2

INTRODUCTION
Performance appraisal is a systematic and objective way of evaluating
both work related behaviour and potential of employees.

Performance And Potential Appraisal

15-3

Features of Performance Appraisal

 It is a systematic process, essentially involving three steps: set work

standards, assess employee's performance relative to these
standards, and offer feedback to the employee so that he or she can
eliminate deficiencies and improve performance
 The appraisal is carried out periodically according to a definite plan
 It is not a past oriented activity. The intention is not to put poor
performers in a spot. Instead, it shows employees where things have
gone wrong, how to set things in order and deliver superior
performance using their potential fully
 The focus of appraisals is on employee growth and development. It
forces managers to be coaches rather than judges.

Performance And Potential Appraisal

15-4

Objectives

The performance appraisal process serves several important purposes

 Compensation decisions
 Promotion decisions
 Training and development programmes
 Feedback to the employee
 Personal growth and development

Performance And Potential Appraisal

Traditional Methods of Performance Appraisal
1. Confidential Report: It is a descriptive report prepared, generally at the
end of the year, by the employee’s immediate supervisor. It is most
popular in Government services. The report highlights the strengths
and weaknesses of an employee.

2. Essay Evaluation: Under this method the rater is asked to express the
strong as well as weak points of the employee’s behavior. The rater has
to consider the following points:
 Job Knowledge and potential of the employee.
 Employee’s understanding of the company’s programmes, policies and
objectives etc.
 The employees relation with co workers and supervisors.
 The attitude and perception of employees in general.
 The employees functional abilities.
 Traditional Methods of Performance Appraisal

3. Critical Incident Technique: under this method the manager prepares

lists of statements of every effective and ineffective behavior of an
employee. These critical incidents or events represent the outstanding or
poor behavior of employees on the job.

4. Checklists and Weighted Checklists: A checklist represents a set of

objectives or descriptive statements about the employees and his
behavior. If the rater believes strongly about the item he checks the item
otherwise he leaves the item blank.

5. Graphic Rating Scale: under this method a printed form is used to

evaluate the performance of the employee. A variety of traits may be used
in these types of rating scales, the most common being the quantity and
quality of work.
6. Forced Distribution Method: Under this method the rater is asked to
appraise the employee according to a predetermined distribution scale.
The rater’s bias is sought to be eliminated here because the rater is
forced to categorize the employee in the distribution that is provided to
him.
7. Forced Choice Method: this method was developed to eliminate bias
and preponderance of high ratings that might occur in some
organizations. The primary purpose of the forced choice method is to
correct the tendency of a rater to give consistently high or low ratings to
all the employees.

8. Ranking Method: Under this method the ranking of the employee in a

work group is done against that of another employee. The relative
position of each employee is expressed in terms of his numerical rank.
Modern Methods of Performance Appraisal

1. Behaviorally Anchored Rating Scales (BARS): it is a combination of

the rating scale and critical incident method of performance evaluation.
The critical incidents serve as anchor statements on the scale and the
rating form usually contains 6 to 8 specially defined performance
dimensions.
 Modern Methods of Performance Appraisal
2. Management by Objectives (MBO): MBO requires the management to set specific,
measurable goals with each employee and then periodically discuss the latter’s progress
towards these goals.
a) Set the organizational goals
b) Set the departmental goals
c) Discuss departmental goals
d) Performance reviews
e) Provide feedback.
3. 360 degree Feedback: 360-degree feedback, also known as multi-rater
feedback, multi source feedback, or multi source assessment, is
feedback that comes from members of an employee's immediate work
circle.
 Most often, 360-degree feedback will include direct feedback from an
employee's subordinates, peers, and supervisor(s), as well as a self-
evaluation.
 It can also include, in some cases, feedback from external sources,
such as customers and suppliers or other interested stakeholders.
4. BOS – Behavioral Observation Scale
 Latham and associates developed BOS.
 Like BARS, BOS uses the critical incident technique to identify a series of
behaviors covering the domain of job.
 A major difference between BARS and BOS is that instead of identifying those
behaviors exhibited by the ratee during a rating period, the rater indicates on a
scale how often the ratee was actually observed engaging in the specific
behaviour identified in the BOS.
5. ASSESSMENT CENTRES
An assessment center typically involves the use of methods like social/informal
events, tests and exercises, assignments being given to a group of employees
to assess their competencies to take higher responsibilities in the future.
Generally, employees are given an assignment similar to the job they would be
expected to perform if promoted. The trained evaluators observe and evaluate
employees as they perform the assigned jobs and are evaluated on job related
characteristics.

The major competencies that are judged in assessment centers are

interpersonal skills, intellectual capability, planning and organizing capabilities,
motivation, career orientation etc. assessment centers are also an effective
way to determine the training and development needs of the targeted
employees.
 Problems with Performance Appraisal
1. Primacy effect – the appraiser’s first impression of a candidate may color his
evaluation of all subsequent behaviour. In the case of negative primacy effect, the
employee may seem to do nothing right; in the case of a positive primacy effect, the
employee can do no wrong.
2. Halo error – the Halo error occurs when one aspect of the subordinate’s performance
affects the rater’s evaluation of other performance dimensions. If a worker has few
absences, his supervisor might give the worker a high rating in all other areas of work.
Similarly, an employee might be rated high on performance simply because he has a
good dress sense and comes to office punctually.
3. Horn effect – the rater’s bias is in the other direction, where one negative quality of
the employee is being rated harshly. For example, the ratee rarely smiles, so he
cannot get along with people.
4. Leniency – depending on rater’s own mental make-up at the time of appraisal, raters
may be rated very strictly or very leniently. Appraisers generally find evaluating others
difficult, especially where negative ratings have to be given. A professor might
hesitate to fail a candidate when all other students have cleared the examination.
5. Central Tendency – an alternative to the leniency effect is the central tendency,
which occurs when appraisers rate all employees as average performers. For
example, a professor, with a view to play it safe, might give a class grades nearly
equal to B, regardless of the differences in individual performance.
.
6. Stereotyping – stereotyping is a mental picture that an individual holds about a person
because of that person’s gender, age, religion, etc. By generalizing behaviour on the
basis of such blurred images, the rater grossly overestimates or underestimates a
person’s performance. For example, employees from rural areas might be rated poorly by
raters having sophisticated urban background, if they view rural background negatively.
7. Recency effect – in this case, the rater gives greater weightage to recent occurrences
than earlier performance. For example, an excellent performance that may be six or
seven months old is conveniently forgotten while giving a poor rating to an employee’s
performance which is not so good in recent weeks. Alternatively, the appraisal process
may suffer due to a “spill over effect” which takes place when past performance
influences present ratings
8. Poor Appraisal forms – the appraisal process might also be influenced by the following
factors relating to the forms that are used by raters:
 The rating form may ignore important aspects of job performance.
 The rating form may contain additional, irrelevant performance dimensions.
 The forms may be too long and complex.
9. Lack of rater’s preparedness – raters may not be adequately trained to carry out
performance management activities. This becomes a serious limitation when the
technical competence of a ratee is going to be evaluated by a rater who has limited
functional specialization in that area. The raters may not have sufficient time to carry out
appraisals systematically and conduct thorough feedback sessions. Sometimes raters
may not be competent to do evaluations owing to a poor self-image and lack of self-
confidence. They may also get confused when the objectives of appraisal are somewhat
vague and unclear.
 Potential Appraisals
 The potential appraisal refers to the appraisal i.e. identification of the
hidden talents and skills of a person, The person might or might not be
aware of them.

 Potential appraisal is a future – oriented appraisal whose main objective

is to identify and evaluate the potential of the employees to assume
higher positions and responsibilities in the organizational hierarchy.