TRAINING AND

DEVELOPMENT OF
HUMAN RESOURCE
WHAT IS TRAINING ?
 Training is the act of increasing the
knowledge and skill of an employee for doing
a particular job.
Edwin B. Flippo

 Training is the learning process whereby

people acquire skills, concepts, knowledge to
help in the achievement of goals.
WHAT IS DEVELOPMENT ?
 Development not only covers activities
which improve job performance but also
those which bring about personality growth,
helps individuals to attain maturity & in
realising their potential capacities so that
they not only become good employees but
better men & women.

 Trains for bigger & higher job.

DIFFERENCE BETWEEN TRAINING & DEVELOPMENT

Sr TRAINING DEVELOPMENT
No
1 It’s a short term process It’s a long term
utilizing a systematic educational process
procedure by which non- utilizing a systematic
managerial personnel procedure by which
learn technical managerial personnel
knowledge & skills for a learn conceptual &
definite purpose theoretical knowledge
for general purpose.
2 It is for a short duration It involves long term
development
3 It helps an individual to It involves preparing an
learn how to perform his individual for future job
present job properly. & growth
4 It is a reactive process It’s a proactive process
focusing on future
OBJECTIVES OF TRAINING :
 To help develop capabilities of both new &
old employees
 To help present employees in improving their
performance
 To train employees to occupy future higher
positions in the organizations
 To make an organization efficient so that it
can remain competitive
 To increase the productivity of the
organization
 To reduce wastage of resources
NEED/IMPORTANCE OF
TRAINING:
 Increases employee performance & productivity
 Improves employee morale
 Lesser supervision required
 Lesser wastage
 Helps workers to adapt to new technology
 Reduced turnover & absenteeism
 Helps in employee development
 Increase market value, earning power & job
security.
 PRINCIPLES OF TRAINING
 There should be specific training objectives

 Training programme should keep in view individual

differences in education, intellect, understanding
capability etc

 Employees should realize importance, benefits of

training to be interested

 Training should be related to previous education

experience acquired by employees

 People learning through training & applying it should

be rewarded
DESIGNING & CONDUCTING A
TRAINING PROGRAMME
1.Responsibility for training
- the top management
- the HR department
- the line supervisor
- the employees

2. Selection & motivation of the trainees

3. Preparation of the trainer

4.Training Material

5. Training Period

6. Performance tryout

7. Follow up
TRAINING METHODS/
TECHNIQUES
Two main methods

1. On-the-job Training
2. Off-the-job Training
TRAINING METHODS- ON-THE-JOB
TECHNIQUES:
1. THE COACHING METHOD:
 Superior plays upon the role of guide & instructor

MERITS:

 Learning by doing
 Every executive can coach his men even without ED
programmes
 Periodic evaluation & feedback helps in improvement
DEMERITS:

 Authoritarian technique – coach tends to familiarize his

subordinates with his own work habits & beliefs which may not
be always correct.
 Coach may not be a good teacher
 Training atmosphere free from worries of daily duties not
available
JOB ROTATION
 Movement of executives from one job to another on some
planned basis

 Provides great deal of job experience for potential executives

 Emphasis on diversified rather than specialized skills &

knowledge

 Trainees are rotated on various routine jobs in a dept. before

they are promoted

 Rotations may be on planned basis – workers spend 2-3 mths in

1 activity then move on

 Rotations may be on situation basis –moving the person to

another job when 1st is no longer challenging to him
 MERITS:
 Boredom, monotony are reduced

 Injects new ideas into older departmental personnel

 An individual gets chance to step into a higher position-

organization gains management strength.

 Makes possible for mgt to compare one person with another-

everyone gets equal chance of advancement

 Each managers abilities & talents are best tested in variety of

jobs

 Develops generalists not specialists- men who take broad

company wide point of view, whose ability is to handle people &
make decisions
DEMERITS:
 Upsets family life – many times people are transferred to
different geographical areas

 May reduce efficiency as established operations are

disturbed & manager may commit error in new seat

 Interpersonal relationship may be effected

 It may demotivate intelligent & aggressive trainees who

seek specific responsibility in their chosen speciality

 Sometimes develop class distictions- men not rotated tend

to develop defensive reactions-misunderstandings develop
& communication become poor
 New person may introduce hasty innovations which may
lead to costly experimentation
3. UNDERSTUDY ASSIGNMENT OR ATTACHMENT
METHOD:
 Understudy – person under training to assume in future
the duties & responsibilities of position help by his
superior

 Ensured that a fully trained person is available to

replace a manger in case of absence/illness/transfer
/promotion/retirement

 Picked up by manager from a no of sub-ordinates

 Learns complexities of the problem, how to solve it,

learns process of decision making & makes written
recommendations to superior


MERITS OF UNDERSTUDY METHOD:
 Practical & quick in training persons for greater responsibility

 Learners interest & motivation high & superior is relieved of his

work load

 Trainee can continuosly obtain seniors guidance- gets an

apportunity to see the job in total

 Ensures continuity of the managerial duties even when superior

leaves

 Chances of costly mistakes reduced

Demerits:
 Gives rise to favouritism

 Motivation of other employees may decrease

 Under competent senior a jr trainee may lose his critical

B. JIT (JOB INSTRUCTION
TRAINING)
Used to teach workers how to do their actual jobs
A trainer, supervisor, co-worker can act as coach

4 steps: 1. Trainee receives job overview

2. Trainer demonstrates the job
3. Having trainee try out the job
4. Encouraging questions & regular f/up
Merits: Immediate feedback
Quick correction of errors
Extra practice when required
Demerits: Demands skilled trainer & may interfere with
quality
COMMITTEE ASSIGNMENTS
 Trainees from different functions are asked
to form a group to perform some special
assignemnets

MENTORING – a SENIOR ASSUMES THE

RESPONSIBILITY OF A JUNIOR PERSON FOR
TRAINING
 OFF THE JOB TRAINING-VESTIBULE TRAINING( OR TRAINING
CENTRE TRAINING)
 Attempts to duplicate on the job situations in a company classroom

Merits: Distractions minimized- training in separate

rooms.
Trained instructor can be effectively utilized
Correct method can be taught without interrupting production
Trainee can practice without fear of supervisors observation

Demerits:

Additional investment in equipments

Training situation is somewhat artificial-trainee does not get a feel of the

real job
 1. Lectures: Formal organized talks by training
specialists on specific topics.
a. Simple way of imparting knowledge- principles,
theories,problem solving abilities.
b. Made more lively with film shows, discussions, role
playing etc
Merits:
1. Simple & efficient/cost saving
2. More material can be presented within a given
time.
Demerits:
1. One-way communication- mostly learners passive
2. Violates principle of learning by doing.
3. A good verbal presentation needs preparation –
management personnel lack time.
4. The attention span of a well-motivated listener
is 15-20 mins- in I hr attention may drift
THE CONFERENCE METHOD
 Conference means meeting for discussion- formal
meeting in accordance with an organised plan.
 Trainees oral participation.
 Learning facilitated by building up on ideas by
conferees
Merits: Suited for analysing problems – examine from
different viewpoints.
Excellent for modifying attitudes as
participants develop solutions.
Demerits: Limited to small group- 15-20 participants
Progress slow- all desiring to speak are
allowed to do so. Irrelevant issues may creep in.
ROLE PLAYING
 Involves action, doing & practice
 Trainees are given to act out a situation .
 Primarily involves employer-employee relationships-
hiring, firing, disciplining a sub ordinate, salesman trying to
pacify an irate client etc

Merits:
1. Importance on learning by doing
2. Knowledge of results is immediate
3. Trainee interest /involvement high
4. Brings about desired changes in behaviour & attitudes
5. Useful in creating al ive business situation in a classroom

Demerit: The trainer has to coach & state the criteria of

behaviour else the objectives will not be fulfilled
APPRENTICESHIP TRAINING
 Train people in crafts, technical areas
 Theoretical knowledge & practical learning
combined
 India govt. established- ITI’s
 Develop craftsmen
 Stipend paid during training period
BARRIERS/IMPEDIMENTS TO EFFECTIVE
TRAINING
1. Inadequate Managerial Commitment
2. Insufficient training budget
3. Lack of Industry-Academia Collaboration
4. High Attrition Rates
5. Lack of help from trade unions
6. Employees not allowed to implement new
ideas
MANAGEMENT DEVELOPMENT/EXECUTIVE
DEVELOPMENT PROGRAMMES

 It includes all those activities by which

managers learn to improve their behaviour &
performance.

 It is a systematic process of learning &

growth by which managerial personnel gain &
apply skill & knowledge to manage their
work in their organizations efficiently &
effectively.
OBJECTIVES OF ED
 To improve performance of managers at all
jobs
 To build up a second line of competent
officers
 To prevent obsolescence of senior executives
 To provide opportunities to executives at all
levels to fulfill their career aspirations
 To replace elderly executives by competent
professionals
PROCESS OF ED
 Analysis of development needs

 Appraisal of present managerial talent

 Inventory of executive manpower

 Establishment of training & development

programme

 Evaluating development programmes

METHODS / TECHNIQUES OF ED
(i) Decision-making Skills
a) In Basket Exercise
b) Business Games/Management Games
c) Case Study

(ii) Inter-personal Skills

a) Role Playing
b) Sensitivity Training
c) Transactional Analysis
(iii) Job Knowledge
1. On the job experience
a)Coaching
b)Understudy

(iv) Organizational Knowledge

2. Job Rotation

(v) General Knowledge

3. Special Courses
4. Special meetings
5. Specific Readings
TRAINING EVALUATION
 It is very important to evaluate training
programmes to find out whether they have
been effective in fulfilling the objectives of
the training programme or not
OBJECTIVES OF TRAINING
EVALUATION
 To determine ability of trainees to do jobs
for which they were trained
 To determine training programme
deficiencies
 To determine if trainees need any additional
on the job training
 To determine which part of training was not
needed by participants to meet job
requirements
 To determine cost effectiveness of the
programme
CRITERIA FOR TRAINING EVALUATION:
5 basic categories of outcome may be measured
1. Reaction: Evaluate trainees reaction to the
programme.Did he like the programme? Did he
think it worthwhile?
2. Learning : Did the trainee learn the principles,
skills that trainer wanted him to learn?
3. Behaviour: Whether trainees behaviour on job
changed due to training programme?
4. Results: What final results have been
achieved/ Did he learn how to work on
machine? Did wastage decrease? Was turnover
reduced? Are production target met?
TECHNIQUES OF EVALUATION
 Experimental & Control Groups

 Questionnaires & Structured Interviews

 Cost Benefit Analysis