HEH 2303: TRAINING AND DEVELOPMENT (CONTACT HOURS 45)

PREREQUISITE: NONE

1.0 PURPOSE OF THE COURSE

The course aims at providing a deeper insight into the role of training and development in
organizations and how training plans can be monitored and evaluated.
2.0 LEARNING OUTCOMES
By the end of the course, the learners should be able to;
1. Describe theories that are relevant to training and development.
2. Discuss the importance of training and development to individuals, teams and the
organization.
3. Critically analyze strategies organizations can adopt for management development.
4. Explain the need and procedure for training needs analysis.
5. Clearly explain the processes of designing, monitoring and evaluating training plans.

3.0 COURSE DESCRIPTION

Week Study area Sub topics /sub areas Resource
information
1,2 Overview of  Definition, importance of training in the Lecturer
Training and organization,
Development  Training and development in HRM
perspective, developing training strategy
and policy.
3,4 Theories of  Pavlov’s Experiments Sub groups
Training  Thorndike and operand Conditioning
 B.F. Skinner
 Gestalt Psychology
 Wolfgang Koehler
5,6 Training and Training needs assessment, development of Lecturer
Development training projections, development of training
Process programmes, designing of training
programmes, implementation and evaluation
7,8 Training Internal and external methods Lecturer
Methods
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10,11 Management Meaning, importance, objectives, methods, Lecturer
Development determining competencies required,
developing , implementing and reviewing
management development programmes
12,13 Monitoring Definition of key terms, process and Lecturer
and importance
Evaluation of
Training and
Development

4.0 TEACHING METHODOLOGY

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Lectures, Group discussions, Assignments and Case studies

5.0 INSTRUCTIONAL MATERIALS/EQUIPMENT

Smart board, Computers, LCD Projectors and Teaching notes

6.0 COURSE ASSESSMENT/EVALUATION

Assessment of student’s progress will assume the following dimension:
Written Test 10%
Group Assignment & presentation 10%
Individual Assignment 10%
End of Semester Examination 70%
TOTAL 100%

7.0 COURSE TEXTBOOKS

1. Waweru, E. M. (2007). Management of Human Resource in Kenya (1st Ed.). Nairobi: Kenya
Literature Bureau. ISBN: 9966447113
2. Hannagan T. (2005). Management, Concepts and Practices (4th Ed.). NewYork: McGraw Hill.
ISBN: 978-0073250328
3. Knicki A. (2003). Organizational Behaviour - Key Concepts and Practices. Boston: McGraw
Hill. ISBN: 978-0078029363

8.0 REFERENCE TEXTBOOKS

1. Torrington, D., Hall, L. & Taylor, S. (2008). Human Resource Management (7th Ed.). Harlow:
Prentice Hall ISBN: 9780273732327
[Link], H. & Koontnz, H. (2002). Management: A Global Perspective. (10th Ed.). New
York: Mc Graw-Hill Inc. ISBN-10: 0070691703
3. Knicki, A. & Williams, B.K. (2008). Management: A practical Introduction (3rd Ed.). Boston:
McGraw Hill ISBN:9780387486703

9.0 COURSE JOURNALS

1. International Journal of Human Resource Management, Vol. 16 ISSN: 0958-5192
2. Academy of Management Executive, Vol. 16: ISSN: 1558-9080
3. Academy of Management Journal, Vol. 39(4) ISSN: 00014273

10.0 REFERENCE JOURNALS

1. Human Resources Management Journal- Wiley Blackwell ISSN: 0954-5395
2. Kenya Institute of Management – Management [Link]: 1857-7881
3. Kenya College of Accountancy University - Journal of Business Management ISSN: 2331-0626

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1.0 TRAINING AND DEVELOPMENT

Training and Development in Human Resource Management is the process of acquiring

knowledge, skills, and attitude that helps improve employees’ job performance and enables
future career growth.
Training is the act of increasing the knowledge, skills, and abilities of an employee for doing a
particular job. Organizations invest in training to make sure employees can perform their jobs
effectively. A vast amount of research supports the fact that training is positively and directly
related to organizational performance (Garavan, et al., 2020).

Training refers to acquiring specific knowledge and skills for a particular job or task. It is usually
a short-term activity concerned with improving an employee’s current job performance. It
includes formal training courses, on-the-job training, or coaching sessions.

Training refers to formal and planned efforts to help employees acquire knowledge, skills, and
abilities to improve performance in their current job. Training can also be described as an
endeavour aimed to improve or develop additional competency or skills in an employee on the
job one currently holds in order to increase performance or productivity. Training involves a
change in attitude, skills, or knowledge of a person with the result being an improvement in
behaviour. For training to be effective it has to be a planned activity conducted after a thorough
needs analysis and targeted at certain competencies.

Even when the right person has been selected, they may need training in how your company does
things. Lack of training can result in loss of productivity, loss of customers, and poor
relationships between employees and managers. It can also result in dissatisfaction, which means
retention problems and high turnover. All of these consequences can have an impact on direct
costs to the organization. In fact, a study performed by the American Society for Training and
Development (ASTD) found that 41 percent of employees at companies with poor training,
planned to leave within the year, but in companies with excellent training, only 12 percent
planned to leave (Branham, 2005). Thus, training can be considered as an investment in
employees that is central to an organization’s health.
Effective employee training can take several different approaches. A well-designed orientation
program is often key to an employee’s transition into a new workplace by giving them an
overview of the company’s policies and culture. They may receive specific in-house training on
important workplace issues or job-specific areas at these sessions. In some organizations, new
employees are assigned a mentor or coach to help with their transition. Depending on the
organization, employees will continue to be offered in-house training specific to their jobs or
enhance their knowledge of company policies and workplace initiatives. Finally, companies may
send employees to external training events or bring external service providers into a company to
deliver specialized training.

Development on the other hand refers to formal and planned efforts to help employees acquire
the knowledge, skills, and abilities required to perform future job responsibilities and for the
long-term achievement of individual goals and/or organizational objectives.

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 Development is concerned with the long-term growth of an individual’s career. It usually covers
acquiring knowledge that goes beyond the requirements of their current job to prepare the
employees for their future job role or career advancement opportunities. Development activities
include job shadowing, mentoring, attending conferences, or pursuing further education.
Employees can enhance their job performance, career growth, and job satisfaction through
training and development. In contrast, organizations can benefit from better employee
engagement, retention and higher productivity.

Training and development is one of the main function of the human resource management.
Training refers to a systematic setup where employees are instructed and taught matters of
technical knowledge related to their [Link] focuses on teaching employees how to use particular
machines or how to do specific tasks to increase efficiency.

Whereas, development refers to the overall holistic and educational growth and maturity of
people in managerial positions .the process of development is in relation to insights, attitudes,
and adaptability, leadership and human relations.

Thus, Training and development is any attempt to improve current or future performance of
employee by increasing an employee’s ability to perform through learning, usually by changing
the employee’s attitude or increasing his or her skills and knowledge.

What Training Can and Cannot Do

All organizations should be aware that training will not solve all problems. At times,
organizations attempt to use training to solve a problem when a lack of skill is not the issue.
Training is not an intervention to a situation that is caused by poor performance or other root
causes that are not skill-related.
Let’s think about it this way, if we are working with employees who are having difficulty with
job execution, missing tasks, or not following through, training might not be the best
intervention. Instead, we could correct the deficiency by providing more objective feedback, or
by adding or removing behavioural consequences. For example, if an individual is not
performing the job but could do so if his or her life depended on it retraining is not the answer.

Employee Orientation or Onboarding

Probably the most basic and common training that organizations invest in is an employee
orientation program. Employee orientation is the process used for welcoming a new employee
into the organization. The objectives of employee orientation are as follows:
1. To reduce start-up costs. If an orientation is done right, it can help get the employee up to speed
on various policies and procedures, so the employee can start working right away. It can also be
a way to ensure all hiring paperwork is filled out correctly, so the employee is paid on time.
2. To reduce anxiety. Starting a new job can be stressful. One goal of an orientation is to reduce the
stress and anxiety people feel when going into an unknown situation.
3. To reduce employee turnover. Employee turnover tends to be higher when employees don’t feel
valued or are not given the tools to perform. Employee orientation can show that the organization
values the employee and provides the tools necessary for a successful entry.
4. To save time for the supervisor and coworkers. A well-done orientation makes for a better
prepared employee, which means less time having to teach the employee.

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5. To set expectations and attitudes. If employees know from the start what the expectations are,
they tend to perform better. Likewise, if employees learn the values and attitudes of the
organization from the beginning, there is a higher chance of a successful tenure at the company
(Dessavre, 2023).
Some companies use employee orientation as a way to introduce employees not only to the
company policies and procedures but also to the staff (Dessavre, 2023).

Training and Its Objectives

Training is an organized activity for increasing the knowledge and skills of people for a definite
purpose. It involves systematic procedures for transferring technical know-how to the employees
doing specific jobs with proficiency .in other words, the trainees acquire technical knowledge,
skills and problem solving ability by undergoing the training programme.

According to Edwin [Link], ‘’ training is the act of increasing the knowledge and skills of an
employee for doing a particular job’’. Training involves the development of skills that are
usually necessary perform a specific job. Its purpose is to achieve a change in the behavior of
those trained and to enable them to do their jobs better. Training makes newly appointed workers
fully productive in the minimum of time. Training is equally necessary for the old employees
whenever new machines and equipment are introduced and/or there is change in the techniques
of doing the work.

The objectives of training are as follows:

i. To increase the knowledge of workers in doing specific jobs.
ii. To impart new skills among the workers systematically so that they learn quickly.
iii. To bring about change in the attitudes of the workers towards fellow workers, supervisor,
and the organization.
iv. To improve the overall performance of the organization.
v. To make the workers handle materials, machines and equipment efficiently and thus to
check wastage of time and resources.
vi. To reduce the number of accidents by providing safety training to workers.
vii. To prepare workers for the higher jobs.

1.1 Importance of Training

Modern organizations arrange for the training of their human resources to achieve the following
benefits:

(I) Quick learning:

Training helps to reduce the learning time to reach the acceptable level of performance. The
employees need not learn by observing others and waste time if the formal training programme
exists in the organization. The qualified instructors will help the new employees to acquire the
skills and knowledge to do particular jobs quickly.

(II) Higher productivity:

Training increases the skill of the new employees in the performance of a particular job. An
increase in skill usually helps in increase in both quantity and quality of output .Training is also

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of great help to the existing [Link] helps them to increase their level of performance on
their present job assignment and prepares them for future assignment.

(III) Standardization of procedures:

With the help of training, the best available methods of performing the work can be standardized
and taught to all employees. Standardization will make high level of performance rule rather than
exception.

(IV) Less supervision:

If the employees are given adequate training, the need of supervision will be lessened. Training
does not eliminate the need of supervision but it reduces the need of detailed and constant
supervision.

(V) Economical operations:

Trained personnel will be able to make better and economical use of materials and equipment
.wastage will be also low .In addition, the rate of accidents and damage to machinery and
equipment will be kept to the minimum by the trained employees .these will lead to lower cost of
production per unit.

(VI) Higher morale:

The morale of employees is increased if they are given proper training. A good training
programme will mould employee’s attitudes towards organizational activities and generate better
cooperation and greater loyalty.

(VII) Preparation of future managers

When totally new skills are required by an organization, it has to face great difficulties in the
selection process .Training can be used in spotting out promised men and preparing them for
promotion.

1.2 Types of Training:

The important types of training programmes are as follows:

(a) Induction or orientation training:

Induction is concerned with introducing or orienting a new employees to the organization and its
procedures, rules and regulations. When a new employee reports to work, he must be helped to
get acquainted with the work environment and fellow [Link] is very short informative
training given after recruitment .It creates a feeling of involvement in the minds of newly
appointed employees.

(b) Job training:

Job training relates to specific job which the worker has to handle .It gives information about
machines, process of production, instructions to be followed, and methods to be used and so on.
It develops skills and confidence among the workers and enables them to perform the job
efficiently. Job training is the most common of formal in plant training programmes. It is
necessary for the new employees to acquaint them with the jobs they are expected to perform.

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(c) Refresher training or retraining:
The refresher training is meant for the old employees of the enterprises.
The basic purpose of refresher training is to acquaint the existing workforce with the latest
methods of performing their jobs and improve their efficiency further. Retraining programmes
are designed to avoid personnel obsolescence.

(d) Internship training:

Under this method, the educational or vocational institute enters into arrangement with an
industrial enterprise for providing practical knowledge, to its students. Internship training is
usually meant for such vocations where advanced theoretical knowledge is to be backed up by
practical experience on the job. For example. Engineering students are sent to big industrial
enterprise for gaining practical work experience and medical students are sent to big hospitals to
get practical knowledge.
(e) Apprenticeship training: discussed in on the job methods.

1.3 Methods of Training:

1.3.1 On- the- job training
On- the- job training is considered to be most effective method of training the operative
personnel. Under this method, the worker is given training at the workplace by his immediate
supervisor. In other words, the workers learns in the actual work environment .It is based on the
principle of ‘learning by doing’. On the job training techniques are most appropriate for
imparting knowledge and skills that can be learnt in a relatively short time .The effectiveness of
the method depends largely on the competency of the trainer to teach. Notable on the job
methods are explained below.

(I) Coaching:
Under this method, the supervisor imparts job knowledge and skills to his subordinate. The
emphasis in coaching or instructing the subordinate is on feeling by doing. This method is very
effective if the superior has sufficient time to provide coaching to his subordinates.

(II) Understudy:
The superior gives training to a subordinate as his understudy or assistant. The subordinate learns
through experience and observation .It prepares the subordinate to assume the responsibilities of
the superior’s job in case the superior leaves the organization. The purpose of understudy is to
prepare someone to fill the vacancy caused by death, retirement, promotion, or transfer of the
superior.

(III) Position/Job Rotation:

The purpose of position rotation is to broaden the background of the trainee in various positions.
The trainee is periodically rotated from job to job instead of sticking to one job so that he/she
acquires a general background of different jobs. However rotation of an employee from one job
to another should not be done frequently .he/she should be allowed to stay on a job for a
sufficient period so that he/ she may acquire the full knowledge of the job.

Job rotation is used by many organizations to develop all round workers. The employees learn
new skills and gain experience in handling different kinds of jobs .they also came to know the

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interrelationship between different jobs. Job rotation is also used to place workers on the right
jobs and prepare them to handle other jobs in case of need.

(IV) Apprenticeship training:

Apprenticeship training is a process by which people become skilled workers, usually through a
combination of formal learning and long term on the job training, often under the tutelage of a
master craftsmen. The apprentice learns by observing the manner of doing the job by the master
craftsman or else he may be allowed to work on the job under his supervision. The process
continues till the new employee is able to do the job independently. This type of training has
traditionally been more appropriate for developing skills of craftsmanship such as that of weaver,
carpenter, plumber, machinist and fitter.

(V) Informal learning:

Surveys from the American society for training and development estimate that as much as 80%
of what employees learn on the job they learn through informal means, including performing
their jobs while interacting every day with their colleagues. Employers can facilitate informal
learning .For example, a manufacturing company can place tools in cafeteria areas to take
advantage of work related discussions taking place.

(VI) Job instructions training:

Many jobs (or parts of job) consists of a sequence of steps that can best learned step by step.
Such step by step training is called job instructions training (JIT) .First, list the job’s required
steps (let’s say for using a mechanical paper cutter) each in its proper sequence. Then the list a
corresponding ‘’key point” (if any) besides each step. The steps in such a job instruction training
sheet show the trainees what to do, and the key point show how it’s to be done and why.

1.3.2 Off -the Job Training Methods:

Off the job training requires the workers, to undergo training for a specific period away from the
work place. Off the job methods are concerned with both knowledge and skills in doing certain
jobs. The workers are free of tension of work when they are learning.
There are several off the job methods of training and development as described below:

(I) Special lecture cum discussion:

Lecturing is a quick and simple way to present knowledge to large groups of trainees, as when
the sales force needs to learn a new product’s features.
Training through special lectures is also known as ‘class –room training’ .It is more associated
with imparting knowledge than with skills. The special lectures may be delivered by some
executives of the organization or specialist from vocational and professional institutes.
There are certain aspects of nearly all jobs that can be learnt better in the classroom than on the
job. Orientation about organization and safety training can be accomplished more effectively in
the class room. Here the trainer possesses a considerable depth of knowledge of the subject at
hand .He/she seeks to communicate his thoughts in such a manner as to interest the class and
causes the trainees to retain what he /she has said. The trainees generally take notes as an aid to
learning.

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(II) Programmed learning:
Programmed learning is a step -by- step, self-learning methods that consists of three parts:
(a) Presenting questions, facts or problems to the learner.
(b) Allowing the person to respond.
(c) Providing feedback on the accuracy of answers, with instructions on what to do next.

Programmed learning reduces training time. It also facilities learning by letting trainees learn at
their pace, get immediate feedback and reduce the risk of error.

(III) Behavior modeling:

A training technique in which trainees are first shown good management techniques in a film ,
are asked to play roles in a simulated situation and are then given feedback and praise by their
supervisor .
Behavior modeling involves (1) showing the trainees the right (or ‘model’) way of doing
something (2) letting trainees practice that way and then (3) giving feedback on the trainee’s
performance.
Behavior modeling training is one of the most widely used well –researched and highly regarded
psychologically based training interventions .The basic procedure is as follows:
(a) Modeling : First ,trainees watch live or video examples showing models behaving effectively
in a problem situation .Thus the video might show a supervisor effectively disciplining a
subordinate ,if teaching ‘’ how to discipline ‘’ is the aim of the training program.
(b) Role -playing: Next, the trainees get roles to play in a simulated situation; here they are to
practice the effective behaviors demonstrated by the models.
(c) Social reinforcement: The trainer provides reinforcement in the form of praise and
constructive feedback.
(d) Transfer of training: Finally, trainees are encouraged to apply their skills when they are back
on their jobs.

(Iv) Vestibule Training:

With vestibule training, trainees learn on the actual or simulated equipment but are trained off
the job (perhaps in a spate room or vestibule). Vestibule training is necessary when it is too
costly or dangerous to train employees on the job and/or where the job is difficult and complex.
Putting new assembly-line workers right to work could slow down production, for instance and
when safety is concern, as with pilots, simulated training for instance may be only practical
alternative.
Simulation is a form of vestibule training which is imparted away from the location of the actual
job. Under it, a replica representing the job situation and the manner of doing it is created
through the use of simulation devices .these devices may be simple or complex. Use of
computers and others software devices have been of considerable help in the creation of situation
identical to that of the actual job environment .it is particularly useful in training technical
personnel and mangers(Aeronautical engineering).

(v) Conference training:

A conference is a group meeting conducted accordingly to an organized plan in which the
members seek to develop knowledge and understanding by oral participation. These days, video
conferencing is also gaining popularity under which people can participate in the conference
through satellite or other links.
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(VI) Workshops:
A training workshop is a type of interactive training where participants carry out a number of
training activities rather than passively listen to a lecture or presentation.

2.0 TRAINING AND DEVELOPMENT PROCESS

The process of training and development is an activity that aims to improve the performance of
the individuals and groups in an organisation. Organisations curate systematic procedures to
educate employees on the necessary technical and management skills for their roles. Learning
more about the process of training and development can help you support and encourage your
team to develop and improve.
 The process of training and development aims to improve the performance of individuals
and groups within an organisation, improving growth and productivity.
 Developing a training and development process involves several steps such as identifying
the need for training, setting specific goals, deciding on training methods, implementing
the training program, evaluating the output and monitoring performances.
 The benefits of training and development in an organisation include improved employee
skills and knowledge, increased job satisfaction and morale and increased business
productivity.
2.1 Developing a Training and Development Process
The process of training and development involves several steps to ensure that it is effective. Here
is a list of a few important steps that you can take if you are interested in learning more about
how to develop a training and development process in an organization:
1. Identify the need for training and development
If you are conducting a training program in a company, you can assess the scope of growth for
employees and the overall organisation. This can be to start a new department, strengthen the
existing teams, launch new products or upgrade existing products. Identifying the need for a
training program and choosing one that fits your requirements is essential to make employees
understand and adapt to new techniques and production flows.
2. Set specific goals and objectives
Once you identify organisational needs, the next step is to set a specific goal or objective for the
training and development. Whether it is spreading awareness about new product launching or
learning the installation process of new software, establish a clear plan that meets the needs of
your training program. Here is a list of a few common goals an organisation may have:
 Improving product quality: Customers are often more quality-conscious and require
companies to consistently improve their product quality to remain competitive in the
market. Regular training and development sessions enable the company to deliver better
services and ensure a consistent quality of products.
 Eliminating wastage of time: It is necessary to track the learning capabilities of
employees and determine how much time they require to learn. Organisations can
encourage employees with slower learning speeds to improve their performance through
training and development initiatives.
 Implementing safety precautions: Every company is responsible for the safety of its
employees, managers and clients working within its premises. This requires offering

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 training sessions on workplace safety, information about proper handling of equipment
and the creation of safe and friendly products.
 Assisting effective management: It is essential to develop effective management,
planning and control in the company to avoid management-related issues. The knowledge
offered during a training program can enable employees and employers to handle
challenging situations more effectively.
3. Decide on training methods and develop a detailed plan
A thorough training plan consists of learning methods, content matter, learning flow and other
essential aspects. Here are a few methods of training that you can choose from:
 Classroom training: This can encourage employee growth and lead to healthy
relationships that enable new employees to feel supported and welcome. Classroom
training can also include coaching, teaching and mentoring to focus on sharing
knowledge.
 Computerised training: This offers flexibility and scalability, as any number of
participants can join the program and progress at their own pace. This type of training
involves implementing virtual classroom features such as screen-sharing, audio-visual
tools and video recording.
 Simulation-based training: In this type of training method, employees deal with real-
time hypothetical situations and are required to solve them. This training method is often
suitable for those who handle heavy and expensive machinery.
 On-the-job or hands-on training: This allows employees to understand the working
environment and acquire new competencies. The training also helps you use special
equipment in a live-work practise or training environment.
 Role-playing: The process consists of the trainee and trainer, where the trainees act as if
they are dealing with a problem and are responsible for solving it without guidance.
Participants are required to act fast and realistically in various dynamic situations.
 Case study: In this method, a participant gets a real or imaginary scenario that depicts
everyday work situations. They then receive basic instructions to analyse the case and
come up with the best possible solution to help improve their problem-solving skills.
 Training videos: Many people prefer watching a video over reading, so videos can help
them learn important information more quickly. This can help make the training process
interactive, demonstrative and more engaging.
4. Implement the training program
After deciding on a training plan and method, the organization can execute the training process
through comprehensive, step-by-step instruction and coaching. For this, the company can
schedule training activities and use the required resources. Based on the size of the group and the
type of training, the company may decide on a suitable location for the training to help make it
more successful.
5. Evaluate the output
It is essential for organisations to assess the impact of the program, its effectiveness and the
degree of its success. You can ask the employees for feedback to know whether the program was
helpful and to review if they have any suggestions for improvement. You can also conduct
quizzes, practical exercises and tests to assess the success of the training.
6. Monitor performances
The next phase before completing training and development is to monitor employee
performance. Based on the training assessment results, management can find out if the training

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was adequate for the present or if they may require advanced sessions. The management can also
plan future training and development programmes and their scope accordingly.

Others:
7: Continuous Improvement:
Based on the evaluation results, the training program is refined and improved. Feedback from
participants, trainers, and supervisors is used to identify areas that require enhancement or
modification.
8: Career Development and Succession Planning:
Training and development are often linked to career growth and succession planning. High-
potential employees can be identified and provided with specialized training to prepare them for
leadership roles.
9: Technology and Innovation:
As technology evolves, training methods can incorporate innovative tools such as virtual reality,
gamification, and artificial intelligence to create engaging and effective learning experiences.
10: Employee Engagement:
Engaging and motivating employees to actively participate in training and development activities
is essential. Organizations may use incentives, recognition programs, and clear communication
to encourage participation.
11: Diversity and Inclusion:
Training and development can be designed to promote diversity and inclusion, fostering an
inclusive workplace culture that values and respects differences.
12: Legal and Regulatory Compliance:
Training can ensure that employees are aware of and comply with relevant laws, regulations, and
company policies.

2.2 Benefits of Training and Development

Improving employee skills and knowledge is essential to sustain a business. Training and
development can help organizations identify and retain top talent, improve productivity, increase
job satisfaction, improve employee morale and earn more profits. Businesses that devote time to
employees and focus on developing their skills often see fewer absentees and higher productivity
in the organization.
The benefits of training and development includes:
 Optimum utilization of human resources: An organisation can train its employees to
enhance their potential. Training and development help the organisation make the best
use of its employees and leverage their skills for increased output.
 Development of a high-skilled and motivated workforce: Employees may feel more
confident and enthusiastic if they undergo regular training and participate in development
workshops where they can learn new techniques and adapt to innovations more readily,
contributing to an organisation's development.
 Development of team spirit: Because training often takes place in groups, employees
get a chance to interact with each other, discuss organisational issues, explore their
strengths and weaknesses and try to learn from each other, resulting in strong team
building.

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  Creation of a healthy work environment: Regular training and development initiatives
can help employee’s foster positive thoughts and modify their behavior in a way that is
conducive to creating a healthy work environment.

3.0 TRAINING METHODS

Employee training methods refer to the various approaches and techniques used to educate and
develop employees’ skills, knowledge, and competencies. These methods are designed to
enhance employees’ job performance, job satisfaction, and overall effectiveness within an
organization.
Employee training methods encompass a wide range of strategies, from traditional classroom-
based training to modern technology-driven approaches. The choice of training methods depends
on factors such as the nature of the content, the learning objectives, the target audience, available
resources, and the organization’s goals.

Some prefer to learn by watching, others by listening or reading and writing, and others by
doing. Some learners change their preference depending on certain conditions. The topic might
also influence the appropriateness of one method over the other.
Powered by technology, the types of training methods are numerous. Let’s explore the features
of each training method for employees.

3.1 Types of Training Methods

Most training methods target more than one learning style, whereas some focus on one particular
style. And that’s okay! Because if you offer training using different types of methods, you’ll
satisfy the styles of different employees. And unless the topic calls for a particular training
method, you might even offer a variety of methods for a single topic. You can also give your
staff options to learn in different ways depending on the circumstances. For instance, they might
wish to learn by listening on one day and by watching on another.

1. Instructor-led training
Instructor-led training is the traditional type of employee training that occurs in a classroom,
with a teacher presenting the material.
This can be a highly effective method of employee training, especially for complex topics.
Instructors can answer specific employee questions or direct them to further resources. They also
allow for highly-skilled instructors to match the training level and style to the employees in the
room.
However, instructor-led training does have some drawbacks, including cost and time to
implement. It can also be unnecessary for concise topics. We discuss more about this in our post,
2. ELearning
ELearning, on the other hand, relies on online videos, tests, and courses to deliver employee
training. Employees can do their training right in the palm of their hand with a smartphone or on
their company computers.
It's one of the easiest types of employee training to roll out to larger populations, especially for
employees who are remote or have high-turnover rates. With interactive games, tests, videos,

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activities, or even gamified components, it can also go a long way towards keeping your
employees engaged with the training.
Of course, eLearning also has its own challenges. Without a solid instructional design strategy
behind it, the graphics and visuals that make eLearning fun can also make it gimmicky or
quickly outdated. Keeping it up-to-date is also a necessary best practice.

3. Simulation employee training

Simulation training is most often provided through a computer, augmented, or virtual reality
device. Despite the initial costs for producing that software or technology, however, simulation
training can be a necessary option for employees in riskier or high-stakes fields. You'll often see
simulation training for pilots or doctors, but it can be useful for other employees too.
This type of employee training is also highly-effective and reliable, allowing employees to
progress consistently and at their own pace.
4. Hands-on training
Hands-on training includes any experiential training that's focused on the individual needs of the
employee. It's conducted directly on the job. Hands-on training can help employees fit perfectly
into their upcoming or current role, while enhancing their current skills.
"One advantage of hands-on training is that they are applicable immediately to the employees’
jobs. They are also effective for training when it comes to new business equipment and
procedures."
This is a time-intensive method of employee training, however, that's best used when there are
enough resources available to support employees during the program.
5. Coaching or mentoring
Coaching or mentoring can share similar qualities to hands-on training, but in this type of
employee training, the focus is on the relationship between an employee and a more experienced
professional, such as their supervisor, a coach, or a veteran employee.
The one-on-one mentoring style creates a relationship between employees that carries far beyond
training. It also allows the employee to ask questions they may not feel comfortable asking in a
classroom, instructor-led training. This training method can be done in person or virtually,
through online coaching sessions.
For all its benefits, mentoring is costly in terms of employee hours and should be used
appropriately to reduce those associated costs. Coaching—bringing in a trained professional—
can sometimes provide a more time-efficient alternative, but without the relationship building
that's so valuable in mentoring.
6. Lecture-style training
Important for getting big chunks of information to a large employee population, lecture-style
training can be an invaluable resource for communicating required information quickly.
However, use this type of employee training sparingly.
7. Group discussions and activities
For the right group of employees, group discussions and activities can provide the perfect
training option. It allows multiple employees to train at once, in an environment that better fits
their current departments or groups. These discussions and activities can be instructor-led or
facilitated by online prompts that are later reviewed by a supervisor.
This type of employee training is best used for challenges that require a collaborative approach
to complex issues.

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8. Role-playing
Similar to group discussions, role-playing specifically asks employees to work through one
aspect of their jobs in a controlled scenario. They'll be asked to consider different points-of-view
and think on their feet as they work through the role-playing activity.
Like other group activities, role-playing is highly effective but may be unnecessary for simple,
straightforward topics. It also requires more employee time, potentially taking time away from
an entire department while they're going through the training.
9. Management-specific activities
Management-specific activities are just that—employee training that's focused on the needs of
managers. They may include simulations, brainstorming activities, team-building exercises, role-
playing, or focused eLearning on management best practices.
While management training can include many different types of training, it's important to
consider the additional needs of your managers separately from the rest of your employee
population. This ensures they have the foundation they need to support the rest of their staff.
10. Case studies or other required reading
Finally, some employee training topics are readily accessible through required readings. Case
studies, in particular, can provide a quick way for employees to learn about real workplace
issues. Employees can read through these at their own pace, or while working in a team-building
session with other employees.
Case studies are a great option for focused topics, but more complex topics will likely require
more advanced types of employee training.

11. Peer-to-peer learning

This is a mutual learning strategy that involves participants of the same level engaging in
collaborative learning. This type of learning allows employees to work through new concepts
and share ideas with their peers working on the same project. The opportunity to teach and be
taught by one another is an effective way for organizations to grow stronger employees who
work together productively.
Advantages of peer-to-peer learning
 Encourages connectivity, collaboration, and teamwork.
 Increases employee engagement and productivity.
 Promotes knowledge sharing culture within the organization.
 The peer-learning method is inexpensive.
Disadvantages of peer-to-peer learning
 Time might be wasted on discussing irrelevant topics.
 Needs dedication and commitment from peers.
12. Spaced learning
This breaks down long employee training programs into several sessions or modules of shorter
durations, with spaced intervals in between. Parts of these sessions are reintroduced multiple
times over the next few days or weeks for learners to recall information, driving long-term
knowledge retention.
Spaced repetition learning is based on research from Hermann Ebbingaus, a 19th-century
psychologist, who discovered that information is forgotten over a period of time when no effort
is made to repeat it. Later, this was the foundation of the learning theory, which states that task
master can be represented on a graphic, with mastery happening over time as learners
continuously practice a task.

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Advantages of spaced learning
 Overcomes the effects of the forgetting curve by providing learners with periodic review
and reinforcement of previously learned knowledge.
 Incorporates interactive and real-world scenarios into your training programs.
 Prevents fatigue, reduces mental exhaustion, and keeps learners engaged with the content.
Disadvantages of spaced learning
 Knowledge retrieval exercises can be challenging for some people.
13. Gamification
Gamification in training incorporates gaming elements such as points and badges into training
courses. By leveraging psychology, gamified training engages learners and makes them more
willing to take on repetitive tasks despite the risk of failure. Gamification of training has been
shown to increase employee performance and the adoption of new software.
Advantages of gamified training
 Gamification makes learners want to achieve the learning objectives of a course thereby
increasing engagement and completion rates.
 As learners progress through the game, they receive instant feedback.
 Employees are provided with badges or rewards as they proceed through the game. This
boosts employee motivation.
Disadvantages of gamified training
 The cost of additional resources to enhance the gameplay might go over budget.
14. Mobile learning
Mobile learning (or m-learning) refers to online learning via a personal mobile device such as a
smartphone, tablet, or laptop. This training method empowers learning on the go, enabling users
to access content whenever and wherever they want.
Advantages of mobile learning
 Utilizes familiar technology, promoting higher engagement and comfort
 Mobile learning content comes in various forms, such as podcasts, videos, quizzes, or
eLearning courses that help increase engagement and boost learning retention.
 Facilitates just-in-time learning, addressing immediate performance needs.
 Fosters self-directed learning, empowering individuals to take control of their
development.
Disadvantages of mobile learning
 Limited effectiveness for complex or in-depth topics that may require a more immersive
learning environment.
 Relies on stable internet connectivity and appropriate device capabilities, potentially
excluding some learners.
15. Blended learning
Blended learning combines traditional face-to-face learning and eLearning to create a more
holistic, effective training system. It leverages the best in-person learning experiences (like social
learning and subject-matter-expert-led training lessons) with online learning (via LMS courses,
hands-on training experiences, etc.) to provide a comprehensive, multi-method approach to
learning and development.
Advantages of blended learning
 Combines the strengths of various methods, catering to diverse learning styles and
preferences.

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  Provides flexibility by allowing both in-person interactions and self-paced online
learning.
 Offers a well-rounded learning experience that combines theoretical knowledge with
practical application.
 Maximizes engagement through a variety of activities, increasing learner motivation.
Disadvantages of blended learning
 Requires effective time management skills to balance both in-person sessions and self-
paced online learning.
16. Micro-learning
Micro learning is an approach to learning new knowledge that breaks learning content into small,
bite-sized information modules. Smaller learning sessions provide all the information necessary
for learners to achieve a specific training objectives quickly, making micro learning valuable in
business contexts.
Advantages of micro learning
 Enhances knowledge retention by delivering information in short, focused bursts.
 Fits nicely into busy schedules, allowing learners to access content quickly during spare
moments.
 Facilitates continuous learning by promoting frequent engagement with small,
manageable units of information.
 Accommodates various learning styles through the use of multimedia elements and
interactive formats.
 Supports just-in-time learning, providing immediate solutions to specific challenges or
questions.
Disadvantages of micro learning
 Might lack depth for complex topics that require comprehensive understanding.
 This could lead to fragmented learning experiences if not properly organized and
integrated.
 May not suit all learning preferences, as some individuals might prefer more
comprehensive and in-depth learning approaches.
17. Adaptive learning
Adaptive learning utilizes AI and big data technology to facilitate individualized learning
experiences based on several learner factors and inputs to build contextual paths for employees
that drive L&D outcomes.
Courses are adapted based on a learner’s profile and preferences, previous knowledge of a
concept, behaviors, and performance. Experiences are adapted by presenting real-time feedback
to learners, presenting new pathways that aren’t “pass” or “fail”, and can present contextual
tooltips or future resources for learning more. The experience adapts its content, sequence, and
assessment based on all previous actions and factors.
Advantages of adaptive learning
 Personalizes learning paths for individual people, making training contextual to specific
needs.
 Improves learner engagement.
 Gives learners real-time feedback.
Disadvantages of adaptive learning
 Requires a sophisticated training technology stack.
 Requires L&D professionals to be literate in big data sets.

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  Requires motivation from the learner themselves to progress through the material.
3.2 How to Choose the Right Employee Training Method
To choose a training method, you should analyze your training needs from two perspectives.
i. The goal of your training program. Different types of employee training fit different
purposes.
 Coaching is perfect for teaching leadership, emotional intelligence, or change-
management skills.
 ELearning is especially useful for teaching company policies.
 Roleplaying works well for teaching how to deal with employees who don’t
follow company policies.
 Video-based training is great for teaching new knowledge, such as industry or
technological trends.
ii. The audience for training. You should aim for a training method that attains the goals
of your training program, right? To get there, you need your target audience to believe in
the benefits of the program. And some training methods are better than others for specific
audiences.
 Older employees might feel more comfortable with instructor-led training.
 Millennial often prefer training methods compatible with mobile devices, such as
games and video.
 Any online training is most effective when employees are remotely located, are
senior-level staff with limited availability, or travel a lot.

4.0 TRAINING NEEDS ASSESSMENT

A training needs assessment (often shortened to ‘TNA’) is a systematic process used by
organizations to identify gaps between their employees’ current skills and competencies and the
skills required to achieve the organization’s objectives. By evaluating existing skills, analyzing
future skill requirements, and understanding the specific training needs of different employee
groups, a TNA enables organizations to design targeted and effective training programs that
enhance productivity, efficiency, and overall performance.

A training needs assessment (TNA) is an assessment process that companies and other
organizations use to determine performance requirements and the knowledge, abilities and skills
that their employees need to achieve the requirements.

There are three key areas that are considered accurate assessors of those needs:
 Skill proficiency of employees
 Employees' frequency of skill usage
 Level of employees' skills crucial to job performance

One of the outputs of the training needs assessment is a list of who needs what kind of training.
For instance, your company may find that the IT department is failing to keep up with the
industry standards and needs to undergo training that increases their knowledge about the latest
technological innovations. Or maybe the IT interns are coming on full-time and require
mentoring to become a competitive and productive part of the company.

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TNA aims to answer some familiar questions: why, who, how, what and when. Here's a look at
the descriptions of the questions and what analysis can to answer them.
 Why conduct the training: Organizations typically conducts training to tie the
performance problem to a working need and make sure that the benefits of carrying out
the training are greater than the problems. To answer this question, you have to conduct
two types of analysis: feasibility analysis and needs versus wants analysis.
 Who is involved in the training: A training typically involves appropriate parties to solve
the performance problem. To determine the target participants for the training, you have
to conduct a target population analysis. This type of analysis allows you to learn as much
as possible about the people who are involved in the deficiency and how to tailor a
training program to engage them.
 How to fix the performance problem: Conducting training can help fix the performance
problem. But you have to look for another remediation if training is not appropriate. To
identify what skill deficiency to address, you must conduct a performance analysis. This
type of analysis investigates how your company or department is performing as a whole.
 What is the best way to perform: There is a preferred or better way to do a task to get the
best results. To identify the best way to perform, you must conduct a task analysis. This
type of analysis gets down to the fine details of exactly what your employees are doing in
their individual roles.
 When to conduct the training: Because holidays, work cycles, etc. affect the participants'
attendance at the training, you must determine the best timing to deliver training. You
may conduct a context analysis to answer logistics questions. Context analysis is a
method to examine the environment in which a business operates

4.1 Why Conduct a Training Needs Assessment?

Here are a few reasons why organizations must prioritize conducting a training needs
assessment:
1. Provides role-based, personalized training
At an individual level, a training needs assessment analyzes employees to understand their role-
specific requirements and learning preferences.

By understanding the specific skills and competencies required for different roles, L&D teams
can easily tailor training content to effectively meet employee needs. Additionally, considering
personal preferences such as language, learning style (visual, auditory, or kinesthetic), and
preferred training methods (e.g., online courses, workshops, or hands-on training) ensures the
training is engaging and effective.

Personalized learning not only enhances skill development but also increases employee
satisfaction and retention, as employees feel their unique needs are being addressed

2. Identifies any gaps in skills

A training needs assessment assesses employees’ current skill levels and compares them to the
skills required to achieve business objectives to identify skill gaps and highlight areas where
additional training is needed. This ensures that training efforts address the most critical
deficiencies, thus enhancing overall performance and productivity.

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3. Uncovers new training methods or approaches
A thorough training needs assessment identifies what training is needed and explores the most
effective ways to deliver this training. By evaluating the success of current training programs and
researching innovative methods, organizations can uncover new approaches that may be more
effective or efficient.

This includes leveraging eLearning platforms such as a digital adoption platform or learning
management system or incorporating learning strategies such as gamification, blended learning,
adaptive learning, etc.

4. Improves ROI from training programs

Conducting a training needs assessment ensures that training investments are directed toward the
most impactful areas, improving the training ROI. Organizations can allocate resources more
efficiently by accurately identifying the skills and competencies that need development and
avoiding unnecessary or redundant training. Practical training that addresses identified needs
leads to better performance improvements, higher employee productivity, and, ultimately, greater
financial returns.

4.2 Levels of Training Needs Assessments

1. Organizational
Training needs assessments at the organizational level help identify training programs that align
with the strategic business objectives of an organization. A macro-level analysis identifies areas
where the workforce lacks the necessary knowledge or skills and helps create training programs
according to these requirements.

2. Operational
At the operational level, a training needs assessment determines the type of training that will be
conducted to achieve a specific level of proficiency. Operational-level training needs
assessments to assess the knowledge and skills required for specific tasks and correlate these
requirements to the workforce’s skills.

3. Individual
At an individual level, a training needs assessment analyzes how every employee performs in
their job role. It gives you a complete picture of employee performance and whether their
performance meets the expected standards.

4.3 How to Conduct a Training Needs Assessment

Here’s your checklist to conduct a training needs assessment before designing and launching
your training program:

1. Start by identifying key business outcomes

The first step in your training needs assessment is to identify the organization and department
goals, as well as their priorities, to determine the behaviors that need to be changed to achieve
those goals.

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Identifying business needs enables learning teams to implement competency models, identify the
teams that are in need of training, assess different training options, and uncover opportunities
that can contribute to the success of employees, business units, as well as the organization.

Important questions that must be addressed in this stage are:

 Does the organization need this assessment?
 Why is it being conducted?
 What is the ultimate goal that the organization is trying to accomplish?
 Will a training program provide a solution to accomplish the desired business outcome?

2. Define relevant job behaviors

Once you have determined your desired business outcomes, the next step is to define the core
competencies that everyone in the organization needs to develop, to some degree, in order to
contribute to the organizational goals.

Core competency is an organization’s unique ability, product, or service that gives them a
competitive advantage in the industry. Every member of the organization needs to have a basic
proficiency level on the defined competency.

3. Collect data
Data collection is a crucial step in the training needs assessment process, providing insights into
employees’ current skills and competencies. A few standard methods of collecting data include:
 Surveys and Questionnaires
Surveys and questionnaires are practical tools for gathering quantitative data from many
employees. They can include questions about current skills, training preferences, and perceived
skill gaps.
 Interviews
Interviews provide qualitative data through direct interaction with employees and managers.
They allow in-depth discussions about training needs, performance issues, and personal
development goals.
 Observations
Observations involve watching employees perform their tasks to identify skill gaps and training
needs. This method provides real-time insights into employee performance and behavior.

4. Analyze the data to identify skill gaps and training needs

Using your accumulated data, begin to identify your employees’ knowledge and skill gaps. A
comprehensive skills gap analysis involves:

Comparing current skills and performance levels against the desired proficiency levels.
Identifying the discrepancies or gaps between the two current and expected standards.
Fill in the gaps using training and development programs to build a team of skilled workers
ready to contribute to the organizational goals.

5. Building training agenda

Once you have determined the knowledge, skills, or behaviors your employees must develop to
achieve established goals, it’s time to develop the complete training agenda.

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To create a training agenda, you need to:
 Determine the targeted end date for the training program
 Identify priorities for individual sessions and groups to put them on a schedule
 Determine a training budget
 Decide if you want to conduct the training internally or externally

6. Choose training method

Identify the most effective training methods to address your identified skill gaps. The most
effective training method will depend on numerous factors, like your organization’s maturity
level, industry, current skill gaps and competency needs, employee preferences, and more.

4.4 Creating a Successful Training Course/ Program

1. Assess your needs and develop goals and success metrics.

The first step to any successful training program is to establish your goals as a business or
department and figure out what you need to successfully achieve them. It’s also important to
establish key performance indicators (KPIs), which defines as “a set of quantifiable
measurements used to gauge a company’s overall long-term performance. KPIs specifically help
determine a company’s strategic, financial, and operational achievements, especially compared
to those of other businesses within the same sector.”

2. Determine the type of employee training plan.

In discussing your goals and objectives, you also want to consider the type of training program
you want to implement.

3. Keep adult learning principles in mind

Adults who are participating in an employee training plan often come to the table with more
experience than young students in an academic setting. As eLearning Industry explains, you
should keep certain characteristics of adult learners in mind, including:
 Experience will play an important part in any type of learning
 Learning should incorporate real-world applications
 Adult learners are typically ready and willing to learn especially if the content is
interesting to them
 Adult learners must be involved in the process, whether that’s developing content or
creating evaluation criteria

4. Develop learning objectives/outline

What topics do you want to cover? What’s the most important information? How do you want to
begin and end? Figuring out the answers to those questions will help drive the structure of your
employee training plan — and ensure you hit all the important points.

5. Finalize your training plan

After you have an established outline with your learning objectives, now is the time for details.
Tweak your plan as needed. Get feedback from colleagues. Move sections around. Fill in the
blanks, add as much detail as possible and make revisions.

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6. Design and develop training materials
A training plan is only as good as its training materials. As Indeed explains: “It’s important to
have a design fully prepared before launching into development to ensure nothing goes missing
or out of order. Remember to focus on the learning needs of the employees rather than what’s
easiest for the trainer, and make sure your content focuses specifically on reaching the learning
objectives.”

7. Implement training
Take care of any logistics ahead of time, like scheduling, testing technology to ensure it works
and printing materials. During the actual training, explain the ground rules and convey your
expectations before you get started.

8. Evaluate training
Evaluation and feedback is also an important part of the employee training process. It’s best to
solicit this type of feedback from employees as soon as the program is finished so that the
information is fresh in everyone’s minds. Consider online surveys or questionnaires for
efficiency. Tip: Asking for anonymous feedback may take the pressure off your employees.

9. Measure success
Indeed recommends analyzing the results over the next month or quarter. Were the objectives
met? Were there any tangible changes? “Determine whether the training corresponds with a rise
in revenue, a decrease in costs, any changes in productivity and other metrics you choose to
monitor.”

10. Reevaluate as necessary

Just like with any type of program, it’s best to reevaluate within a predetermined amount of time.
What’s working? What isn’t? Have the objectives changed? Do you need to measure metrics
differently?

5.0 MANAGEMENT DEVELOPMENT

5.1 Definitions:
“A conscious and systematic process to control the development of managerial resources in the
organization for the achievement of goals and strategies.”

An attempt to improve managerial effectiveness through a planned and deliberate learning

process.

Management development is the systematic process of creating effective managers. Managers'

critical function is to translate leadership and shareholder objectives (or create them on their own
when they do not come from above) into legal and effective actions to achieve those objectives.
In doing so, managers act as facilitators and problem-solvers.

“It is a programme of training and planned personal development purporting to prepare and aid
managers in their present and future jobs.” (Yoder)

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“Management development is a business led process. The business determines what kind of
managers it requires to accomplish its strategic goals as well as how to obtain and develop such
managers. Although there is stress of self-development, the business must indicate the directions
towards which self-development should occur?” (Armstrong)

In the opinion of Molander, “management development is a conscious and systematic process to

control the development of managerial resources in the organisation for the achievement of goals
and strategies.”

The process of ensuring that an organisation has the appropriate management skills and
competencies to meet its developing needs. Existing skills and abilities are assessed and actual or
potential shortfalls are identified with the aim of ameliorating them. Various programmes and
interventions may be used for this purpose; including training, mentoring, or role-play and team-
building exercises. – A Dictionary of Business and Management.

“The process of developing knowledge, skills, ability, and capability called competences of
managerial and potential managerial staff of the organisation. It is a planned process to manage
the changes by talented and motivated managers for improving overall effectiveness of the
organisation”.

5.2 The need for Management Development

The survivality, growth and development of any organization depends on the quality of
workforce it has, and the quality of such workforce depends on the quality of management
personnel (that means skill, knowledge, ability, attitudes of management people) of the company.

Since, procurement, motivation, development of workers are part of managerial functions,

qualitative functioning of such activities are influenced greatly by degree and qualities of skill,
ability, competencies and attitudes of such managerial personnel.

Hence, management development programmes are needed to compensate and strengthen the
deficit areas of knowledge, skill, abilities of the executives so that they can perform their present
job well and also future job when assigned in terms of objectives / strategies of the company.

The need for management development can be ascertained from the following:

1. Social Obligation:
Organization is a part of society. Society has expectations, demands for its growth and
development from societal members including organization/s functioning in the society.
Organization can fulfil societal demands / requirement if managers are capable enough to
analyse social obligations to present cases as spokesperson of the society to the company, to
develop a bridge between company thinking and societal expectations, to make the society aware
of Contributions Company made for amelioration and well-being of the members of the society.

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2. Effect of Globalization:
Because of globalization, multinational corporations (MNCs) and trans-national corporations
(TNCs) have entered in the market resulting in, stiff competition amongst the market players. In
such a situation, it becomes difficult for the domestic companies to survive in the context of
quality goods they supply and the price they fix for the customers.

It is, therefore, imperative need for the companies to have world class workers for production of
world class product at reasonable cost; and the companies can have such dynamic workforce if,
they have highly skilled, committed, dynamic pool of management personnel who can prepare
the workers’ community according to need, requirement of the companies. So, here is the
necessity of management development to face the challenges emanated from the globalization.

3. Effective Functioning of Line Management:

Line management/technocrats are well conversant with technicalities of production activities but,
they may lack adequate skill, abilities in human relations development and conceptual areas of
the company. For effective functioning of their work they need improvement, development of
their skills in those areas where they lack.

Hence, management development programmes are required to be conducted to promote

enhancement of human skill and conceptual skill of technocrats, line managers of organizations
so that, they can perform their job better in terms of need, requirement of the companies.

4. Excellent Quality of Work of Non-Technical Higher Management:

Technical skill is required for excellent performance by non-technical managers. Requirement of
technical skill of management personnel varies in degree considering grade/strata of the
management to which they belong. Higher level management may need some knowledge/skill in
technical areas and so, for better functioning they need to acquire skill in this area.

Management development programme designed to impart technical skill to such non-technical

higher management personnel may facilitate to deliver excellent quality of work by them.

5. Use of Latest Technologies:

Every organization needs to use latest technologies in its operational and service activities so
that, quality goods at minimum cost can be produced to face competition with the market players
but, these latest technologies cannot be effectively used if, the managers are not given proper
training to have acquaintances with technologies, its operative areas, use, effectiveness, probable
problems, etc.

6. Change in Economic Policy:

Change in economic policy creates a new business climate and work culture in organization
where re-inventing of management practices appears to be of much necessity. New areas are
required to be explored for expansion and diversification of business; continuous improvement
of quality in services and products needs to be emphasized; issues like retention of customers
and search out for new customer be prioritized.

7. Smooth and Effective Functioning of Business Activities:

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Workers perform business and industrial activities under the guidance and supervision of
management. Management personnel play the role of guide, coach, motivator, leader of the
people at work. Workers can be effective if the decisions, directions, guidance of the
management are proper, perfect and accurate.

So, for smooth, effective and uninterrupted functioning of business activities managers should
have leadership qualities, proper knowledge, and skill in decision making and also should
introduce schemes like employee involvement, empowerment and participation in organization.
For all this, management development programme should be of much use.

5.3 Characteristics and Purpose of Management Development

5.3.1 The characteristics of management development are as follows:
1. It is an organized process of learning rather than a haphazard or trial and error approach.
2. It is a long term process as managerial skills cannot be developed overnight.
3. It is an ongoing exercise rather than a “one-shot” affair. It continues throughout an executive’s
entire professional career because there is no end to learning.
4. Management development aims at preparing managers for better performance and helping
them to realize their full potential.
5. Executive development is guided self-development. An executive can provide opportunities
for development of its present and potential managers. Bill the image for learning has to come
from the executive itself. Executive development is possible only when the individual has the
desire to learn and practice what he learns.

The organization can provide the environment for development or advancement but the initiative
for development has to be taken by the individual himself. Unless the person has the required
potential and urge, he cannot be considered fit for development. He can also be given the
necessary guidance to help him face the present job’s problems or to prepare him for the higher
jobs. Training is also necessary to prevent obsolescence of knowledge and skills of individuals.

Executive development programmes seek to develop the overall personality of the executives
and not only the skills necessary to do the job efficiently. The job of executive is a very
challenging one. So, the executive development programmes should be more concerned with
conceptual and human skills of the executives. A comprehensive development programme uses
various learning aids to increase the knowledge, decision making ability, skill in dealing with
people and maturity of the managers.

5.3.2 Purpose of Management Development:

The purpose or objective of management development programmes are as below:
1. To sustain better performance of managers throughout their careers.
2. To improve the existing performance of managers at all levels.
3. To encourage existing managers to increase their capacity to assume and handle greater
responsibility.
4. To enable the organization to have the availability of required number of managers with the
required skills to meet the present and anticipated (future) needs of the organization.
5. To replace elderly executives who have risen from the ranks by highly competent and
academically qualified professionals.

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6. To provide opportunities to the executives to fulfil their career aspirations.
7. To ensure that the managerial resources of the organization are utilized optimally.

5.4 Basic Features and Primary Aims of Management Development

Generally, management development related to a systematic process of learning and growth by
which managerial personnel gain and also apply to knowledge, skills, attitudes and insights to
manage the work in their organizations effectively and efficiently.
It is an educational process through which executives learn conceptual and theoretical knowledge
and managerial skills in an organized manner.

The main aim of formal education for manager is to increase his ability to learn from experience.
Management development involves relating experience to learning.

Basic features of Management Development are as follows:

1. Management development is a planned and organized process of learning.
2. It is an ongoing or never ending exercise. It continuous throughout an executive’s entire
professional career because there is no end to learning.
3. It is a long-term process as managerial skills cannot be developed overnight
4. It is guided self-development. An organization can provide full opportunities for development
of its present and potential managers.
5. It aims at preparing managers for better performance and helping them to realize their full
potential.

The primary aims are:

(1) To ensure that the company is staffed both now and in the future with a sufficient number of
managers with necessary skills, experience and ability to secure continued growth and
profitability – the right man or woman at the right time in the right place. Thus we will have a
steady source of competent people at all levels to meet organizational needs at all times.

(2) To check that human resources of a company are being properly and fully used, and that
potential and talent in human terms are neither wasted nor overlooked, and they are offered
ample and timely scope to grow, so that both individuals as well as organizational needs are
adequately met. This will en-sure optimum utilization of human capital.

(3) To provide an opportunity for staff within a company to prepare themselves for higher
assignments and to reach their maximum capabilities.

The staff should be enabled to fulfil their career expectations by training that will enable them to
do a bigger and a richer job which they can get through a sound promotion policy, viz.,
promotion from within.

5.5 Principles for Maintaining Effective management Development

A number of principles have been evolved which should serve as guides in creating and
maintaining an effective management development. Such principles are as follows:

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1. All development is self-development – It means that people are developed not so much by
others as by themselves. This principle highlights the importance of an individual candidate’s
inner motivation and basic abilities. The primary responsibility must rest upon the person to be
developed.

2. Development is closely akin to education – Development is more closely akin to education

than it is to specific training in skills because the development programme aims at overall growth
of an individual to enable him/her to achieve the desired objectives.

3. Gearing to individual differences – Too much emphasis should not be laid on uniformity of
development efforts. Instead, development efforts should be geared to individual differences. An
individual must be helped, and the development programme should be so planned as can create
an environment in which self-development is stimulated and facilitated.

4. Long-range process – An executive cannot be developed just by taking a course, holding a job,
reading a book, or attending a seminar or conference. Such development is rather a long-range
process with individual development programmes running into many years.

5. Adequate facilities – For encouraging self-development, it is necessary to create an effective

organizational climate, making all developmental facilities available.

6. Adequate rewards – The people who display interest and activity in development should be
rewarded appropriately.

7. Effective immediate supervisor – The immediate supervisor exercises a key influence. The
supervisor should emphasize on high-quality performance, supportive coaching and proper
counselling.
Most organizations would agree that evaluating training programs is crucial for aligning
investments to business strategy.

6.0 MONITORING AND EVALUATION OF TRAINING AND DEVELOPMENT

By taking a strategic approach to training evaluation in HRM, you can optimize training
effectiveness, demonstrate ROI, and continuously improve programs.

6.1 The Strategic Importance of Training Evaluation in HRM

Importance:
I. The Evolving Role of HRM
The role of human resource management (HRM) has evolved from an administrative function to
a strategic one focused on aligning HR initiatives with overall business goals. As organizations
recognize that human capital is a key source of competitive advantage, there is greater emphasis
on data-driven talent management and development to drive business performance.

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HR leaders now have a seat at the executive table, using workforce analytics to provide insights
that inform critical strategic decisions across the organization. Investment in employee training
and development is increasingly being tied to core business objectives.

II. Training as a Strategic Investment

With the understanding that a skilled, motivated workforce is vital for organizational success,
employee training takes on new strategic significance. Companies invest substantial resources in
developing human capital through training programs as part of an overall talent management
strategy.
As these investments continue to grow, organizations are recognizing the need to accurately
evaluate program outcomes to ensure training dollars are spent wisely. Measuring the impact of
training on individual and organizational performance is crucial for optimizing human resource
development.

III. The Risks of Insufficient Evaluation

Without proper evaluation methods, organizations risk wasting limited training budgets on
programs that fail to deliver measurable value. They also lose the opportunity to collect data that
can be used to continuously improve training quality and effectiveness.

Additional risks include lack of alignment between learning programs and business goals,
inability to identify skills gaps, and failure to address issues lowering engagement or
productivity. Insufficient evaluation of training effectiveness threatens an organization’s human
capital strategy.

6.2: Understanding the Importance of Training Evaluation

The evaluation of training programs plays a pivotal role in validating investments in human
capital, providing insights to enhance HR’s strategic contribution to the organization.

Key reasons why training evaluation matters:

 Quantifies training ROI and impacts on business performance
 Identifies opportunities to optimize programs
 Supports data-driven decision making in HR
 Ensures alignment between learning objectives and organizational goals
 Provides metrics for continuous improvement
Ongoing evaluation is critical for developing human resource strategies that successfully drive
results and support wider business objectives.

6.3 The evaluation of training and development

Training evaluation is the systematic process of collecting information and using that
information to improve your training programs. It provides feedback to help you identify if your
training achieved the intended outcomes, and informs decisions about future training initiatives.
Some key aspects of evaluating training and development in human resource management
include:
i. Types of Training Evaluation
There are several types of training evaluation to consider:

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 Needs assessment: Evaluating the organization's needs to determine the goals and priorities for
training programs. This allows you to align training with business objectives.
Formative evaluation: Ongoing evaluation during training delivery to identify potential
improvements. This allows for adjustments while the training is in progress.
Summative evaluation: Evaluation after training completion to assess if it achieved the desired
goals and outcomes. This informs decisions on whether to continue, revise, or replace training
programs.
ii. Importance of Training Evaluation
Regularly evaluating training and development initiatives is crucial for several reasons:
 It demonstrates the value of training investments to key stakeholders. Concrete metrics
show the impact of programs.
 It ensures alignment between training and overarching organizational goals. Evaluation
confirms that programs drive desired business results.
 It enables continuous improvement. Evaluation identifies what works well and what
requires adjustment in training programs.
In summary, systematic evaluation allows organizations to provide relevant training that
strategically evolves based on changing needs. This drives measurable improvements in
individual and organizational performance.

6.4 The 5 steps of training evaluation

Training evaluation is a critical process in human resource management that allows organizations
to measure the effectiveness of training programs and align them with broader business goals.
Here are the key steps:

Step 1: Identify the Purposes of Evaluation

First, determine why you are evaluating and what questions you want the evaluation to answer,
such as:
 Did participants acquire the intended knowledge, skills, attitudes, confidence, and
commitment based on the program objectives?
 Were participants satisfied with the training?
 To what extent were the learning objectives achieved?
 Did the training positively impact business metrics like productivity, sales, quality, or
turnover?
Clearly defining the evaluation purposes and metrics upfront is crucial.

Step 2: Select Evaluation Method

With the purposes established, choose suitable evaluation methods aligned to those goals, such
as:
 Kirkpatrick's 4 Level Model: Measures reaction, learning, behavior, and results.
 ROI analysis: Quantifies program benefits and costs.
 Scorecards: Track progress on critical training metrics.
Using multiple methods creates a more complete picture.

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Step 3: Design Evaluation Tools
Develop customized tools like surveys, tests, observation checklists, and structured interviews to
gather data for each evaluation method. Tools should directly tie to the defined metrics and
program objectives.

Step 4: Collect Data

Systematically administer the evaluation tools before, during, and after the training at appropriate
times. For example, have participants complete reaction surveys immediately after the program.

Step 5: Analyze and Report Results

Compile the data gathered to identify trends and patterns in the evaluation metrics. Share insights
with stakeholders through visual dashboards, reports, or presentations.

Continually refining training programs based on evaluation findings helps maximize their
strategic impact. Following these five steps allows organizations to make data-driven decisions
about their learning initiatives.

6.5 Evaluating training effectiveness in HRM

Evaluating training effectiveness in human resource management (HRM) is a strategic
imperative for organizations seeking to optimize their investments in developing talent. There
are several methods HR professionals can use:

i. Post-training assessments
Conducting assessments immediately after a training program concludes can gauge participants'
comprehension, satisfaction with the content and format, and intent to apply learnings. Common
approaches include:
 Quizzes to test understanding of key concepts, skills, or best practices covered in the
training
 One-to-one discussions with participants to get qualitative feedback on takeaways,
remaining questions, etc.
 Participant case studies asking trainees to describe how they would apply their new
knowledge to real workplace scenarios
ii. Longer-term evaluations
Looking beyond the initial training event using:
 Employee surveys to evaluate changes in capabilities, job performance, and productivity
metrics
 Certification exams to validate mastery of complex skillsets or methodologies
iii. Aligning with business goals
Relate training outcomes back to organizational objectives using key performance indicators
(KPIs) like:
 Employee retention rates
 Customer satisfaction scores
 Sales revenues
Evaluating from multiple angles provides HR teams comprehensive insights on effectiveness.
This is key for continuously enhancing development programs and demonstrating the strategic
value training delivers.

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