Training and Development

Md. Nawshad Pervez

General Manager (Head)
Human Resources
Square Hospitals Ltd.
nawshad@[Link]
 Contents
2

What is training
Purpose of Training
Arias of Training
The Gap Concept
Training Risks
Advantages of Training
Need for Training
Classification of Training
3
 What is Training
4

Training - a planned effort by a company to

facilitate employees’ learning of job-related
competencies.

 Competencies include knowledge, skills or behavior

critical for successful job performance.

 The goal of training is for employees to master the

competencies and apply them to their day-to-day
activities.
 Cont……….
5

 To use training to gain a competitive advantage, a

company should view training broadly as a way to
create intellectual capital.

 Intellectual capital includes basic skills advanced skills

an understanding of the customer or manufacturing
system, and self-motivated creativity.
 Cont……….
6

 High-leverage training
 Islinked to strategic business goals and objectives.
 Uses an instructional design process to ensure that
training is effective.
 Compares or benchmarks the company's training
programs against training programs in other
companies.
 Creates working conditions that encourage continuous
learning.
 Cont……….
7

 Continuous learning - requires employees to

understand the entire work system, including the
relationships among their jobs, their work units, and
the company. Employees are expected to acquire
new knowledge and skill, apply them on job and
share with other employee
8
The Gap Concept Cont……….

Expected Curve

1,000 Cars Gap

200 Cars
Performanc Actual Curve
e/Results
800 Cars

Time
In training terms this means we need
to develop programs to fill the Gap
8
 Training Needs

The reasons for not As training experts we

making the 1,000 must analyze the
cars: situation to determine if:
 Not enough resources  Expected result too high

 Poor machines  Target achievable

 Poor staff skills  Is training the only way to

make it happen
 Are there other factors.

9
 Cont……….
10

Training is a systematic process through which an organization’s

human resources gain knowledge and develop skills by instruction
and practical activities that result in improved corporate
performance.

Training is defined by Wayne Cascio as “training consists of

planed programs undertaken to improve employee knowledge,
skills, attitude, and social behavior so that the performance of
the organization improves considerably.”
 Cont……….
11

Managers take an active role in:

 Identifying training needs.
 Ensuring that employees use training in their work.

 Facilitating the sharing of knowledge, by using

informational maps
 Training is an integral part of the management function and
each manager must assume the responsibility for training
the people within his department.

 Today, training is being evaluated on how training addresses

business needs related to learning, behavior change, and
performance improvement.
 Cont……….
12

After an employee is selected, placed and introduced he or she

must be provided with training facilities. Training is the act of
increasing the knowledge and skill of an employee for doing a
particular job. Training is a short-term educational process and
utilizing a systematic and organized procedure by which
employees learn technical knowledge and skills for a definite
purpose.
 Cont……….
13

Dale S. Beach define the training as “... the organized procedure

by which people learn knowledge and/or skill for a definite
purpose. In other words training improves, changes, moulds the
employee’s knowledge, skill, -behavior, aptitude, and attitude
towards the requirements of the job and organization.

Training refers to the teaching and learning activities carried on

for the primary purpose of helping members of an organization, to
acquire and apply the knowledge, skills, abilities and attitudes
needed by a particular job and. organization. Training is the art
of increasing knowledge & skills of an employee for doing a
particular job.
 Purpose of Training and Development
14

The purpose of training and development can be explained as

follows.
1. Improving quality of work force :-
Training and development help companies to improve the
quality of work done by their employees. Training programs
concentrate on specific areas. There by improving the quality
of work in that area.

2. Enhance employee growth :-

Every employee who takes development program becomes
better at his job. Training provides perfection and required
practice, therefore employee’s area able to develop them
professionally.
15

3. Prevents obsolescence :-
Through training and development the employee is up to date
with new technology and the fear of being thrown out of the job is
reduced.

4. Assisting new comer :-

Training and development programs greatly help new employees
to get accustomed to new methods of working, new technology, the
work culture of the company etc
16

5. Bridging the gap between planning and implementation :-

Plans made by companies expect people to achieve certain
targets within certain time limit with certain quality for this
employee performance has to be accurate and perfect. Training
helps in achieving accuracy and perfection.

6. Health and safety measures :-

Training and development program clearly identifies and teaches
employees about the different risk involved in their job, the
different problems that can arise and how to prevent such
problems. This helps to improve the health and safety measures in
the company.
 Areas of Training
17

Organization provide training to their employees in the following

areas:
• Company policies and procedures;
• Specific skills;
• Human relations;
• Problem solving;
• Managerial and supervisory skills; and
• Apprentice training.
18

[Link] policy and Procedure:

This area of training is to be provided with a view to acquainting the new

employee with the Company Rules, Practices, Procedures, Tradition
Management, Organization Structure, Environment Product, Services
offered by the company etc. This acquaintance enables the new employee
to adjust himself with the changing situations. Information regarding
company rules and policies creates favorable attitudes of confidence in the
minds of new employee about the company and its products/services, as
well as it develops in him a sense of respect for the existing employees of
the company and the like. The company also provides first hand
information to the employee about the skills needed by the company, its
development programmes, quality of products/services and the like. This
enables the new employees to know his share of contribution to the
organization's growth and development.
19

[Link] in specific skill:

This area of training is to enable the employee more effective on the job.
The trainer trains the employee regarding. various skills necessary to do
the actual job. For example, the clerk in the bank should be trained in the
skills of making entries correctly in the edge, skills and arithmetical
calculations, quick comparison of figures, entries and the like. Similarly,
the technical officers are to be trained in the skills of project appraisal,
supervision, follow-up and the like
20

[Link] Relations Training:

Human relations training assumes greater significance in organizations as
employees have to maintain human relations not only with other employees but
also with their customers. Employees are to be trained in the areas of self-
learning, interpersonal competence, group dynamics, perception, leadership
styles, motivation, grievance redresses, disciplinary procedure, and the like. This
training enables the employees for better team work, which leads to improved
efficiency and productivity of the organization.
21

[Link] Solving Training:

Most of the organizational problems are common to the employees dealing the
same activity at different levels of the organization. Further some of the
problems of different managers may have the same root cause. Hence,
management may call together all managerial personnel to discuss common
problems so as to arrive at effective solutions across the table. This not only
helps in solving the problems but also serves as a forum for the exchange of
ideas and information that could be utilized. The trainer has to organize such
meetings, train and encourage the trainees to participate actively in such
meetings.
22

[Link] and Supervisory Training :

Even the non-managers sometimes perform managerial and supervisory
functions like planning, decision-making, organizing, maintaining inter-
personal relations, directing and controlling. Hence, management has to train
the employee in managerial and supervisory skills also.
6. Apprentice Training :
Provide training in basic skills and knowledge in specified trades to educated
unemployed /apprentices with a view to improving their employment
opportunities.
 Training Risks
23

A training programme may suffer from the following risks:

Design risk.
Among the several reasons leading to inappropriate design are the following:
• Training to deal with some symptoms and causes;
• Training content and targets influenced by prejudice;
• Internal and external trainers preferences;
• Limited search in the choice of materials and methodology.
24

Conduct risk:
In the actual conduct of the training, even with a good design, the following may
be some of the possible risks:
• cancellation of some or more of the planned training
• events;
• failure to get nominations;
• failure of the nominees attending the course;
• non-availability of faculty members of their substitutes;
• absence of inability of the Course director in integrating the inputs by different
speakers towards the achievement of the goals; and
• administrative lapses.
25

Learning risks:
The level of learning could be at risk from the following factors:
• lack of interest in learning;
• no perception of either awards for learning or
• punishment for not learning;
• negative attitudes arising from personal and work role experience.
• complacency and resistance to self-change;
• Sense of helplessness about self and others in the organization in utilizing
training inputs.
26

Transfer risks:

The stage of transfer may be found to suffer form the following difficulties:
• lack of interest of the individual trainees;
• lack of support form his superiors;
• partial or ‘no implementation by group of joint commitments to action.
• turnover of the trainee:
• wrong posting of the’ trainee;
• lack of coordinated approach in strategy, organization and systems; and
• other environmental crises.
 Advantages of Training
27

The contributions of imparting training to a Company should be readily

apparent. The major values are:
i. Increased Productivity: An increase in skill usually results in an increment in
both quality and quantity of output. However, the increasingly technical nature
of modern jobs demands systematic training to make possible even minimum
levels of accomplishment.

ii. Heightened Morale:

Possession of needed skills help to meet such basic human needs as
security and ego satisfaction. Collaborate personnel and human
relations programmes can make a contribution toward morale, but
they are hollow shells if there is no solid core of meaningful work
down with knowledge, skill and pride.
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iii. Reduced Supervision: The trained employee is one who can perform with
limited supervision. Both employee and supervisor want less supervision but
greater independence is not possible unless the employee is adequately
trained.
iv. Reduced Accidents: More accidents are caused by deficiencies in people
than by deficiencies in equipment and working conditions. Proper training in
both job skills and safety attitudes should contribute toward a reduction in the
accident rate.
v Increased Organizational Stability: The ability of an organization to
sustain its effectiveness despite the loss of key personnel, can be developed
only through creation of a reservoir of employees. Risibility, the ability to
adjust to short-run variations in the volume ‘of work requires personnel with
multiple skills to permit their transfer to jobs where the demand is highest.
29

v. Human Relations:
Trends in approach towards personnel management has changed from the
commodity approach to partnership approach, crossing the human relations
approach. So today, managements of most of the organizations has to maintain
human relations besides maintaining sound industrial relations although hitherto
the managers are not accustomed to deal with the workers accordingly. So
training in human relations is necessary to deal with human problems (including
alienation, interpersonal and inter-group conflicts etc.) and to maintain human
relations
30

vi. Change in the Job Assignment:

Training is also necessary when the existing employee is promoted to the
higher level in the organization and when there is some new job or
occupation due to transfer. Training is also necessary to equip the old
employees with the advanced disciplines, techniques or technology.
The need for training also- arises to:
• Increase productivity.
• Improve quality of the product/service.

• To encourage innovation and creativity

• To inspire him/her to contribute more to his/ her organization
 Need for Training
31

Every organization big or small, productive or non-productive, economic or

social, old or newly established should provide training to all employees
irrespective of their qualification, skill, suitability for the job etc. Thus, no
organization can choose whether or not to train employees.
Training is not something that is done once to new employees; it is used
continuously in every well run establishment. Further, technological changes,
automation, require up-dating the skills and knowledge. As such an organization
has to retrain the old Employees.
32

Specifically, the need for training arises due to the following:

i. To Match the Employee Specifications with the Job Requirements and

Organizational Needs
An employee’s specification may not exactly suit to the requirements of the job
and the organization irrespective of his past experience, qualifications, skills,
knowledge etc. Thus, every management finds deviations between employee’s
present specifications and the job requirements and organizational needs.
Training is needed to fill these gaps by developing and molding the employee’s
skill, knowledge, attitude, behavior etc. to the tune of the job requirements and
organizational needs.
33

ii. Organizational Viability and the Transformation Process

The primary goal of most of the organizations is their viability is continuously

influenced by environmental pressure. If the organization does not adapt itself
to the changing factors in the environment, it will lose its market share. If the
organization desires to adapt these changes, first it has to train the employees
to impart specific skills and knowledge in order to enable them to contribute
to the organizational efficiency and to cope with the changing environment. In
addition, it provides continuity to the organization process and development.

The productivity of the organization can be improved by developing the

efficiency of transformation process which in turn depends on enhancement of
the existing level of skills and knowledge of the employees. The achievement
of these objectives mostly depends on the effectiveness of the human
resources that the organization possess. Employee effectiveness can be
secured by proper training.
34

iii. Technological Advances

Every organization in order to survive and to be effective should adopt the
latest technology, i.e., mechanization, computerization and automation. Adoption
of latest technological means and methods, will not be complete until they are
manned by employees possessing skill to operate them. So, organization should
train the employees to enrich them in the areas of changing technical skills and
knowledge from time to time.
iv. Organizational Complexity
With the emergence of increased mechanization and automation, manufacturing
of multiple products and by
•Help a company to fulfill its future personnel needs.
• Improve organizational climate.
• Improve health and safety.
• Prevent obsolescence.
• Effect the personal growth.
• Minimize the resistance to change.
 Purpose Relationship in Training
35

Factors Purposes

Technological Advance Improved Productivity

Job Requirements
Prevention of Obsolescence
Human Relations
Top Management Support Preparation for Higher Level

Learning Principles
Improved Morale
Personnel Functions
 Training and Development
36

Employee training is distinct from management development or executive development.

While the former refers to training given to employees in the areas of operations,
technical and allied areas, the latter refers to developing an employee in the areas of
principles and techniques of management, administration, organization and allied areas.
Following are the differences between training and development:
Comparison Chart
Basis for Training Development
Comparison
Meaning Training is a learning process in Development is an
which employees get an educational process which
opportunity to develop skill, is concerned with the
competency and knowledge as overall growth of the
per the job requirement. employees.
Basis for Comparison Training Development
Term Short Term Long Term
Focus on Present Future
Orientation Job oriented Career oriented
Motivation Trainer Self
To improve the work
To prepare employees for
Objective performances of the
future challenges.
employees.
Number of Individuals Many Only one
Conceptual and general
Aim Specific job related
knowledge
 Relationship Between Training Development and Education
38

Training

Education
Development

Training and Education:

Purpose of training is to supplement education.
Training goes hand in hand with education.
39

Learning is modification behavior through training. In all training there is

some education and in all education there is some training. These two
processes cannot be separated from development.
Training is concerned with increasing the technical skills and knowledge and
operative skills in doing a particular job. Hence, mostly employers train their
employees for a particular job. But the scope of education is broader.

It includes acquiring not only technical skills and knowledge, but also behavioral

skills and knowledge, general knowledge, social knowledge and the like. Thus, the
purpose of education is to develop individuals. It is concerned with the changing
environmental, political and social developments. Education is not only through
formal instruction in the educational institutes, but also through training,
observation, awareness and so on and so forth.
40

Training normally has a more immediate and specific utilitarian purpose whereas education
has general utility. Though it is difficult to differentiate training from education as they are
closely interrelated, it can be said that training is part of education.
According to Dale Yoder, “The use of the terms training and development in today’s
employment setting is far more appropriate than training alone since human resource can
exert their full potential only when the learning process goes far beyond simple routine.
 Training Methods:

41

A large variety of methods of training are used in business. Even within one
organization different methods are used for training different people. All
the methods are divided into two classifications for:
A. On-the-job Training Methods:
B. Off-the-Job Training Methods:
1. Coaching 1. Lectures and Conferences
2. Mentoring 2. Vestibule Training
3. Job Rotation 3. Simulation Exercises
4. Job Instruction Technology 4. Sensitivity Training
5. Apprenticeship 5. Transactional Training
6. Understudy
42

A. On-the-job training Methods:

Under these methods new or inexperienced employees learn through observing

peers or managers performing the job and trying to imitate their behavior.
These methods do not cost much and are less disruptive as employees are
always on the job, training is given on the same machines and experience
would be on already approved standards, and above all the trainee is
learning while earning. Some of the commonly used methods are:
43

1. Coaching:

• It is one to one interaction

• Considered as corrective measure for

inadequate performance.

• Helps in identifying weaknesses and

focuses on areas which needs
improvement.
44

2. Mentoring:

•The focus in this training is on the development of

attitude.
• It is used for managerial employees.
•Mentoring is always Done by a senior inside
person.
•It is also one-to- one interaction, like coaching.
45

3. Job Rotation:

•It is the process of training employees by rotating

them through a series of related jobs.
•Rotation not only makes a person well acquainted
with different jobs, but it also alleviates boredom and
allows to develop rapport with a number of people.
• Rotation must be logical.
46

4. Job Instructional Technique (JIT):

It is a Step by step (structured) on the job training

method in which a suitable trainer
(a)prepares a trainee with an overview of the job, its purpose,
and the results desired,
(b) demonstrates the task or the skill to the trainee,
(c) allows the trainee to show the demonstration on his or
her own, and
(d) follows up to provide feedback and help. The trainees are
presented the learning material in written or by learning
machines through a series called ‘frames’. This method is a
valuable tool for all educators (teachers and trainers).
47

It helps us:
a. To deliver step-by-step instruction
b. To know when the learner has learned
c. To be due diligent (in many work-place environments)
48

5. Apprenticeship:

•Apprenticeship is a system of training a new generation of practitioners of a

skill. This method of training is in vogue in those trades, crafts and technical fields
in which a long period is required for gaining proficiency.

•The trainees serve as apprentices to experts for long periods. They have to work
in direct association with and also under the direct supervision of their masters.

The object of such training is to make the trainees all-round craftsmen. It is an

expensive method of training. Also, there is no guarantee that the trained
worker will continue to work in the same organization after securing training.
The apprentices are paid remuneration according the apprenticeship
agreements.
49

6. Understudy:

•In this method, a superior gives training to a subordinate as his understudy like an
assistant to a manager or director .

•The subordinate learns through experience and observation by participating in

handling day to day problems. Basic purpose is to prepare subordinate for
assuming the full responsibilities and duties.
 B. Off-the-job Training Methods:
50

Off-the-job training methods are conducted in separate from the job environment, study
material is supplied, there is full concentration on learning rather than performing, and
there is freedom of expression. Important methods include:
1. Lectures and Conferences:
Lectures and conferences are the traditional and direct method of instruction. Every
training programme starts with lecture and conference. It’s a verbal presentation for a
large audience. However, the lectures have to be motivating and creating interest
among trainees. The speaker must have considerable depth in the subject. In the
colleges and universities, lectures and seminars are the most common methods used for

training.
51

2. Vestibule Training:

Vestibule Training is a term for near-the-job training, as it offers access to something new
(learning). In vestibule training, the workers are trained in a prototype environment on
specific jobs in a special part of the plant.

An attempt is made to create working condition similar to the actual workshop conditions.
After training workers in such condition, the trained workers may be put on similar jobs in
the actual workshop.

This enables the workers to secure training in the best methods to work and to get rid of
initial nervousness. During the Second World War II, this method was used to train a
large number of workers in a short period of time. It may also be used as a preliminary
to on-the job training. Duration ranges from few days to few weeks. It prevents trainees
to commit costly mistakes on the actual machines.
52

[Link] Exercises:
Simulation is any artificial environment exactly similar to the actual situation. There
are four basic simulation techniques used for imparting training: management games,
case study, role playing, and in-basket training
(a) Management Games:
Properly designed games help to ingrain thinking habits, analytical, logical and
reasoning capabilities, importance of team work, time management, to make
decisions lacking complete information, communication and leadership capabilities.
Use of management games can encourage novel, innovative mechanisms for coping
with stress.

Management games orient a candidate with practical applicability of the subject.

These games help to appreciate management concepts in a practical way. Different
games are used for training general managers and the middle management and
functional heads – executive Games and functional heads.
53

(b) Case Study:

Case studies are complex examples which give an insight into the context of a
problem as well as illustrating the main point. Case Studies are trainee centered
activities based on topics that demonstrate theoretical concepts in an applied
setting.

A case study allows the application of theoretical concepts to be demonstrated, thus

bridging the gap between theory and practice, encourage active learning, provides
an opportunity for the development of key skills such as communication, group
working and problem solving, and increases the trainees” enjoyment of the topic

and hence their desire to learn.

 (c) Role Playing:

54

Each trainee takes the role of a person affected by an issue and studies the impacts of the
issues on human life and/or the effects of human activities on the world around us from
the perspective of that person.
It emphasizes the “real- world” side of science and challenges students to deal with
complex problems with no single “right” answer and to use a variety of skills beyond
those employed in a typical research project.
In particular, role-playing presents the student a valuable opportunity to learn not just the
course content, but other perspectives on it. The steps involved in role playing include
defining objectives, choose context & roles, introducing the exercise, trainee
preparation/research, the role-play, concluding discussion, and assessment. Types of role

play may be multiple role play, single role play, role rotation, and spontaneous role play.
55

(d) In-basket training:

In-basket exercise, also known as in-tray training, consists of a set of business papers
which may include e-mail SMSs, reports, memos, and other items. Now the trainer is
asked to priorities the decisions to be made immediately and the ones that can be
delayed.
4. Sensitivity Training:
Sensitivity training is also known as laboratory or T-group training. This training is
about making people understand about themselves and others reasonably, which is
done by developing in them social sensitivity and behavioral flexibility. It is ability
of an individual to sense what others feel and think from their own point of view.
It reveals information about his or her own personal qualities, concerns, emotional
issues, and things that he or she has in common with other members of the group. It is
the ability to behave suitably in light of understanding.
56

A group’s trainer refrains from acting as a group leader or lecturer, attempting instead to
clarify the group processes using incidents as examples to clarify general points or
provide feedback. The group action, overall, is the goal as well as the process. Sensitivity
training Program comprises three steps
57

5. Transactional Analysis:
It provides trainees with a realistic and useful method for analyzing and
understanding the behavior of others. In every social interaction, there is a
motivation provided by one person and a reaction to that motivation given by
another person.

This motivation reaction relationship between two persons is known as a

transaction. Transactional analysis can be done by the ego (system of feelings
accompanied by a related set of behaviors states of an individual).

Child:
It is a collection of recordings in the brain of an individual of behaviors, attitudes, and
impulses which come to him/her naturally from his/her own understanding as a child.
The characteristics of this ego are to be spontaneous, intense, unconfident, reliant,
probing, anxious, etc. Verbal clues that a person is operating from its child state are
the use of words like “I guess”, “I suppose”, etc. and non verbal clues like, giggling,
coyness, silent, attention seeking etc.
58

Parent:
It is a collection of recordings in the brain of an individual of behaviors, attitudes, and
impulses imposed on her in her childhood from various sources such as, social, parents,
friends, etc.
The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal
clues that a person is operating from its parent states are the use of words like, always,
should, never, etc and non-verbal clues such as, raising eyebrows, pointing an accusing
finger at somebody, etc.
59

Adult:
It is a collection of reality testing, rational behavior, decision making, etc. A
person in this ego state verifies, updates the reaction which she has received
from the other two states. It is a shift from the taught and felt concepts to
tested concepts.
All of us show behavior from one ego state which is responded to by the
other person from any of these three states.
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