BHARATHIAR UNIVERSITY

MBA (HR)

COURSE 2.2

METHODOLOGY OF
TRAINING &
DEVELOPMENT
(Notes For Examination)

Prepared By
Dr Abbas T. P
drtpabbas@gmail.com

1|Page 2.2 – Methodology of Training & Development

 2.2. METHODOLOGY OF TRAINING & DEVELOPMENT
UNIT I
Q.1. TRAINING AND DEVELOPMENT
Training and Development is an integral part of the human resource
development activity. It ensures continuous skill development of employees
working in an organisation.
Importance of Training: Training offers innumerable benefits to both
employees and employers
Benefits to Employers:
1. Faster learning of new skills by employees.
2. Increased productivity by increasing the skill of the employees.
3. Training can help the standardization of operating procedures.
4. Trained employees need lesser supervision.
5. Trained personnel will be able to make better and economical use of
the materials and the equipment and reduce wastage.
6. The morale of employees is increased as training programme can
mould employees’ attitudes towards organizational activities
7. Management can identify the talents, who can be groomed as
managers for assigning responsibility in the organizations.
Benefits to Employees:
1. Creates a feeling of confidence in the minds of employees.
2. Develops skills, which serves as a valuable personal asset of a worker.
3. Employees can develop for Career advancement.
4. A highly trained employee can earn higher salary in the job market.
5. Develops adaptability among workers.
6. Trained workers handle the machines safely and thus they are less
prone to accidents
Methods of Training
There is a wide range of training methods and techniques that are suitable
for different categories of people in the organization.
On-the-job training (OJT)
On-the-job training (OJT) is considered to be the most effective method of

2.2 – Methodology of Training & Development 2|Page

training the operative personnel because it is planned, organized, and
conducted at the employee's worksite. The worker is given training by his
immediate supervisor and is based on the principle of ‘learning by doing’.
Following are important on-the-job training methods:
1. Job Instruction Training (JIT): The JIT is a four-step instructional
process where a trainer, supervisor or co-worker acts as the coach.
1. Preparation: The trainee receives an overview of the job.
2. Presentation: The trainer demonstrates the job.
3. Performance Try Out: The employee is permitted to copy the
trainer’s way.
4. Follow-Up: The employee does the job independently without
supervision
2.Coaching: Coaching is a kind of informal, unplanned daily training and
feedback given to employees by immediate supervisors. In coaching, the
supervisor
 explains things and answers questions;
 throws light on why things are done the way they are;
 offers a model for trainees to copy;
 conducts lot of decision making meetings with trainees;
3.Mentoring: Mentoring is a relationship in which a senior manager in an
organization assumes the responsibility for grooming a junior person.
Technical, interpersonal and political skills are generally conveyed in such
a relationship from the more experienced person.
4.Job Rotation: This kind of training involves the movement of trainee
from one job to another. This helps him to have a general understanding of
how the organization functions.
5.Committee Assignments: In this method, trainees are assigned to
important committees and are asked to solve an actual organizational
problem.
Off-The-Job Training
In off-the-job training, the trainee is separated from the job situation and
his attention is focused upon learning the material related to his future job
performance. The workers are free of tension of work while they are
learning.There are several off-the-job methods of training and development
as described below:
1.Vestibule training: Vestibule training is used to designate training in a

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cabin (or a classroom) for semi-skilled jobs. In this method, actual work
conditions are simulated in a class room. Material, files and equipment that
are used in actual job performance are also used in the training.
2.Lecture method: The lecture is a traditional method of instruction. The
instructor organizes the material and gives it to a group of trainees in the
form of a talk. An advantage of lecture method is that it is direct and can be
used for a large group of trainees.
3.Role playing: In Role Playing, the participants play the role of certain
characters, such as the production manager, mechanical engineer,
maintenance engineers, quality control inspectors and the like.
4.Conference approach: In this method, the trainer delivers a lecture and
involves the trainee in a discussion so that his doubts about the job get
clarified.
5.Demonstration: In this method, an experienced trainer demonstrates by
performing the working activity, at pre-determined speeds, telling the
trainee how to do the task, showing the trainee the movements involved and
coaching the trainee while he practices.
6.Case Study: The case method is a non-directed method of study whereby
trainees are provided with practical case reports to analyze. By analyzing
the problems presented in the case report and developing possible solutions,
trainees can be encouraged to think independently.
7.In-basket Exercises: These are more elaborate simulation exercises in
which a complex organization is created in the form of an office
environment. The trainees work in an office setting with their in-basket full
of interdepartmental memos, letters, reports and other data on their desks,
as one receives in an office. The normal phone calls, emails and face to face
meetings also keep on happening to give a real office-like environment.
8.Critical Incident Method: Under this method each employee developed
in a group process. Incidents are prepared on the basis of actual situations
which happened in different organizations. Each Employee in the training
group is asked to study the incident and to make short term decisions in the
role of a person who has to cope with the incident in the actual situation.
9.T-Group Training: The T-Group provides participants, 10 to 15 persons,
with an opportunity to learn about themselves, their impact on others and
how to function more effectively in group and interpersonal situations.
Usually there is no leader, no planned agenda and stated goal. The trainees
can be given any assignment like case study, role play, etc., that leads the
group interaction. The participants would be encouraged to be thoughtful
and understanding towards the feeling of others.

2.2 – Methodology of Training & Development 4|Page

UNIT II
Q.2. MANAGEMENT DEVELOPMENT
Management development is a planned, systematic and continuous process
of learning by which managers develop their conceptual and analytical
abilities to manage.
Types of Management Development
Management development can be divided into three categories:
a. Informal managerial development
The characteristics of this type of management development include:
 It occur within managerial activities
 The explicit intention is task performance
 There are no clear development objectives
 It is unstructured in development terms
 It is not planned in advance
The development consequences of this type of management development is
that learning is real, direct, unconscious and insufficient
b. Integrated managerial development
This management development process has the following characteristics:
 It occur within managerial activities
 The explicit intention is both task performance and development
 It has clear development objectives
 It is structured for development by boss and subordinate
 It is planned beforehand
The development consequence of this is that learning is real, direct,
conscious and more substantial
c. Formal management development
These processes have the following characteristics:
 They are often away from normal managerial activities
 The explicit intention is development
 There are clear development objectives
 They are structured for development by developers
 They are planned beforehand
The development consequences of these are that learning may be real or
detached and is more likely to be conscious and relatively infrequent.
Methods of Developing Managers

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Different types of techniques are used to acquire and develop various types
of managerial skills and knowledge. They are
1. Decision-Making Skills: The decision-making skills of managers can be
enhanced through various techniques such as:
a. In-basket Training: In-basket training is a form of simulation exercises
in which a complex organization is created in the form of an office
environment. The trainees work in an office setting with their in-basket full
of interdepartmental memos, letters and other data on their desks, as one
receives in an office.
b. Business Games: In this method, trainees are presented with
information about the concern – its market, products, workforce, financial
position, etc. – and the trainees assume given management roles usually in
groups. These groups then run the company making decisions, dealing with
people and taking action.
c. Case Study: The case method is a non-directed method of study whereby
trainees are provided with practical case reports to analyze. By analyzing
the problems presented in the case report and developing possible solutions,
trainees can be encouraged to think independently.
2. Interpersonal Skills: Managerial skills in the area of inter-personal
relations can be enhanced through the following techniques:
a. Role play: In Role Playing, the participants play the role of certain
characters, such as the production manager, mechanical engineer,
maintenance engineers and the like.
b. T-Group Training: The T-Group provides participants, 10 to 15 persons,
with an opportunity to learn about themselves, their impact on others and
how to function more effectively in group and interpersonal situations.
Usually there is no leader, no planned agenda and stated goal. The trainees
can be given any assignment like case study, role play, etc., that leads the
group interaction.
3. Job Knowledge: Managers can acquire job knowledge through the
following techniques:
a. Behaviour Modelling: This is an approach that demonstrates desired
behaviour, gives trainees the chance to practice and role-play those
behaviours and receive feedback.
b. On the Job Training: This is a four-step instructional process in which
a trainer, supervisor or co-worker acts as the coach:
1. Preparation: The trainee receives an overview of the job.

2.2 – Methodology of Training & Development 6|Page

 2. Presentation: The trainer demonstrates the job.
3. Performance Try Out: The employee is permitted to copy the
trainer’s way.
4. Follow-Up: The employee does the job independently
c. Coaching: Coaching is a kind of informal, unplanned daily training and
feedback given to employees by immediate supervisors. In coaching, the
supervisor
 explains things and answers questions;
 throws light on why things are done the way they are;
 offers a model for trainees to copy;
 conducts lot of decision making meetings with trainees;
d. Understudy: An understudy is a person who is in training to assume at
a future time, the full responsibility of the position currently held by his
superior. An understudy is usually chosen by the head of a particular
department. The head will then teach him what all his job involves and
involves him in decision-making by discussing the daily operating problems.
4. Organisational Knowledge: Managers can acquire various
organizational knowledge through techniques such as:
a. Job Rotation: This kind of training involves the movement of trainee
from one job to another. This helps him to have a general understanding of
how the organization functions.
b. Multiple Management: Multiple management is a system in which
permanent advisory committees of managers study problems of the
company and make recommendations to higher management.
5. General Knowledge: Managers can acquire the required general
knowledge through techniques such as:
a. Special courses: Special courses – like the workshops or executive
development programmes help the trainees to acquire general knowledge.
b. Special meetings: Special meetings organised in Consumers’ Forums,
Voluntary Organisations, etc., help the trainees develop their general
knowledge.
c. Specific readings: Specific articles published by various journals,
specific portions of important books are provided to the trainees to improve
their general knowledge

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UNIT III
Q.3. LEARNING ORGANIZATIONS
A learning organization is the term given to an organization which
facilitates the learning of its employees so that the organization can
continuously transforms itself to remain competitive in the present day
business environment.
The learning organization concept was coined through the work and
research of Peter Senge and his colleagues in 1990. Peter Senge has defined
the learning organization as the organization “in which you cannot not learn
because learning is so implied into the fabric of life.”
In a learning organization, learning achieved by individuals and groups can
be shared across the organization and incorporated into its practices, beliefs,
policies, structure and culture.
Characteristics of a Learning Organization
The five main characteristics of a learning organization are
1. Systems thinking
The idea of the learning organization developed from a body of work called
systems thinking. Systems thinking is the discipline that integrates all the
employees of the organization, fusing them into a coherent body of theory
and practice. Learning organization uses this method of thinking when
assessing the organization.
2. Personal mastery
The commitment by an individual to the process of learning is known as
personal mastery. Individual learning is acquired through employee’s
training, development and continuous self-improvement.
A learning organization has been described as the sum of individual
learning, but there must be mechanisms for individual learning to be
transferred into organizational learning.
3. Mental models
The assumptions held by individuals and organizations are called mental
models. To become a learning organization, these models must be
challenged and it is necessary for the employees to learn new skills and
develop new orientations.
4. Building shared vision
The development of a shared vision is important in motivating the
employees to learn. The most successful visions normally build on the

2.2 – Methodology of Training & Development 8|Page

individual visions of the employees at all levels of the organization. The
creation of a shared vision can be hindered by traditional structures and a
learning organization, therefore, have flat, decentralized organizational
structure.
5. Team learning
The accumulation of individual learning constitutes team learning. A
learning organization has structures that facilitate team learning with
features such as boundary crossing and openness. Since team learning
requires individuals to engage in dialogue and discussion, the team
members must develop open communication, shared meaning, and shared
understanding.
Essentials for Developing a Learning Organisation
The are 2 essentials for developing a Learning Organisation:
1. Solid Foundation: Before a Learning Organisations can be
implemented, a solid foundation must be made by taking into account the
following:
 Awareness: Organisations must be aware that learning at all levels is
necessary before they can develop into a Learning Organisation.
 Environment: A more flexible, flatter organic structure that promotes
passing of information between workers must be formed.
 Leadership: Leaders should foster the Systems Thinking concept and
encourage learning to help both the individual and organisation in
learning.
 Empowerment: The locus of control shifts from managers to workers.
The workers become responsible for their actions. The Management
needs to encourage, enthuse and co-ordinate the workers.
2. Clear and Well-defined Strategy
There are three generic strategies for developing Learning Organisations
 Accidental: Some organizations may already be taking steps to achieve
their business goals that fit the framework for implementing a Learning
Organisation. This is the accidental approach.
 Subversive: Once an organisation has discovered the Learning
Organisation philosophy, the organization while not openly endorsing
the Learning Organisation ideal, it exploit the ideas and techniques.
 Declared: In the declared approach, the principles of Learning
Organisations are adopted as part of the company philosophy and

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 manifest openly in all company initiatives.
Activities for Transforming an Organization into a Learning
Organization
 Association of individual and organizational performance.
 Continuously aware of and interact with their environment.
 Enthusiastic borrow
 Give confidence testing with new approaches
 Give constant learning opportunities.
 Guarantee flow of new ideas
 Inducement for risk taking
 Insisting on data based decision rather than supposition
 Learning from own experiences
 Learning from past history
 Learning from the best practices of others
 Learning from the experiences
 Personnel rotation programs
 Problem solving in a organized approach
 Professional training programs
 Projects demonstration
 Quick transfer of knowledge throughout the organization
 Support people to share openly and take risks.
 Systematical thinking
 Use learning approach to reach their goals.
 Using statistical tools
Benefits of a learning organization
The main benefits of a learning organization are as follows.
 Maintaining levels of innovation and remaining competitive
 Being better placed to respond to external pressures
 Having the knowledge to better link resources to customer needs
 Improving quality of outputs at all the levels
 Improving the corporate image of the organization by becoming more
people oriented
 Increasing the pace of change within the organization

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UNIT IV
Q.4. PERFORMANCE APPRAISAL
People differ in their abilities and their aptitudes. There is always some
difference between the quality and quantity of the same work being done by
two different people. Therefore, performance appraisal is necessary to
understand each employee’s abilities, competencies and relative worth for
the organization.
After the candidates are recruited, selected, placed and trained they are
given certain standards to maintain and targets to achieve over a
predetermined period of time. Performance appraisal evaluates the
employee’s performance over a period of time against these standards and
targets
Objectives of Performance Appraisal: Below are the main objectives of
performance appraisal
(1) Pay Rise: It plays a role in making decision about salary increase.
(2) Promotions: It plays a role in making decision about promotion.
(3) Feedback System: It provides feedback to employees about their
performance.
(4) Training and development program: The information collected
from performance appraisal can be used for devising training and
development programmes.
(5) Improves Supervision: Since performance appraisal happens
periodically, supervisors observe their subordinates closely and
continuously.
(6) Career Planning: Performance appraisal facilitates career planning
for the employees.
(7) Healthy and Productive work environment: Since the
achievements and hard work of the employees are identified and
awarded, there is a sense of satisfaction amongst the workers and are
motivated to achieve higher standards and quality.
(8) Improves communication: Being a continuous process, performance
appraisal improves communication between the supervisor and the
subordinate.
Performance Appraisal Process: Performance appraisal can be
undertaken either on informal basis or on formal and systematic basis.
Following is the steps in the systematic performance appraisal

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1. Defining Objectives: Whether the appraisal is reward providing
appraisal, such as salary revision or promotion or it is an appraisal for
training and development.
2. Defining Appraisal Norms: Appraisal is done in the context of certain
standards. These may be in the form of various traits of the appraisee
or their expected work performance results.
3. Designing Appraisal Programme: In the design for appraisal
programme, types of personnel to act as appraisers, appraisal
methodology and types of appraisal are all to be decided.
4. Implementation: In implementing appraisal programme, the
appraisal is conducted by the appraisers.
5. Appraisal Feedback: The appraisal feedback with plus and minus
points should be listed out and communicated to the appraisees.
6. Post – Appraisal Action: Rewards, promotions, training, etc., follow
in the post-appraisal action
Methods of Performance Appraisal
There are several methods of performance appraisal that can be broadly
classified into
1. Traditional methods of performance appraisal
a) Ranking Method: In ranking, a person is ranked against others on the
basis of certain traits or characteristics. This is very simple method
when the number of persons to be ranked is small.
b) Paired comparison: In this method, each person is compared with
other persons taking only one at a time. The appraiser puts a tick mark
against the person whom he considers the better of the two, and the final
ranking is determined by the number of times that person is judged
better than others.
c) Grading: This is a method where certain categories of abilities of
performance are defined well in advance. Persons are put in a particular
category depending on their traits and characteristics. The categories
may be outstanding, good, average, poor, very poor or may be in terms
of letter like A,B,C,D etc., with A indicating the best and D indicating
the worst.
d) Forced Distribution Method: As there is a tendency to rank many of
the employees high, the basic assumption in this method is that the
employee’s performance conforms to a normal statistical distribution.
For example, 10 percent of the employees may be rated as excellent, 20

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 per cent as above average, 40 per cent as average, 20 per cent below
average and 10 per cent as poor.
e) Forced – Choice Method: This system is adopted to avoid subjectivity
and the tendency of the rater to give consistently high or low ratings to
the employees. The rater will be given a group of statements out of which
he will have to choose the one that best describes the characteristics of
the employee being evaluated. The choices may consist of both negative
and positive statements.
f) Check List Method: Under this method HR department prepares a
series of questions. Each question has alternative answers ‘Yes’ or ‘No’.
The appraiser concerned has to tick appropriate answers relevant to the
appraisals.
g) Critical Incidence Method: This method involves three steps. A test
of noteworthy on the job behaviour (good or bad) is prepared. A group of
experts then assigns scale values depending on the degree of desirability
for the job. Finally, a check list of incidents which define good and bad
employees is prepared. The appraiser is given this checklist for rating.
h) Graphic Scale Method: In this method, a printed appraisal form is
used for each appraisee. The form contains various employee
characteristics and his job performance information. The degree of
quality may be measured on three point or five point scale. On five point
scale, ‘excellent, very good, average, poor or very poor’ may be used for
measurements.
2. Modern methods of performance appraisal
a) Appraisal by Results or Objectives: Appraisal by results draws its
root from management by objective.
b) BARS: Behaviorally anchored rating scales (BARS) approach measures
observable, critical behaviors that are related to specific job dimensions.
c) Assessment Centre Method: This method is to test candidates in a
social situation by a number of assessors, using a variety of criteria. The
assessors or evaluators are drawn from experienced executives, working
at different levels of management.
d) 360 Degree Appraisal: In 3600 appraisal, appraisal of an employee is
done by his superior, his peers, his subordinates clients and outsiders
with whom he interacts in the course of his job performance. In this
appraisal, besides appraising the performance of the assessee, his other
attributes such as talents, behaviour, values, and technical
considerations are also subjected to appraisal.

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UNIT V
Q.5. CAREER PLANNING & DEVELOPMENT
Human Capital (HC) forms the basis of Human Resource Development
(HRD) and Human Resource Management (HRM). Career planning and
development is an important aspect of HRM and HRD.
The topic of career planning and development consists of the terms the
career planning, career development, and career management.
When we speak of career planning, we mean the steps an individual goes
through to direct his or her own career in ways that will be personally
satisfying.
The process of career development is an ongoing effort of both individuals
and organizations to expand career opportunities and realize career goals.
As such, career development includes both individual career planning and
organizational career management.
Career management refers to the organization’s efforts to manage the flow
of individuals through positions over time in ways that will best meet both
organizational and individual goals.
Career Planning
A career is a sequence of positions held by a person during the course of a
lifetime.
Career planning is the process through which individuals identify and
implement steps to attain their career goals.
Career Planning Process: There are five basic steps in the career
planning process:
1.Self-Assessment: In the self-assessment phase the individual begins by
examining his or her own personal interests, skills, values, and abilities
2.Opportunity Exploration: The second phase of career planning involves
investigating a range of career opportunities to determine which skills,
interests, and abilities are required. Basically, this is an information-
gathering step, and many sources may be used, including friends, family
members, and business associates as well as written sources
3. Goal Setting: Goal Setting is the process of using what has been learned
through self-assessment and the investigation of career opportunities to
decide which job/occupational opportunities fit both personal interests and
skills/abilities. The goals set should be specific and measurable as well as
reasonably attainable within a specified time frame.

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4.Action Planning: The action plan outlines all steps needed to reach a
specific career goal - formal training, internships, job search strategy
development, network building, further career exploration, etc.
5.Evaluation: Evaluation reviews progress toward one’s career goals.
Evaluation keeps planning on track and can also help identify strengths and
weaknesses in a career plan, realism of goals, and accuracy/currency of self-
assessment.
Career Development
Career Development is the process of planning the series of possible jobs
which an individual may hold in the organization over time and developing
strategies designed to provide necessary job skills as the opportunity arises.
Objectives of Career Development: The purposes and objectives of career
development programme are:
1. To attract and retain effective persons in an organization.
2. To utilize human resources optimally.
3. To improve morale and motivation level of employees.
4. To reduce employee turnover.
5. To practice a balanced ‘promotion from within’ policy.
6. To make employees adaptable to changes.
7. To increase employees’ loyalty and commitment to the organizations.
8. To maintain harmonious industrial relations.
9. To inculcate equitable employment practices providing equal career
progression opportunities to women and minorities.
Stages of career development process: career development stages may
be grouped under following four categories:
1.Exploratory Stage: This stage starts when a new employee joins the
organization. An employee with his qualification and knowledge when joins
an organization finds him in an apparent mismatch condition. It takes quite
some time for him after thorough training to become adaptable with the
organization and more particularly with his job assignment. Therefore, it is
essential for the organization to sustain the behavioural as well as
operational deficiencies to help him to develop in the course of time. The
best solution at this stage is to allow the new entrant to perform some
specific job and to confer freedom in functioning. This will help the new
entrant to gradually develop to the requirements of the organization. Some
companies even allow the new entrant to undergo a compulsory job rotation
for reasonable time period. The purpose of such job rotation is to allow the
employee to select his preferred job from a wide range of available jobs in

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the organization.
2.Maintenance Stage: This is a mid-career stage for employees, who strive
hard to retain their established name and fame. Therefore, at this stage
employees need to put their continuous efforts for self-development. For an
organization, career development process at this stage, therefore, calls for
renewing and updating the skills of employees particularly in the context of
changing environment to help employees to overcome their mid-career
crisis. This stage is crucial and unless the organization adopts suitable
career development programme, it may face high employee turnover, who
are in their mid-age group.
3.Stage of Decline: Employees at this stage being prepared for retirement,
get scared from possible threat of reduced role of responsibilities in the
organization. Such complexity is behaviourally associated with old age of
the employees which, unless set right through suitable career development
programme, may even render such employees inefficient or misfit for the
organization. Career Development process at this stage, therefore, should
aim at helping the employees to get mentally prepared for retirement
rituals, particularly to prepare them to accept a reduced role and
responsibilities, so that, they can find them accommodative with family and
society in later part of their life.

Advantages of Career Planning & Development

Benefits to employee: The employee has advance knowledge of career
opportunities within the company. He knows where he stands, where he
wants to go, who is ahead of him, how to scale the corporate ladder. This
helps him set his career goals more realistically and take appropriate steps
to realize them.
Benefits to organization: Organizations can base their decisions more
systematically.
 Fast tracks for stars could be arranged, training to slow movers can
be provided,
 Replacements can be planned in advance,
 Hard-working, talented people can be retained through offering
attractive career options and compensation plans;
 Job assignments can be made based on merit, etc.

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Q.6. TRAINING EVALUATION
Training is an investment whose results are not evident immediately. So,
the justification of all training programmes can be made only when they are
critically evaluated in terms of the advantages that an organization gets in
comparison to the investment made.
While the investments can be measured in terms of money, the advantages
can be both monetary as well as non-monetary.
The process of examining a training program is called training evaluation.
Training evaluation checks whether training has had the desired effect.
Training evaluation ensures that whether candidates are able to implement
their learning in their respective workplaces, or to the regular work
routines.
Purposes of Training Evaluation The five main purposes of training
evaluation are:
1) Feedback: It helps in giving feedback to the candidates by defining
the objectives and linking it to learning outcomes.
2) Research: It helps in ascertaining the relationship between acquired
knowledge, transfer of knowledge at the work place, and training
3) Control: It helps in controlling the training program because if the
training is not effective, then it can be dealt with accordingly.
4) Power games: At times, the top management uses the evaluative
data to manipulate it for their own benefits.
5) Intervention: It helps in determining that whether the actual
outcomes are aligned with the expected outcomes.
Evaluation Process
Training and development activities can be evaluated before, during and
after the activities
a.Before Training: The learner’s skills and knowledge are assessed before
the training program. During the start of training, candidates generally
perceive it as a waste of resources because at most of the times candidates
are unaware of the objectives and learning outcomes of the program. Once
aware, they are asked to give their opinions on the methods used and
whether those methods conform to the candidates preferences and learning
style.
b.During Training: It is the phase at which instruction is started. This
phase usually consist of short tests at regular intervals

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c.After Training: It is the phase when learner’s skills and knowledge are
assessed again to measure the effectiveness of the training. This phase is
designed to determine whether training has had the desired effect at
individual department and organizational levels. There are various
evaluation techniques for this phase.
Types of Evaluation
Evaluations are normally divided into two, formative and summative
(1) Formative evaluation: It is a method of judging the worth of a program
while the program activities are in progress. This part of the evaluation
focuses on the process. They permit the learner and the instructor to
monitor how well the instructional objectives are being met. This allows the
learner to master the required skills and knowledge.
(2) Summative Evaluation: The summative of a program is at the end of the
program activities. The focus is on the outcome.
Criteria for evaluating training effectiveness
The following criteria may be used to measure the effectiveness of training:
(i) Reactions: Trainees’ reactions to the objectives, contents and methods
of training are good indicators of effectiveness. In case the trainees
considered the programme worthwhile and liked it, the training can
be considered effective.
(ii) Learning: The extent to which the trainees have gained the desired
knowledge and skills during the training period is a useful basis of
evaluating training effectiveness.
(iii) Behaviour: Improvement in the job behaviour of the trainees reflects
the manner and extent, to which, the learning has been put to
practice.
(iv) Results: Productivity improvement, quality improvement, cost
reduction, accident reduction, reduction in labor turnover and
absenteeism are the outcomes of training which can be used for
evaluating effectiveness.
Techniques of Evaluation
Various methods can be used to collect data on the outcomes of training.
Some of these are:
 Questionnaires: Comprehensive questionnaires could be used to
obtain opinions, reactions, views of trainees.
 Tests: Standard tests could be used to find out whether trainees have

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 learnt anything during and after the training.
 Interviews: Interviews could be conducted to find the usefulness of
training offered to operatives.
 Studies: Comprehensive studies could be carried out eliciting the
opinions and judgements of trainers, superiors and peer groups about
the training.
 Human resource factors: Training can also be evaluated on the
basis of employee satisfaction, which in turn can be examined on the
basis of decrease in employee turnover, absenteeism, accidents,
grievances, discharges, dismissals, etc.
 Cost benefit analysis: The costs of training (cost of hiring trainers,
tools to learn, training centre, wastage, production stoppage,
opportunity cost of trainers and trainees) could be compared with its
value (in terms of reduced learning time, improved learning, superior
performance) in order to evaluate a training programme.
 Feedback: After the evaluation, the situation should be examined to
identify the probable causes for gaps in performance. The training
evaluation information (about costs, time spent, outcomes, etc.) should
be provided to the instructors, trainees and other parties concerned
for control, correction and improvement of trainees’activities. The
training evaluator should follow it up sincerely so as to ensure
effective implementation of the feedback report at every stage.

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Q.7. PROMOTIONS, TRANSFERS AND DEMOTION
After selecting a candidate, he should be placed on a suitable job. Proper
placement helps an employee to get along with people easily, avoid mistakes
and show good performance on the job.
Employee movement within an organisation, called internal mobility, may
take the form of transfers, promotions, demotions or even separations.
Purposes of Internal Mobility
The purposes of internal mobility are:
1) Improve organisational effectiveness: Organisations want to be
lean and clean. To this end, structural defects may have to be
eliminated; unwanted positions removed and other jobs redesigned.
Internal mobility increases every such change within an organisation.
2) Improve employee effectiveness: Knowledge, skills and abilities can
be put to use if there is a good equation between what the person has
and what the organisation demands. Through promotions and
transfers, organisations try to bridge such gaps.
3) Adjust to changing business operations: During a boom, there
might be a phenomenal demand for new skills. In a recession, layoffs
may be needed to cut down costs and survive. Likewise, short-term
adjustments may have to be carried out in case of death or illness of
an employee.
4) Ensure discipline: Demotion causes loss of status and earning
capacity. A demoted employee has to learn new ways of getting things
done and adjust to a new setting. Demotions can be used to ensure
discipline and to correct wrong placements and job assignments.
Promotion
Promotion refers to upward movement of an employee from current job to
another that is higher in pay, responsibility and/or organisational level.
Promotion brings enhanced status, better pay, increased responsibilities
and better working conditions to the promotee.
Promotion, unlike transfer, has in-built motivational value, as it elevates
the status and power of an employee within an organisation.
Purposes and Advantages of Promotion: Promotion, based either on
meritorious performance or continuous service, has powerful motivational
value. It forces an employee to use his knowledge, skills and abilities fully
and become eligible for vertical growth.

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Promotion inspires employees to compete and get ahead of others. It
encourages them to remain royal and committed to their jobs and the
organisation.
The organisation would also benefit immensely because people are ready to
assume challenging roles by improving their skills constantly. Interest in
training and development programmes would improve. The organisation
would be able to utilise the skills and abilities of its personnel more
effectively.
Bases of Promotion: Organisations adopt different bases of promotion
depending upon their nature, size, management, etc. The well-established
bases of promotion are seniority and merit.
 Merit-based promotions: Merit based promotions occur when an
employee is promoted because of superior performance in the current
job.,
 Seniority-based promotions: Seniority refers to the relative length of
service in the same organisation. Promoting an employee who has the
longest length of service is often widely welcomed by unions because
it is fairly objective.
Transfer
A transfer is a change in job assignment. It may involve a promotion or
demotion or no change at all in status and responsibility.
A transfer does not imply any ascending (promotion) or descending
(demotion) change in status or responsibility.
Purposes of Transfer: Organisations resort to transfers with a view to
serve the following purposes:
1) To meet the organisational requirements: Organisations may have to
transfer employees due to changes in technology, changes in volume
of production, production schedule, fluctuations in the market
conditions, introduction of new lines, etc. All these demand the shift
in job assignments with a view to place the right man on the right job.
2) To satisfy the employee needs: Employees may need transfers in order
to satisfy their desire to work under a friendly superior, in a
department/region where opportunities for advancement are bright,
in or near their native place or place of interest, doing a job where the
work itself is challenging, etc.
3) To utilise employees better: An employee may be transferred because
management feels that his skills, experience and job knowledge could
be put to better use elsewhere.

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 4) To make the employee more versatile: Employees may be rolled over
different jobs to expand their capabilities. Job rotation may prepare
the employee for more challenging assignments in future.
5) To adjust the workforce: Workforce may be transferred from a plant
where there is less work to a plant where there is more work.
6) To provide relief: Transfers may be made to give relief to employees
who are overburdened or doing hazardous work for long periods.
7) To reduce conflicts: Where employees find it difficult to get along with
colleagues in a particular section, department or location – they could
be shifted to another place to reduce conflicts.
8) To punish employees: Transfers may be effected as disciplinary
measures – to shift employees indulging in undesirable activities to
remote, far-flung areas.
Types of Transfers: Transfers can be classified thus:
1) Production transfers: Transfers caused due to changes in production.
2) Replacement transfers: Transfers caused due to replacement of an
employee working on the same job for a long time.
3) Rotation transfers: Transfers initiated to increase the versatility of
employees.
4) Shift transfers: Transfers of an employee from one shift to another.
5) Remedial transfers: Transfers initiated to correct the wrong
placements.
6) Penal transfers: Transfers initiated as a punishment for
indisciplinary action of employees.
Demotion
Demotion is the downward movement of an employee in the organisational
hierarchy with lower status and pay. It is a downgrading process where the
employee suffers considerable emotional and financial loss in the form of
lower rank, power and status, lower pay and poor working conditions.
There are several factors responsible for demotions:
1) A promotee is unable to meet the challenges posed by a new job
2) Due to adverse business conditions, organisations may decide to lay
off some and downgrade other jobs.
3) Demotions may be used as disciplinary tools against errant employees

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