Professional Documents
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Training and Development MBA HR
Training and Development MBA HR
Definition of training:
According to Edwin Flippo, training is “the act of increasing the knowledge and skill of
an employee for doing a particular job.”
The need for training of employees is universally accepted and practical training in the
form of information, instructions and guidance is given to all categories of employees.
It is a must for raising efficiency of employees. Training is necessary in present
competitive and ever changing industrial world. The following points (reasons) justify
the need for training:
• Training is needed as a good supplement to school/college education. Training
at the industry level is practical and is needed for creating confidence among
employees. It is also needed for personal growth and development of
employees.
• Training is needed due to continuous changes in the field of science and
technology. Workers can work as per new methods or can use new machines
only when suitable practical training is given to them. Training is the only
method by which the knowledge and skills of workers are updated.
• Training is needed in order to introduce modern methods or for the
introduction of rationalization and computer technology in the industrial units.
• Training is needed for raising the efficiency and productivity of industrial
employees.
• It is needed for improving the quality of production and also for avoiding
accidents and wastages of all kinds in the industrial units.
• Training is needed for personal safety of employees and also for avoiding
damage to machines and property of the company.
• Training is needed as it creates highly skilled manpower in an organization.
Such skilled manpower is the real asset of an industrial unit.
• Training is needed for preventing manpower obsolescence, for improving health
and safety of workers, for improving organizational climate and finally for
meeting future personnel needs of the organization.
Types of training:
Identifying the training needs of an organization is the first step in the systematic
training process. All training needs should be related to the specific needs of the
organization and also of the individual employees. For the identification of training
needs, the gap between the existing level of knowledge, skills, performance and
aptitudes of employees and the required levels of the knowledge, skills performance
and aptitude should be clearly specified. Training needs can be identified clearly
through the following types of analysis.
a) Organizational Analysis.
b) Operational Analysis.
c) Manpower Analysis.
Training can be effective if the three types of analysis are carried on continuously.
In addition the conclusions from this analysis should be integrated in a properly
designed and executed training programme.
After deciding the training needs, the logical steps in the training process is to set
training and development objectives in concrete terms. In fact, without clearly set
objectives/goals, it is not possible to design a well planed training programme which is
to be executed and also evaluated for judging its effectiveness. Training objectives
decided should be tangible, verifiable and measurable. Some objectives are tangible
while some others are difficult to state.
The overall training objective is to fill in the gap between the existing and the
desired pool of knowledge, skills and aptitudes. Defining training objectives in
quantitative and qualitative terms is useful for designing, executing and also for
evaluation of the training programme.
After finalizing the objectives of training, the next step in the training programme
is designing a training programme which acts as a base of actual training to
employees. For achieving training objectives, an appropriate training policy is
absolutely essential. This policy represents the commitment of top management to
employee training and development. Training policy involves rules and procedures
relating to training activity.
Every training and development programme must address certain vital issues- who
participates in programme?, who are the trainers?, what methods of techniques are to
be used for training?, what should be the level of training?, what learning principles
are needed? And where is the programme conducted?
PRINCIPLES OF EVALUATIONS:-
There are many impediments which can make a training programme ineffective.
Following are the major hindrances.
Actions on the following lines need to be initiated to make training practice effective:
1. Ensures that the management commits itself to allocate major resources and
adequate time to training.
2. Ensures that training contributes to competitive strategies of the firm. Let
training help employees at all levels acquire the needed skills.
3. Ensure that a comprehensive and systematic approach to training exists, and
training and retraining are done at all levels on a continuous and ongoing basis.
4. Make learning one of the fundamental values of the company.
5. Ensure that there is proper linkage among organizational, operational and
individual training needs.
6. Create a system to evaluate the effectiveness of training.
METHODS OF TRAINING .
A) ON THE JOB TRAINING: This type of training is also known as job instruction
training, is the most commonly used method. Under this method the individual
is placed on a regular job and certain skills are taught that are necessary to
perform that job. The trainee learns under the supervision and guidance of a
qualified worker or instructor. On the job training has the advantage of giving
first hand knowledge and experience under the actual working conditions. On
the job training method include job rotation, coaching, job instruction or
training through step-by-step and committee assignments.
a) Job rotation: Job rotation involves movement of trainee from one job to
another. The trainee receives job knowledge and gains experience from
the supervisors or trainers in each of different job assignment. This
method gives on opportunity to the trainee to understand the problems
of employees on other jobs and respect them.
b) Coaching: In coaching superior plays an active role in training the
subordinate by assigning him challenging tasks. The superior acts as a
coach in training the subordinate by assisting and advising him to
complete the assigned task.
c) Job instruction: This method is known as training through step by step.
Under “trainer explains trainee the way of doing job, job knowledge
and skills and allows him to do the job. The trainer appraises the
performance of the trainee, provides feedback information and corrects
the trainee. The process or the steps under job instruction method are
as follows
Step1: Prepare the employee for instruction. Put him at ease. Explain
the job and its importance. Get him interested in learning the job.
Step 2: Present the job. Follow your breakdowns. Explain and
demonstrate one step at a time – tell why and how? Stress key points.
Instruct clearly and patiently. Give everything you will want back, but
no more.
Step 3: have him do the job. Have him tell why and how and stress key
points. Correct errors and omissions as he makes them. Encourage him.
Get back everything you gave him in the step 2. Continue until you
know he knows.
Step 4: Follow through. Put him on his own. Encourage questions. Check
frequently. Let him know how he is doing.
If the learner has not learnt, correct him and teach him repeatedly.
1) Classroom method:
Classroom method for training personnel includes lectures, discussions,
role-playing and case study.
1) Training should be exactly as per the training needs: The training needs should
be identified clearly and precisely before deciding the details of training
programme. It is also necessary to identify the organizational constraints that
are creating roadblocks in the performance. It deals with the problems due to
which production efficiency reduces. Identifying training needs are the basic
requirements of successful training programme.
2) Elaborate and systematic: The training programme should be elaborate and
systematic. It should be directly related to specific training needs of the
organization.
3) Motivation of trainees: Training programme should motivate trainees to take
interest and initiative in the training process. For this some attraction should
be created. This may be like pay increase, promotion or delegation of
authority.
DEVELOPMENT
Meaning:
An organization has to take steps for training programmes for supervisory staff and
managers such training programs are called management development programmes.
Management development programme acts as a key factor for the survival and growth
of a business unit.
Management development programme includes systematic review to identify the
members of the management who can be expected to raise their managerial
effectiveness through training and special assignments.
Management development is a way to improving the culture of the organization so that
it could be geared to excellence. Leading houses like Tatas, Birlas, Bajaj and others
have started taking keen interest in management development.
They believe that “People move organizations – not machines.”
Definition:-
“The term Development here refers to those learning opportunities designed to help
employees to grow.”
Objectives of Development
1. Attitude Tuning:- it is done to broaden the mind of employees by providing
them with opportunities for an inter change of experiences within and outside.
Development helps in correcting the narrowness of outlook, emotional
stability, analytical ability, acquiring long term perception, professional ethics,
and social objectives.
5. Paradigm Shift:- To prepare the employee both the new and the old to meet
the present as well as changing requirement of the job and the organization.
Importance of Development
4. Accuracy:- it makes the employee more proficient and competent and enables
him to avoid mistakes. It helps an individual in making better decision and
solving efficiently.
Techniques of development
On the Job Techniques:- These are the most widely used techniques. The success of
these techniques depends on the immediate supervisor and how good a teacher is.
Some important On the Job techniques are;
2. Job Rotation: The transferring of executives from job to job and from
department to department in a systematic manner is called job rotation. The
idea behind this is to give him the required diversified skills and a broader
outlook which are very important at senior management levels. It is up to the
management to provide a variety of job experiences for those who have the
potential for higher ranks before they are promoted. Job rotation increases the
interdepartmental co-ordination and reduces the monotony of work.
4. Audio Visuals instructions:- Television and Video instructions are used in training
and development programmes. Today, programmes on management problems are
arranged on Tv network regularly.
5.Business games:- Here the trainees are divided into groups. One team has to
consider itself as the management of an existing firm and come up with the solution of
a particular problem with subjects related to production, pricing, research,
expenditure, advertising etc. and other group should assume themselves as
competitors and react to their decisions.
In India, progressive and professional managements take keen interest in training and
management development as it is the way for building a world class organization. They
use internal as well as external methods for training and management development.
Induction training is given to middle and higher executives in large majority of the
companies.
Expenditure on training and development is rather limited/ inadequate in large
majority of companies. Also growing awareness about management development
programmes in private as well as public sectors should be treated as a positive trend
and healthy development in the corporate sector.
Some companies such as Larsen and Tourbo Ltd. Indian oil Corporation Ltd, SAIL, ONGC
and TELCO, are taking special interest in management development through different
methods
TELCO for example, has Engineering Trainees’ scheme and Management Trainees’
scheme for persons with outstanding academic record.
There is also Tata Management Training Centre at Pune. Reliance, Birla’s and other
leading private sector organizations have formulated their own management
development programmes as per their specific needs.
Many companies including HMT, Hindustan Antibiotics, Bharat Electricals, Voltas,
Hindustan Lever, State Bank in India, RBI, etc, have their own company training
programmes for managerial development.
The Administrative Staff College of India (Hyderabad) acts as the college for practicing
managers. It is Asia’s foremost institution for management development research and
consultancy.
The Importance of training and development is now accepted by the corporate sector
in India. This is due to globalisation, introduction to technologies and so on.
Formulation of Training Policy
Even though training is primarily the responsibility of the HR /Personnel
Department, a suitable training policy has to be evolved by the top
management. It should reflect the primary and secondary objectives of the
organization with relation to environment. A training policy should be able
to provide answers to the following questions:
1 What do you want and hope to accomplish through training?
2 Who is responsible for the training function?
3 Should the training be formal or informal?
4 What are the training priorities?
5 What types of training is needed?
6 When and where should training be given?
7 Should training be continuous or casual?
8 How much should the employees be paid during training?
9 Which outside agencies should be associated with training?
10 How should training be related to labour policy?
Importance/signifiance of training
2: Better quality of work: in formal training the best methods are standarised and
taught to employees. Uniformity of work methods and procedures helps to improve the
quality of product or services. Trained employee are less likely to make operational
mistakes.
3: Less learning period: a systematic training program helps to reduce the time and
cost involved in learning. Employees can more quickly reach the acceptable level of
performance. They need not waste their time and efforts in learning through trial and
error
4: Cost reduction: Training employees make more economical use of materials and
machinery. Reduction is wastage and spoilage together with increase in productivity
help to minimize cost of operations per unit Maintenance cost is also reduced due to
fewer machine breakdown and better handling of equipments. Plant capacity can be
put to the optimum use.
7: high Morale: Proper training can be develop positive attitudes among employees.
Job satisfaction and morale are improved due to rise in the earning and job security of
employees. Training reduces employees grievances because opportunities for internal
promotion are available to well – trained personnel.
8: Personal growth: Training enlarges the knowledge and skills of the participants.
Therefore, well trained personnel can grow faster in their career. Training prevents
obsolescence of knowledge and skills. Trained employees are a more valuable assest to
any organization. Training helps to develop people for promotion to higher posts and
to develop future managers.
Both education and training are ways of abandoning random learning routes in favour
of more productive and planned routes. We have already defined training. Let us look
at the definition of education.
Thus, both education and training are achieved by creating conditions in which the
necessary attitudes, skill and knowledge are learned by a person who becomes
relatively confident of applying them in real situations. The difference, however, is
that:
• Education gives the general basis for living whereas training modifies and
directs one's abilities towards a particular activity or activities.
• Education deals mostly with knowledge and understanding.
• Training deals mostly with understanding, skills, and action. Thus a course in
engineering is education, but teaching a person how to assemble two parts and
tighten nut is training to do a specific job.
Philosophies of Training
The vast majority of personnel and training staff do appear to believe that:
1. The organization is a learning system.
2. Employee development is essentially that part of the organization’s planning
activities which aims to make learning happen.
3. Training interventions can serve at the same time the individual and the
organization.
Learning theory in the past assumed that learning objectives represent a static work
state. In this case, competence depends largely upon memory and the acquisition of
basic skills, which ought to last a lifetime. Knowing ‘what’ and ‘how’ and ‘when’ is a
matter of remembering what the manual (or textbook) says; and/or what worked last
time. But memory cannot always be relied on if the content, and the context, of work
is constantly changing. For example, if manual bookkeeping changes to computerised
bookkeeping, the individual’s memory of mental arithmetic won’t be enough: the
computer now performs this task. Confidence in the relevance of the bookkeeper’s
knowledge base is dented, and must be replaced by some new knowledge (eg how to
make the computer perform calculations), plus keyboard skills.
Curiosity is a strong motivator. Learning is like opening a door in a corridor that gives
a view into a room beyond. The room has other doors that had not previously been in
view, and when we open these doors further doors appear. This phenomenon becomes
very apparent to users of the Internet, where the skill often lies not in finding a door,
but in choosing which one to open and which corridor to enter, as Martin’s experience
in the fifth example at the beginning of this chapter shows. The Internet is full of
fascinating ‘learning blind alleys’! As the Internet becomes universally available it will
be an increasingly important tool for self-development. There may be conflict
between a highly structured learning style of formulating and pursuing precise
objectives, and one that is more open, creative and exploratory when the user is
confronted with the dilemma of sticking to what appears to be totally relevant
material at the expense of missing something that could lead to exciting and
unpredictable learning outcomes. Sometimes the latter might well be the more
rewarding in the long term by opening up new perspectives that might otherwise never
have been contemplated – at least that is what ‘divergent’ thinkers, who like to follow
their learning noses, maintain. Although an important tool for self-development, the
Internet offers a lot more than the opportunity for the learner to obtain almost
unlimited information by means of a computer. It can provide continuous learning in
the form of contact and exchange of views and information with people with similar
interests and problems throughout the world.
HRD is based on the faith in the inherent potential in every human which can be
manifested by giving right direction and orientation. At the same time human resource is
unpredictable resource which has unlimited potential. Human resource is an
unpredictable resource but it has unlimited potential. HRD process maximizes the use of
human resource by optimizing the competence. HRD process maximise the use of
human resource by way of optimising competence of available human resource,
improving the competence for future challenges and utilising unemployed resource HRD,
thus performs the role of personnel management as well as training and Development
department and it therefore, needs to be studied, analysed minutely and accurately before
deciding the real roles and activity of department. The roles and activities of HRD will
mostly depend on the HRD mechanism being utilised, the HRD needs of the organisation
and the facilities, opportunities provided. Thus the role of HRD starts from the analysis
of organisational objectives/goals, in par with characteristics of available resources and
desired specifications manpower planning recruitment, placement, appraisal reward,
punishments and maintenance of resource is one aspect of HRD accountability, where as.
organisational climate and opportunity are another.
1. The rapid rate of technological and social change in society has necessitated the
training of managers so that they may cope with these development
2. The introduction of automation, intense market competition from foreign
countries, the growth of new markets in the under developed countries.
3. Increased recognition by business and industrial leaders of the social and public
responsibilities of management has necessitated the development of managerial
personnel.
4. The increased size and complexity of most organizations governmental,
industrial, commercial, on-profit public services require trained managers
5. The frequent labor-management strife have necessitated the services of trained
personnel
6. The changes in socio-economic forces, including changes in public policy and the
concepts of social justice, industrial democracy.
1. Are all the gaps between employees and job requirements to be filled
2. through T&D programmes?
3. Should T&D needs assessment cover all employees at all levels or should
it
4. be restricted to few groups of employees?
5. Should T&D need assessment take only present requirements or future
6. requirements too?
7. What model of T&D needs assessment should be applied?
8. From where and how relevant information will be collected.
9. Who will be responsible for collecting information, analyzing it and
10. reporting its results?
Management’s Responsibility for training
Training is the responsibility of four main groups:
• The top management, which frames the training policy;
• The personnel department, which plans, establishes and evaluates industrial
programmes.
• Supervisors, who implement and apply developmental procedure; and
• Employees, who provide feedback, revision and suggestions for corporate
educational endeavors.
Since training is a continuous process and not a one shot affair, and since it consumes
time and entails much expenditure, it is necessary that a training programme or policy
should be prepared with great thought and care, for it should serve the purposes of the
establishment as well as the needs of employees.
A successful training programme presumes that sufficient care has been taken to discover
areas in which it is needed most and to create the necessary environment for its conduct.
The selected trainer should be one who clearly understands his job and has professional
expertise, has an aptitude and ability for teaching, processes a pleasing personality and a
capacity for leadership, is well-versed in the principles and methods of training, and is
able to appreciate the value of training in relation to an enterprise.
Introduction
The training needs assessment is a critical activity for the training and development
function. Whether you are a human resource generalist or a specialist, you should be
adept at performing a training needs assessment. This paper will begin with an overview
of the training and development function and how the needs assessment fits into this
process, followed by an in-depth look at the core concepts and steps involved in
conducting a training needs assessment.
Background
Designing a training and development program involves a sequence of steps that can be
grouped into five phases: needs assessment, instructional objectives, design,
implementation and evaluation. To be effective and efficient, all training programs must
start with a needs assessment. Long before any actual training occurs, the training
manager must determine the who, what, when, where, why and how of training. To do
this, the training manager must analyze as much information as possible about the
following:
1. Organization and its goals and objectives.
2. Jobs and related tasks that need to be learned.
3. Competencies and skills that are need to perform the job.
4. Individuals who are to be trained.
NEEDS ASSESSMENT
The first step in designing a training and development program is to conduct a needs
assessment. The assessment begins with a "need" which can be identified in several ways
but is generally described as a gap between what is currently in place and what is needed,
now and in the future. Gaps can include discrepancies/differences between:
1. What the organization expects to happen and what actually happens.
2. Current and desired job performance.
3. Existing and desired competencies and skills.
4. A needs assessment can also be used to assist with:
5. Competencies and performance of work teams. Problem solving or
productivity issues.
6. The need to prepare for and respond to future changes in the organization or job
duties.
The results of the needs assessment allows the training manager to set the training
objectives by answering two very basic questions: who, if anyone, needs training and
what training is needed. Sometimes training is not the solution. Some performance gaps
can be reduced or eliminated through other management solutions such as
communicating expectations, providing a supportive work environment, arranging
consequences, removing obstacles and checking job fit.
DESIGN PHASE:
Once the needs assessment is completed and training objectives are clearly identified, the
design phase of the training and development process is initiated:
1. Select the internal or external person or resource to design and develop the
2. training.
3. Select and design the program content.
4. Select the techniques used to facilitate learning (lecture, role play, simulation,
5. etc.).
6. Select the appropriate setting (on the job, classroom, etc.).
7. Select the materials to be used in delivering the training (work books, videos,
etc.).
8. Identify and train instructors (if internal).
IMPLEMENTATION:
After completing the design phase, the training is ready for implementation:
1. Schedule classes, facilities and participants.
2. Schedule instructors to teach.
3. Prepare materials and deliver them to scheduled locations.
4. Conduct the traini
EVALUATION:
The final phase in the training and development program is evaluation of the program to
determine whether the training objectives were met. The evaluation process includes
determining participant reaction to the training program, how much participants learned
and how well the participants transfer the training back on the job. The information
gathered from the training evaluation is then included in the next cycle of training needs
assessment. It is important to note that the training needs assessment, training objectives,
design, implementation and evaluation process is a continual process for the organization.
NEEDS ASSESSMENT IN DETAIL
There are three levels of needs assessment:
1. Organizational analysis
2. Task analysis
3. Individual analysis.
ORGANIZATIONAL ANALYSIS
TASK ANALYSIS
Task analysis provides data about a job or a group of jobs and the knowledge, skills,
attitudes and abilities needed to achieve optimum performance. There are a variety of
sources for collecting data for a task analysis:
1. Job description-- A narrative statement of the major activities involved in
performing the job and the conditions under which these activities are performed.
If an accurate job description is not available or is out of date, one should be
prepared using job analysis techniques.
2. KSA analysis-- A more detailed list of specified tasks for each job including
knowledge, Skills, Attitudes and Abilities required of incumbents.
3. Performance standards-- Objectives of the tasks of the job and the standards by
which they will be judged. This is needed to identify performance discrepancies.
4. Observe the job/sample the work.
5. Perform the job.
6. Job inventory questionnaire-- Evaluate tasks in terms of importance and time
spent performing.
7. Review literature about the job-- Research the "best practices" from other
companies, review professional journals.
8. Ask questions about the job-- Of the incumbents, of the supervisor, of upper
management.
9. Analysis of operating problems-- Down time, waste, repairs, late deliveries,
quality control.
INDIVIDUAL ANALYSIS
Individual analysis analyzes how well the individual employee is doing the job and
determines which employees need training and what kind. Sources of information
available for a individual analysis include:
1. Performance evaluation -- Identifies weaknesses and areas of improvement.
2. Performance problems -- Productivity, absenteeism or tardiness, accidents,
grievances, waste, product quality, down time, repairs, equipment utilization,
customer complaints.
3. Observation -- Observe both behavior and the results of the behavior.
4. Work samples -- Observe products generated.
5. Interviews -- Talk to manager, supervisor and employee. Ask employee about
what he/she believes he/she needs to learn.
6. Questionnaires -- Written form of the interview, tests, must measure job-related
qualities such as job knowledge and skills.
7. Attitude surveys -- Measures morale, motivation, satisfaction.
8. Checklists or training progress charts -- Up-to-date listing of current skills.
All three levels of needs analysis are interrelated and the data collected from each level is
critical to a thorough and effective needs assessment.
SUMMARY
The purpose of a training needs assessment is to identify performance requirements or
needs within an organization in order to help direct resources to the areas of greatest
need, those that closely relate to fulfilling the organizational goals and objectives,
improving productivity and providing quality products and services. The needs
assessment is the first step in the establishment of a training and development program. It
is used as the foundation for determining instructional objectives, the selection and
design of instructional programs, the implementation of the programs and the evaluation
of the training provided. These processes form a continuous cycle which always begins
with a needs assessment.
SELECTION OF TRAINEES
Although it is true that in selecting persons for training a company generally gives
primary consideration to its benefits and secondary consideration to the benefits accruing
to the individual, yet the standards used for selecting training programme, participants
should be carefully demised and communicated widely throughout the organization.
Training opportunities should not be passed out as reward for a good behavior or for long
service or to get relief for some time from a trouble-making employee. Fairness is
applying the standards is required and can help boost employee morale. Programmes
having high selection standards become high status prestige programmes which challenge
the best persons in the organization to make the grade.
Training a person who has no ability and willingness to learn is like sending an ass to
college. All one can hope to get back is an educated mule. Whenever an individual is
sponsored is sponsored for training he should be told categorically the reasons for
sponsoring him and the expectations of the organization from him after he returns from
the programme. Most companies do not inform the employees why they have been
sponsored, such a practice reduces learning, as the employees sponsored are concerned
about the reasons for being sponsored than actually getting involved in and benefiting
from training.
A training method of carrying on-the-job training which has been found to be great value is
known as a the Training Within Industry (TWI) or the ―capsule method‖. The method was
devised in the United States during the Second World War when a large number of people
had to be trained in a short period. It involves the following steps:
(a) Preparation of the instructor. This includes four steps as under: (i) Have a time-table.
How much skill does the instructor expect the worker to have and by what to have by what
date‖. (ii) Break down the job. List importance steps, (iii) Have everything ready-the right
equipment, materials and supplies, and (iv)Have the workplace properly arranged as the
worker will be expected to keep it.
(b) How to instruct. This include the following fore steps:
step 1. prepare the worker
- put him at ease.
- State the job and find out what he know about.
- Get him interested in learning the job.
- Place in correct position.
INTERNSHIP:
This refers to a joint programme of training in which technical institutes and corporate
enterprises cooperate to enable the students to gain a good balance between theory and
practice. Selected Candidates carry on regular studies for the prescribed period. They also
work in some factory or office to acquire practical knowledge.
1. Internship is virtually a practical training of the theoretical knowledge.
2. Sometimes it is a part of the course of study of the student (e.g., CA)
3. It is not a service contract. No salary is given during the period. Normally, very small
amount called ‘stipend’ is given to the students.
4. Under this training programme, the companies get people with fresh ideas and latest
knowledge and they have to pay very small amount of salary (called ‘stipend’). on the
other hand, the students get a chance to practice under the real work situation.
TRAINING METHODS
Training methods/techniques
The forms and types of employee training methods are inter-related. It is difficult, if not
impossible, to say which of the methods or combination of methods is more useful than
the other. In fact, methods are multi-faceted in scope and dimension, and each is suitable
for a particular situation.
The methods of training as follows
1. On –the-job-training (OJT)
2. Job instruction training (JIT)
3. Vestibule training
4. Training by experience workmen
5. Classroom or off-the-job-training like
• Lecture
• Conferences
• Group discussion
• Case studies
• Role playing
• Programme instruction
• T-group training
On-the-job-training (OJT)
There are a variety of OJT methods, such as
Coaching
Under study
Job rotation
Internship
Apprenticeship
Merits of on-the-job-training
• Trainee learns on the actual equipment in use and in the true environment of his
job.
• Secondly, it is highly economical since no additional personal or facilities are
required for training.
• Thirdly, the trainee learns the rules, regulations and procedures by observing their
day-to-day applications. He can, therefore, be easily sized up by the management.
• Fourthly, this type of training is a suitable alternative for a company in which
there are almost as many jobs as there are employees.
• Finally, it is most appropriate for teaching the knowledge and skills which can be
acquired in a relatively short period, say, a few days or weeks.
Demerits of on-the-training
• Instruction is often highly disorganized.
1. Lectures (or class-room instruction): Lecturers are regarded as one of the most
simple ways of imparting knowledge to the trainees, especially when facts,
concepts, or are formal organized talks by the training specialist, the formal
superior or other individual specific topics. The lecture method can be used for
very large groups which are to be trained within a short time, thus reducing the
cost per trainee. In training, the most important uses of lectures include:
• Reducing anxiety about upcoming training programmes or organizational changes
by explaining their purposes.
• Introducing a subject and presenting an overview of its scope.
• Presenting basic material that will provide a common back ground for subsequent
activities.
• Illustrating the application of rules, principles; reviewing, clarifying and
summarizing.
Limitations of lecture system
• The learner are passive instead of active participants. The lecture method violates
the principle of learning by doing.
• A clear and vigorous verbal presentation requires a great deal of preparation for
which management personnel often lack the time.
• The attention span of even a well-motivated and adequately informed listener is
only from 15 minutes to 20 minutes so that, in the course of an hour, the attention
of listeners drifts.
• It is difficult to stimulate discussion following a lecture, particularly if the listener
is uninformed or awestruck by the lecturer.
• The untrained lecturer either ramples or packs far too much information in the
lecture, which often becomes unpalatable to the listener.
• The presentation of material should be geared to a common level of knowledge.
• It tends to emphasize the accumulations and memorization of facts and figures
and does not lay stress on the application of knowledge.
• Though a skilful lecturer can adapt his material to the specific group, he finds it
difficult to adjust it for individual differences within a group.
4. Case studies (or learning by doing): This method was first developed in the 1980s by
Christopher Langdell at the Harvard Law School to help students to learn for themselves
by independent thinking and by discovering in the ever-tangled skein of human affairs,
principles and ideas which have lasting validity and general applicability. A collateral
object is to help them develop skills in using their knowledge.
In case study method the trainee is expected to:
• Master the facts, become acquinted with the content of the case;
• Define the objectives sought in dealing with the issues in the case;
• Identify the problems in case and uncover their probable causes;
• Develop alternative of actions;
• Screen the alternatives using the objectives as the criteria;
• Select the alternative that is most in keeping with the stated objectives
• Define the controls needed to make the actions effective; and
• To ‘role play’ the action to test its effectiveness and find conditions that may limit
it.
Today, it is the growth that makes one person stay at the company. The
opportunity and challenges is what keeps a person satisfied and charmed with his job.
Companies have understood this fact and therefore are forming policies and procedures to
develop their employees.
The change in the individual must take place in those crucial areas, which can be
considered as output variables:
• Knowledge change
• Attitude change
• Behavior change
• Performance change
• End-operational results
Executive development programs are ideal for career enhancers, including those who
already have MBAs. Participants can enroll in specific topics of interest and learn from
renowned business school faculty or industry professionals. In addition, these programs
can:
1. Help update or broaden skills and assist in maintaining certain professional
licenses.
2. Provide seasoned managers with new knowledge or exposure to the latest
developments in their fields.
3. Offer training or "refresher" courses on a particular subject for individuals who
are taking on new responsibilities at work.
4. Provide great flexibility in scheduling and location as well as a limited time
commitment.
5. Offer open enrollment rather than a formal application process.
6. A limited time commitment.
Development program gives the executives extra energy and motivation at work.
Executive development programs are planned learning experience that teaches the
executives how to perform their current as well as future jobs more efficiently and
effectively. Executive development programs are designed to improve the organizational
performance through enhancing knowledge and skills of the executives. Executive
development programs are designed to improve the organizational performance through
enhancing knowledge and skills of the executives. It is essential that all the activities
relating to executive development programs should be in time with the specific needs of
both the organization and the executives. Identifying the development program needs
thus forms the major crux in any organization .A variety of development programs are
available and used by development institutions and organizations.
Training managers are always hard-pressed to prove the effectiveness of the training
programmes they conduct. An update on one of the most popular techniques - the Donald
Kirkpatrick model
Organisations are under pressure to justify various expenses. The training budget is,
often, not exempted from this purview. There are a number of questions raised on the
value derived from training programmes—both directly and indirectly. Business heads
and training managers are under pressure to prove the effectiveness of training.
One of the most popular methodologies for measuring training effectiveness was
developed by Donald Kirkpatrick. This model articulates a four-step process.:
1. Reactions.
2. Learning.
3. Transfer.
4. Results.
Level 1 Evaluation – Reactions
Just as the word implies, evaluation at this level measures how participants in a training
program react to it. It attempts to answer questions regarding the participants' perceptions
- Did they like it? Was the material relevant to their work? According to Kirkpatrick,
every program should at least be evaluated at this level to provide for the improvement of
a training program. In addition, the participants' reactions have important consequences
for learning (level two). Although a positive reaction does not guarantee learning, a
negative reaction almost certainly reduces its possibility.
Definition: Assesses the amount of material used on the-job after taking the course,
e.g. a week to 6 months (or longer) after taking the course. Assesses on-the-job
behavior based on the objectives of the course and assessed through tests,
observations, surveys and interviews.
EVALAUTION OF TRAINING
EVALUATION – MEANING
Evaluation should be seen as an integral part of learning and development initiative, but
research enlighten us that the majority of organizations settle for the ‘happy sheet.’
Measuring the power and value of benefits such as higher competence, improved
technical and behavioral skills are harder to quantify. Successful evaluation should
address the needs of the organization , measure whether or not needs were met, quantify
these tangible benefits and the return on investment.
PRINCIPLES OF EVALUATION:
Evaluation of the training programme must be based on the principles:
1. Evaluation specialist must be clear about the goals and purposes of evaluation.
2. Evaluation must be continuous.
3. Evaluation must be specific.
4. Evaluation must provide the means and focus for trainers to be able to appraise
themselves, their practices, and their products.
5. Evaluation must be based on objective methods and standards.
6. Realistic target dates must be set for each phase of the evaluation process.
Feedback is essential for people to know how they are progressing, and also, evaluation is
crucial to the learner's confidence too.
For effective training and learning evaluation, the principal questions should be:
1. To what extent were the identified training needs objectives achieved by the
programme?
2. To what extent were the learners' objectives achieved?
3. What specifically did the learners learn or be usefully reminded of?
4. What commitment have the learners made about the learning they are going to
implement on their return to work?
CRITERIA OF EVALUATION
1. Measures of reactions
2. Learning
3. Behaviour Change
4. Organisational results
Technique of Evaluation
• Experimental and controls groups
• Longitudinal on Time Series Analysis – Measurement are taken
before, during and after the program is complete.
• Questionnaire
• Attitude Survey
• Tests
• Interviews
• Observations
• Performance Records
Senior management
• Awareness of the need and value of training to the organization.
• The necessity of involving the Training Manager (or equivalent) in senior management
meetings where
• Decisions are made about future changes when training will be essential.
• Knowledge of and support of training plans.
• Active participation in events.
• Requirement for evaluation to be performed and require regular summary report.
• Policy and strategic decisions based on results and data.
Trainer
• Provision of any necessary pre-programme work etc and programme planning.
• Identification at the start of the programme of the knowledge and skills level of the
trainees/learners.
• Provision of training and learning resources to enable the learners to learn within the
objectives of the
programme and the learners' own objectives.
• Monitoring the learning as the programme progresses.
• At the end of the programme, assessment of and receipt of reports from the learners of
the learning
levels achieved.
• Ensuring the production by the learners of an action plan to reinforce, practise and
implement learning.
Line manager
• Work-needs and people identification.
• Involvement in training programme and evaluation development.
• Support of pre-event preparation and holding briefing meetings with the learner.
• Giving ongoing, and practical, support to the training programme.
• Holding a debriefing meeting with the learner on their return to work to discuss, agree
or help to modify and agree action for their action plan.
• Reviewing the progress of learning implementation.
• Final review of implementation success and assessment, where possible, of the ROI.
Training manager
• Management of the training department and agreeing the training needs and the
programme application
• Maintenance of interest and support in the planning and implementation of the
programmes, including a practical involvement where required
• The introduction and maintenance of evaluation systems, and production of regular
reports for senior management
• Frequent, relevant contact with senior management
• Liaison with the learners' line managers and arrangement of learning implementation
responsibility learning programmes for the managers
• Liaison with line managers, where necessary, in the assessment of the training ROI.
Student / Trainee
• Involvement in the planning and design of the training programme where possible
• Involvement in the planning and design of the evaluation process where possible
• Obviously, to take interest and an active part in the training programme or activity.
• To complete a personal action plan during and at the end of the training for
implementation on return
to work, and to put this into practice, with support from the line manager.
• Take interest and support the evaluation processes.
Measuring the Return on Investment (ROI) in training and development has consistently
earned a place among the critical issues in the human resources development (HRD)
field. Extension educators may soon find program sponsors and legislatures, as well as
administrators, asking for ROI information. This workshop will share the return on
investment model proposed by Phillips (2002) as a method for calculating cost benefit
and return on investment figures.
Program Benefits can be one or more of the following financial gains for
training/education:
1. · Time savings,
2. · Increased productivity,
3. · Improved quality of output, and/or
4. · Enhanced personnel performance.
Benefit-Cost Ratio
Benefit-cost ratio (BCR) analysis allows decision makers to determine the financial
return on a training/education program by comparing benefits and costs. BCR is
calculated by taking the program benefits and dividing those benefits by the program cost
Benefit-Cost Ratio analysis is also useful when there is a need to compare investments in
training/education with other investment options available to the organization such as
new equipment or technology.
ROI AS PROCESS
ROI measurement is the process of collecting and analysing this performance data, and
translating this into a measurement of real financial benefit to the organisation. This
benefit is then compared to the cost of creating this benefit through training and
measurement.
In many cases, ROI measurement can be linked to data collected and analysed for the
purpose of Training Needs Analysis (TNA). If detailed TNA studies are done prior to the
training, the data from these studies can be compared to the feedback and performance
data acquired after the training takes place. In addition, the TNA is likely to highlight the
expected benefits and results from the training. In this case, the change in performance
may be more accurately determined.
Cost-Benefit Analysis:
Cost-effectiveness analysis assumes that the decision maker faces a set of alternatives
from which choices must be made. This method of analysis also assumes that the criteria
for making the choice must include not only what will be gained (the effects) but also the
value of the resources that will be sacrificed to achieve these gains (the costs). Cost-
effectiveness analysis measures costs in the same way that costs are measured when
utilizing benefit-cost analysis. The resources that are needed for each training/education
offering are specified and assessed according to their market values or another technique
that closely simulates their market value.
Benefits analysis and effectiveness analysis represent different approaches to the
measurement of outcomes. Benefit-cost analysis compares the benefits and costs when
the outcomes can be assessed in monetary terms.
1. Life of training. Every project needs to be measured across some time period.
Technology-based training programs don't last forever. Their shelf life will be
determined by things such as changes to content, changes in technology, and
changes in business need. According to Hall's research conducted over the last ten
years, most ROI studies show technology-based training is more expensive to
develop and deliver over the short-term, but pays off over time. Typically, three-
to-five years of use is an accepted time period to apply for evaluating a training
program.
2. Alternate delivery options. Perhaps the most common method of showing the
financial impact of technology-based training is to compare it against the costs for
other forms of delivery.
3. Size of audience. With technology-based training, the cost of development is not
dramatically effected by the number of students using it. The cost is basically the
same to develop a two-hour CD-ROM or Web-based training program for 10
people as it is for 1000 people. The only additional costs may be in the form of
CD-ROM duplication, student tracking, and end-user support. However, the size
of the target audience is extremely relevant when comparing the costs against
instructor-led delivery. With live workshops, the number of students has a direct
impact on expenses related to instructors, locations, and travel.
4. Seat time. The total amount of time students will spend with the course is called
seat time -- how long they will be in their seats. Seat time is always specified for
instructor-led training, but is an estimate when given for self-paced, technology-
based training. After all, a course that takes one student two hours to complete,
might take another only 90 minutes. Increasingly, effective Web-based training is
blurring the lines between instruction and just-in-time performance support. This
factor makes estimates of seat time additionally tenuous.
5. Burdened costs. This accounting term refers to the total cost of an item, which
may include some hidden costs. For example, you might quickly estimate that a
classroom facilitator who earns a $60,000 salary costs $230 per day, simply by
dividing the salary by the total number of weekdays ($60,000 ¸ 52 weeks ¸ 5
days). But the burdened cost for the instructor will be higher once you take into
account payroll taxes, insurance, and other benefits. Additionally, when
calculating day rates, make sure to subtract company holidays, vacation time, and
sick days to get an accurate estimate of the burdened cost for each productive
workday.
6. Estimated revenue impact. Often the impact a training program has on sales and
expenses is indirect, or difficult to measure. In these cases, the impact on revenue
is projected or extrapolated from known data.
7. Opportunity costs. These costs are the lost revenues or increased costs associated
with opportunities that will be missed because of the training program. This
measure is increasingly being used in the competitive world of sales.
UNIT 6
TRAINING OBJECTIVE
Training in Government shall strive to achieve the following objectives: Keeping up-to-
date and enhancing professional knowledge and skills needed for better performance of
individuals and organisations; Promoting better understanding of professional
requirements as well as sensitisation to professional, socioeconomic and political
environment in which work is done; and Bringing about right attitudinal orientation.
TRAINING CONCERNS
Social and political ambience is subject to constant change. The Government machinery
would have to be continuously attuned to the changing needs. Training programmes for
the Civil Services would, therefore, focus on:
(a) Responsiveness:to the challenging democratic needs and expectations of the citizens
and organisational and technological developments.
(b) Commitment:to democratic values and concept of partnership and participative
decision making.
(c) Awareness:of technological, economic and social developments
(d) Accountability:to ensure high performance in every professional field and cost
effective methods of delivery.
TRAINING FRAMEWORK
Training would be imparted to all rungs of the Civil Services starting from the lowest and
cutting-edge to the highest in policy making. All categories of Civil Servants shall
receive:
For organised higher Civil Services, career span-specific training programmes in each
progressive decade of service shall be imparted to provide scope for competence
building.
In order to improve the effectiveness of personnel at different levels and different sectors,
area specific short-term skill upgradation/sensitisation programmes shall invariably be
formulated by Ministries and Departments and specifically targeted to personnel holding
specific jobs.
In order to improve the effectiveness of personnel at different levels and different sectors,
area specific short-term skill upgradation/sensitisation programmes shall invariably be
formulated by Ministries and Departments and specifically targeted to personnel holding
specific jobs.
Personnel recruited to isolated posts and specialists shall receive training to improve their
capabilities of general management outside their chosen area of specialisation.
The in-service training programme for Group 'C' & 'D' expected at the time of movement
to a higher Group may be provided in situ or through distance learning methods.
Training programmes will be specifically designed to meet the requirements of the target
group by the Organisation in consultation with the institutions/consultants/experts.
Every Organisation shall conduct preparatory exercises like analysis of its goals and
objectives, training needs analysis, job analysis, etc. with a view to determining whether
the training intervention needs to be preceded, accompanied by or succeeded by one or
more non-training interventions. Such an exercise will also enable development of
appropriate criteria for measuring individual and organisational performance, an essential
pre-requisite for the launching of an effective training programme.
As possession of the right attitude plays a pivotal role in improving the performance
levels of individuals, by contributing to formation of commitment in them, training
programmes aimed at creating self awareness as well as team building within the
Organisation shall be given utmost importance by every Organisation.
RESEARCH IN TRAINING
Research in training should be encouraged to evolve new methods of training, its
evaluation and impact assessment. It should include areas such as :
1. · Evolving methods to measure the work place impact of training, through a
process starting with preparation of standard performance parameters
2. · Multi skilling
3. · Sustaining positive attitudes
4. · Develop power-sector specific business games, case studies, computer based
training etc.
5. · Use of modern concepts and equipments in training
Training Plan
Each organization in the power sector should put in place a comprehensive training
plan evolved through :
1. Preparation of matrix of standard performance parameters based on best industry
practices and bench-marking. This matrix would be the basis for the training need
assessment, design of training courses and their evaluation.
2. A periodical Training Need Analysis (say once in two years) for evolving an annual
need based training intervention agenda.
3. Identifying planned training intervention for each level of transition in an employee’s
career such as:
a) Technical training and skill upgradation in :
- Power Station (Thermal, Hydro and non-conventional) technologies
and Operations & Maintenance
- Transmission Systems technologies and Operations & Maintenance,
- Distribution System technologies and Operations & Maintenance,
- Handling critical emergencies like : cascade tripping of grid
- Energy Efficiency
- Energy - Environment Interface
- Rural Electrification
- Power Trading
b) Personality Development
- Human Values and Ethics
- Attitudes and Behavior
- Executive and Managerial Skills
- Customer Orientation
- Integrated Personality Development
- Communication skills
- Developing commercial/business outlook
- Marketing skills in a competitive environment
APPRENTICESHIP TRAINING
With the changing needs of industry, the skills developed by trainees in the ITIs were not
adequate and a great need was felt for on-the-job training. The Apprentices Act was
therefore adopted in 1961 with a view to meeting the requirement for skilled workers in
industry. The Act makes it obligatory for employers in both the public and private sectors
to engage a prescribed proportion of apprentices. The duration of training for apprentices
varies from six months to four years, depending on the trade. In the case of trade
apprentices, training consists of basic training followed by “on-the-job” or shop-floor
training with related instruction throughout the period of training. During the whole
period of training, apprentices are paid prescribed stipends. Enterprises employing more
than 500 employees cover all the expenditure for apprenticeship training, including the
stipend. For enterprises with fewer than 500 employees, expenditure for apprentices is
shared between the concerned government and the enterprise. The cost of instruction is
reimbursed to enterprises which provide it themselves, or is covered by the relevant
government at its own cost. An apprenticeship contract is registered containing the
obligations of the employers and apprentices. After the completion of training, a trade
test is conducted for trade apprentices and the National Apprenticeship Certificate is
issued to all apprentices who pass the test.
OBJECTIVES
*Promoting continuing Education in Training/HRD
*Designing and organising need-based training programs
*Helping establish professional institutions, libraries and laboratories in HRD
*Publishing Training Literature
*Research & Development in HRD
*Consultancy in Training and HRD