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Unit 5

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 ’
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¦ Êntroduction/Objectives
¦ Meaning of training
¦ Objectives of training
¦ Ê
ortance of training
¦ Training needs identification
¦ Training Areas identified by Trainers
¦ Ty
es and Techniques of Training
¦ Need and i
ortance of anage ent Develo
ent
¦ Training Evaluation
¦ Why Training fails?

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 Êntroduction
¦ ͞The syste atic develo
ent of the knowledge, skills and attitudes
required by an individual to
erfor adequately a given task or job͟

-----

¦ ͞The act of increasing knowledge and skills of an e
loyee for doing a

articular job͟
----- !"##

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03034 3
 Objectives
¦ After studying this unit, you will be able to:-
¦ Understand the i
ortance of training
¦ Mention the ty
es and Techniques of Training and
Develo
ent.
¦ Ex
lain the ty
es, ethods and
rocedures of
training
¦ Reasons for failure of Training

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 Meaning of Training
¦ Training indicates any
rocess by which the a
titudes,skills and abilities of
e
loyees to
erfor s
ecific jobs are increased.
¦ c

  
     

 

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¦ Acquiring intellectual Knowledge
¦ Acquiring Manual skills
¦ Acquiring Proble -solving skills

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 Ê
ortance of training
¦ Training is an O

of the whole anage ent
rocess.
¦ Êt is the % of sound anage ent.
¦ Êt is a # and &'.
¦ ’reating an (( and ((& organization
¦ Ê
roving e
loyee #(
¦ # e
loyee skills
¦ Training is widely acce
ted #)%&&!
¦ Êt oulds the e
loyees attitudes and hel
s the to achieve a )%
#with the co
any and a greater loyalty to it.
¦ Êt hel
s in *(+#+ & and )+
reduces the (*&!

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 Training needs identification
Before an Organization lays out the
lan for training, it needs to
Analyze the organizational objectives,assess the e
loyee needs and train
the e
loyees accordingly.
Training needs can be identified with the hel
of Thayer and McGhee
odel. Êt is based on the following three factors:
a! c
,
'
-! c.'

/! '

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 a.Total organization analysis
¦ *%
¦ a detailed analysis of the organization structure,
¦ objectives,
¦ hu an resourses and future
lans,
¦ understanding of it͛s culture and background
The first ste
in O.A. is achieving a clear understanding of both short-run and long-run
goals.
c/0*(,'1%
a. An adequate nu ber of
ersonnel available to ensure fulfil ent of the business o
eration.
2. That
ersonnel
erfor ance is u
to the required standards
3. That the working environ ent in their de
art ents is favorable to fulfil ent of tasks.

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 2.Task analysis
c&'&&%%%%%%%%
¦ 2(3)+
¦ #
¦ &*#
¦ c* )#(!
¦ c(*.(!
(#(%%%%%%%
Every job has an ex
ected tandard of
erfor ance.knowledge of task
Will hel
in understanding what skills, knowledge and attitudes an e
loyee should have.
 --------
’&(3)'**'*)(.'!c'%%%%%
A. Literature review regarding the job.
B. Job
erfor ance
’. Job observation
D. Data collection regarding job interviews

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 3. Man analysis
¦ Êt is the third co
onent in identifying training needs.
¦ Êt hel
s to identify whether the individual e
loyee requires training and
if so, what kind of training.
¦ c#'*(*(%%%%%%%%
a Observation at
lace or work, exa ination of job schedules, quantu of s
oilage, and clues
about inter
ersonal relations of the e
loyees.
2 Ênterviews with su
eriors and e
loyees
3 ’o
arative studies of good vs.
oor e
loyees,
4 Personnel records
5 Production re
orts
6 Review of literature regarding the job and achines used.

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 Training areas identified by Trainers

*&'*)'(( %%%%%%%%%%
  Analysis of business environ ent (Social,econo ic and
olitical .
  General anage ent training,consisting of areas like
lanning organizing, directing,
otivating, co-ordinating and controlling.
  Functional areas, such as arketing,
ersonnel and finance.
  S
ecialized technique-oriented
rogra es, such as
roduction
lanning, aintenance
anage ent, value analysis, works si
lification and interview techniques.
  Proble solving and decision- aking
c#)'((**#1%%
a. The to
anage ent
b. The
ersonnel de
art ent
c. Su
ervisors
d. E
loyees

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According to Prof. John Mee, the work of training should be done
at two levels:
¦ The training de
art ent takes the ain res
onsibility for
Giving instructions to trainees
Orientation
Training su
ervisors to aintain hu an relations
Executive develo
ent
¦ Line su
ervisors take the res
onsibility for
On-the-job instruction to e
loyees
Ênstructions in technical and
rofessional as
ects of a business
Develo
ent of su
eriors and executives through counseling
De
art ental co unication and staff eetings

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 Ên-’o
any/External Progra es
¦ The co
any has to take a decision regarding
artici
ation in
rogra es offered by
external agencies like educational anage ent institutes, govern ent institutions and
consultant
rogra es as co
ared to conducting in-house
rogra es.
¦ Ên house training ay be good when nu ber of e
loyees is large, but for s all nu ber of
e
loyees in house training ay not be
ossible.
¦ But the cost as
ect should also be considered. Many e
loyees can be trained in-house at
the cost equal to sending an e
loyee to a external
rogra e.
¦ The advantages of external
rogra es are
They
rovides a fresh a

roach to an organization.
E
loyees learn different techniques and skills than those offered by in-house
rogra es.

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 Training Budgets
¦ A training budget has to be
re
ared for each internal

rogra e and it includes:
’ost of facilities like training roo , food, trans
ort, guest faculty, and
teaching aterial.
Wages and salary of e
loyees who
artici
ate in training and re ain
absent fro their regular jobs.
¦ The trainer should
lan his training activities in advance so
that nor al work is not disturbed.
¦ Ên in-house training a large a ount of work has to be done
regarding course design,
re
aration of teaching aterial,
ad inistrative arrange ents, etc.

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¦ Ên case of external
rogra es organizational factors like
releasing the
artici
ant fro job, finding his te
orary
re
lace ent, etc. have to be considered.
¦ Training ethods are a eans of achieving the desired
objectives.
¦ Each ethod is suitable for a
articular situation.
¦ The choice of teaching ethod de
ends on any factors like
co
etence of instructors, i
ortance to the
artici
ants,

rogra design, etc.

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 Ty
es and Techniques of Training
¦ Training ethods are chosen according to the require ents of the
rogra
design.
¦ The ain objectives of individual training ethods are:
¦  &*: ’o
lete de onstration of job require ents hel
the
trainees to understand the eaning of ideas, conce
ts and
rocedures.
¦ c re e ber things that they see and hear uch longer than things that
they only hear or see.

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 Develo
ing Ênterest
¦ An i
ortant factor to be ke
t in ind while choosing a training ethod is its
ability to hold the interest of the trainee in the learning situation.
¦ The trainer should choose training ethods that increase trainee͛s interest and
hel
hi to retain the atter.
¦ For e.g., if lecture ethod is being used, then audio-visual ethods can be used or

roject work could be given to encourage learning by doing.

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 A

eal Too Many Senses
¦ Êt is i
ortant to utilize as any of the trainee͛s senses as
ossible. This hel
s in
better retention of learning.
¦ The trainer should be able to understand and identify
roble areas.
¦ He should be able to select the a

ro
riate ethod based on the level of the
trainee in the organization hierarchy.
¦ The training ethod should be cost effective as well.

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 Advantages of On-the-job Training
¦ The trainee learns on the actual
equi
ent and in true job
environ ent.
¦ Êt is econo ical as no extra

ersonnel and facilities are
required.
¦ The trainee learns the rules,
regulations and
rocedures by
observing day-to-day working.
¦ Êt is suitable for a co
any with
nu ber of jobs equal to the
nu ber of e
loyees.
¦ Suitable for teaching the knowledge
and skills that can be learnt in a
short
eriod of ti e.

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 Table on Training Procedure
# *

Ênstructor
re
aration a. Divide task into
arts to create lesson
lans.

2. Select teaching techniques
Training
re
aration a. Put trainees at ease.
2. Relate training to trainee needs e.g.
ro otion
Presenting the task a. Present overview of task.
2. Proceed fro known to unknown, easy to difficult.
3. Adjust
ace to individual differences.
4. Go through task and ex
lain each ste
.
5. Have trainee tell instructor what to do.

Tryout
erfor ance a. Have trainee ex
lain each ste
before execution.
2. Be aware of learning
lateaus to sustain otivation.
3. Provide feedback on
rogress.

Follow-u
a. Positively reinforce continuously on start.

2. Move to variable
ositive reinforce ent schedule as
trainee atures.
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 Disadvantages of on-the-job
Training
¦ Ênstructions are disorganized and
unsyste atic and not
ro
erly
su
ervised.
¦ This ay be due to
Ênability of the ex
erienced
e
loyee to
rovide skills to
the trainee.
Breakdown of the job for the

ur
ose of instructions.
Lack of otivation on the
art
of the trainee.
¦ Low
roductivity if the e
loyee is
not able to fully develo
his skills.

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 Vestibule Training
¦ Ên this ethod, it is tried to create on-the-job situations in a classroo .
¦ Ên this for of training, classroo training is
rovided with the hel
of equi
ents
and achines which are si ilar to those used at the work
lace.
¦ This hel
s the e
loyee to concentrate on learning rather than
erfor ing the
job.
¦ Theoretical training is given in the classroo whereas
ractical work is conducted
on the
roduction line.

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 ()*c
¦ The trainee is free fro the confusion and
ressure of the work situation, so he
can better concentrate on learning.
¦ A s
ecific level of skill can be achieved ore quickly because of s
ecialized
learning situation.
¦ Pro
er ti e and attention is given to training.
¦ Êndividualized instruction can be given.
¦ Training activities do not disturb the regular
rocess of
roduction.
p 


   
1. The division of responsibilities leads to organizational problems.
2. An extra investment is done on equipment.
3. This method is of limited value for jobs which utilize equipment which
can be duplicated .

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 A

renticeshi
Progra e
¦ Many co
anies have their own a

renticeshi

rogra e.
Here the workers are e
loyed and given a s all sti
end to
learn the job first. After the training is co
leted they are
recruited in the industry.
¦ The advantages of a

renticeshi
are
A skilled workforce is aintained.
Training results in i ediate return.
The work anshi
is good.
The hiring cost is lower because of reduced turnover and lower
roduction
costs.
The e
loyees beco e ore loyal and growth o

ortunities are ore.

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 Si ulation Methods
¦ Ên this technique, the actual job conditions are
created as nearly as
ossible.
¦ This technique is co only used in the aeronautical
industry.

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 Knowledge Based Methods
¦ Ên this technique, trainees are ex
osed to conce
ts and
theories, basic
rinci
les, and
ure and a

lied knowledge in
any subject area.
¦ The ain ai is to ake trainees aware of the funda entals.
¦ The exa
les of this ethod are lectures, se inars,
worksho
s, fil s and training, grou
discussions, etc.

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 Ex
eriential Methods
¦ Ên this technique, the ain focus is on achieving through grou

rocesses
and dyna ics.
¦ Attitudinal training hel
s an individual to better understand self, grou

behavior and
ersonal interaction.
¦ This hel
s an individual to understand the
roble s of hu an relationshi

in a work situation.
¦ This training is
rovided on-the-job by the workers͛ i ediate
su
ervisors.
¦ The success of this ethod de
ends on following facts:
The su
ervisor ust be a good teacher.
He should be given incentives and ti e for carrying out the training

rogra es.
They should know the training needs of the trainees.

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 #(&#
¦ ͞Manage ent develo
ent is the develo
ent of anage ent over and
above its science and theory, of its
ractice and a

lication in
organizations, cor
orations and institutions, alike in relation to the
organization and anager, so as continuously to re-equi
both to fulfill
their
ur
oses ore effectively and in har ony with each other, and both
with the environ ent in which they function and have their being and
ho
e to thrive u
on and grow.͟
---- Dr. B.K. Madan
¦ Executive develo
ent is defined as i
roving an individual͛s anagerial
effectiveness through a
lanned
rocess of learning.
¦ The change in an individual should occur in following areas:
Knowledge change
Attitude change
Behavior change
Perfor ance change
End results
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The success of executive develo
ent de
ends on the following factors:
¦ Trainee͛s
ersonal characteristics like intelligence and otivation.
¦ His actual learning efforts
These two variables are affected by the following factors:
¦ For al organization
¦ Leadershi
cli ate
¦ ’ultural factors

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Organizations
erfor anage ent develo
ent to achieve the following
results:
¦ Ê
rove technical
erfor ance.
¦ Ê
rove su
ervision and leadershi
.
¦ Ê
rove inter-de
art ental coo
eration
¦ Find an individual͛s weaknesses.
¦ Attract good
eo
le.
¦ Encourage ͚
ro otion fro within͛
olicies.
¦ Make sure that the qualifications of key
ersonnel beco e better known.
¦ ’reate reserves in anage ent ranks.
¦ Make an organization ore flexible by aking its e bers ore resourceful
and ulti
ur
ose.
¦ Ê
rove organizational structure.
¦ Encourage junior executives to do better work.

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 Evaluation of Training
c &*   
¦ Judge the ability of the
artici
ants to
erfor the jobs for which they were
trained.
¦ Find defects or faults in training
rovided.
¦ Find whether the trainee requires any extra training.
¦ Find the training require ents of the
artici
ants to the eet job require ents.

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There are four basic categories of outco es that can be
easured:
¦ : Êt is evaluating the trainee͛s reaction to the
rogra e.
¦ : Êt is finding whether the trainee learnt the
rinci
les, skills and facts
taught by the trainer.
¦ &: Whether the trainee͛s on-the-job behavior changed after training.
¦ *: What results have been achieved after training.

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  &*c((&4


A Did the trainee like the
rogra ?

&
Whether the trainee behavior on the job changed because of the
training
rogra ?


A Did the trainee learn?

*
A What final results have been achieved

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¦ ** &  with
su
ervisors are used to get feedback
on training.
¦ 2#   *#
are also created to find the i
act
of training. Two grou
s are rando ly

re
ared. Training is
rovided to the
ex
eri ental grou
while no
training is
rovided to the control
grou
. Êf results of ex
eri ental
grou
are a lot better than those of
the control grou
, training is
considered successful.
¦ c  ' is also used to
find the i
act of training.

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 Why do you think training fails?

c ( *   (  1

¦ The benefits of training are not clear to the to
anage ent.
¦ The to
anage ent does not give reward to the su
ervisors for conducting training.
¦ The to
anage ent does not syste atically
erfor the tasks of
lanning and budgeting.
¦ The iddle anage ent does not get
ro
er incentive fro to
anage ent and hence
does not account for training in
roduction scheduling.
¦ Off-the-job training so eti es teaches techniques or ethods which are not
ractically
i
le ented in the organization.
¦ Trainers
rovide li ited counseling and consulting services.

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03034
c #  )  ((&  *(* )' .  (
 (  (1
¦ S
ecific training objectives should be fra ed.
¦ Êt should be deter ined whether the trainee has the necessary intelligence,
aturity and otivation to co
lete the training
rogra .
¦ The trainee should be ade to understand the need for training and the
ersonal
benefits achieved by changes in behavior that take
lace after training.
¦ The training
rogra e should be
lanned in such a way that it is related to the
trainee͛s
revious ex
eriences and background.
¦ Organizational conditions should be favorable for a good learning environ ent.

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