TRAINING &

DEVELOPMENTDr. Anil Mehta

DEFINITION OF TRAINING

“A PLANNED ACTIVITY TO MODIFY ATTITUDE, KNOWLEDGE OR SKILL THROUGH LEARNING EXPERIENCE TO ACHIEVE EFFECTIVE PERFORMANCE OF AN ACTIVITY OR RANGE OF ACTIVITIES. ITS PURPOSE IN THE WORK SITUATION IS TO DEVELOP THE ABILITIES OF AN INDIVIDUAL AND TO MEET CURRENT AND FUTURE MANPOWER NEEDS OF THE ORGANIZATION”

SPECIFIC PURPOSES OF TRAINING

1. TO INCREASE THE PRODUCTIVITY

2. TO IMPROVE QUALITY 3. TO FULFILL FUTURE PERSONAL NEEDS4. TO IMPROVE ORGANIZATIONAL CLIMATE

5. TO IMPROVE HEALTH AND SAFETY

6. TO PREVENT OBSOLESCENCE7. TO PROVIDE OPPORTUNITY FOR PERSONAL GROWTH

TRAIN8ING VS. EDUCATION

TRAINING EDUCATION

APPLICATION ORIENTED THEORETICAL ORIENTED

JOB EXPERIENCE CLASSROOM LEARNING

SPECIFIC TASK GENERAL CONCEPTS

NARROW PERSPECTIVE BROAD PERSPECTIVE

TRAINING DEVELOPMENT

TRAINING VS. DEVELOPMENT

1. IMPARTING SPECIFIC SKILLS

2. SHORT-TERM PERSPECTIVE

3. JOB CENTERED

4. ROLE OF TRAINERIMPORTANT

1. ASSOCIATED WITH OVERALL GROWTH

2. LONG-TERM PERSPECTIVE

3. CAREER CENTERED

4. SELF- DEVELOPMENT

Implement Training

Assess Results

Plan and DesignTraining

Identity Training Needs

SYSTEMATIC APPROACH TO TRAINING

DEFINING IMMEDIATE LONG –RANGE TRAINING NEEDS

Current desired level of performance

Discrepancy

Actual Level of Performance

Discrepancy

Projected Desired Level of Performance

Reveals

Reveals

Immediate Training Needs

Long Range Training Needs

Executive Development

NeedsOther Needs

Organization Knowledge

General Knowledge

Job Knowledge

Decision Making

Skills Inter-personal

Skills

Specific Individual

Needs

Executive Development Needs

Principles of Learning

1 Trainees must be motivated to learn

2 Information must be meaningful

3 Learning must be reinforced

4 Organization of material

5 Distribution of learning period

6 Feedback of learning

METHODS OF TRAINING1. INDUCTION OR ORIENTATION TRAINING2. JOB TRAINING3. APPRENTICESHIP TRAINING4. INTERNSHIP TRAINING5. REFRESHER TRAINING6. TRAINING FOR PROMOTUION

METHODS OF TRAINING

I ON THE JOB TRAINING

(1) COACHING

(2) UNDER STUDY

(3) POSITION ROTATION

II VESTIBULE TRAINING

III OFF-THE-JOB-TRAINING

(1) SPECIAL LECTURE-CUM DISCUSSION (2) CONFERENCES (3) CASE-STUDY(4) SENSITIVITY TRAINING(5) SPECIAL PROJECTS(6) COMMITTEE ASSIGNMENT

EVALUATION OF TRAINING

EVALUATION OF TRAINING IS THE SYSTEMATIC COLLECTION OF DATA AND ASSESSMENT ABOUT THE TRAINING PROGRAMME SO AS TO STUDY THE EFFECTIVENESS OF TRAINING AND TO DECIDE HOW THE TRAINING RESOURCES CAN BE BEST UTILIZED TO ACHIEVE THE OBJECTIVES OF TRAINING AND THE GOALS OF THE ORGANIZATION .

STAGES OF EVALUATION

•REACTION STAGE•LEARNING STAGE•JOB BEHAVIOR STAGE•ULTIMATE OUTCOME STAGE

WHEN TO EVALUATE ?

•PRE -EVALUATION

•CONCURRENT EVALUATION

•POST EVALUATION

EVALUATION FOR WHOM ?

•TRAINEE

•TRAINER

•COORDINATOR

•ENTERPRISE

TECHNIQUES OF EVALUATION

1. OBSERVATION

2. QUESTIONNAIRE

3. INTERVIEW

4. MERIT RATING

5. CONTROLLED GROUP

6. PAPER-PENCIL TEST

7. JOB SAMPLE OR PERFORMANCE TEST

MAKING TRAINING EFFECTIVE

1. TRAINING SHOULD BE NEED BASED

2. TRAINING SHOULD BRING ABOUT CHANGE

3. TRAINING SHOULD BE AN ON-GOING PROCESS

4. TRAINING SHOULD BE AN INTEGRAL PART OF THE COMPANY STRATEGY

5. TRAINING REQUIRES TOP MANAGEMENT COMMITMENT

6 TRAINING IS FOR EVERYONE IN THE COMPANY

7 THE REAL SUCCESS OF A TRAINING HINGES ON THE CONTENTS

8 CONGRUENCY OF OBJECTIVES AMONG ALL THE CONCERNED PARTIES

9 TRAINING SHOULD BE EASILY UNDERSTOOD

10 TRAINING SHOULD INCLUDE TOOLS AND WRITTEN MATERIAL

11 TRAINING SHOULD BE GIVEN IN RIGHT DOES

12 TRAINER MUST BE SELECTED CAREFULLY

13 TRAINING MUST BE TAILORED TO TARGET GROUP

14 TRAINING PROGRAMME MUST BE EVALUATED

15 TRAIN8NG SHOULD REFLECT BOTH END APPROACH