TRAINING

&
DEVELOPMENT

Training is expensive. Without

training it is more expensive

Dr. Supreet Wahee

 Unit Overview
• Training and Development – Need and
Important,
• Training Need Analysis and Techniques,
• Designing Training Programme,
• Types of Training,
• Training Evaluation,
• Executive Development,
• Concept of Career Development
 What is Training?
• Training is a systematic process through which an
organization’s human resources gain knowledge
and develop skills by instruction and practical
activities that result in improved corporate
performance
•It’s a planned effort by a company to facilitate
employees’ learning of job-related competencies.
–Competencies include knowledge, skills or behavior
critical for successful job performance.
 Training & Development (T&D)
Definition
“The systematic acquisition of attitudes, concepts, knowledge, roles, or
skills, that result in improved performance at work.”
 Goals and Objectives – T&D
Objectives of training and development
–The goal of training and development is to enhance
employee quality and motivation, so as to improve
productivity and meet future needs of the organization.
–Meet organization learning needs
–Meet individual needs related to learning, behavior change
and performance improvement
–Improve employee productivity and satisfaction.
–Improve the organization’s effectiveness by providing
employees with the knowledge, skills and attitudes, which
they can implement in their day to day activities, to improve
their current or future job performance
OBJECTIVES OF TRAINING

1 Train the employees in the companies’ culture and ethos.

2 Prepare the employees both newly recruited and already employed to meet
the present as well as the future requirement

3 Train the employees to improve the work methods and skills.

4 Prevent obsolescence

5 Prepare employees for higher level responsibilities

 OBJECTIVES OF TRAINING

6 Increase the efficiency and effectiveness of employees

7 Facilitate succession planning i.e. to build-up a second line of competent

employees

8 Reduce supervision wastage and accidents

9 Ensure economical output with high quality

10 Develop inter-personal relations

 Need /Rationale of Training in
Organization
• Training in New Millennium: Current Scenario in Corporate
World – High Competition,
• Advance Technology
• Shortage of Trained officials
• Need of competent and skilled manpower
• Organizational Change.
• Trainers and Training Companies are flourishing and are in
great demand.
• Increased Job satisfaction levels
• Provide internal promotion opportunities
• Attract New Talent
• BE able to see weakness & skills gaps
 Training Process

•Conduct Training Need Analysis

• Develop Training Objectives
• Design & Select Training Methods
• Implement Training
• Evaluate Training
•Measure Training Results
Training Design Process
 What is Training Need Analysis
•Process of diagnosing present problems and
future challenges, which can be met through
training and development
•Organization needs to commit huge amount of
resources for providing training & development.
•Before committing such resources, organization
needs to do a comprehensive analysis of actual
training and development needs to be focused
 STARTING POINTS FOR A TNA

Complaints from staff,

customers/clients
Poor quality work
Frequent errors
Large staff turnover
Deadlines not being met
Conflict amongst staff
New equipment systems

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 Role of TNA in the Training Process

• A TNA is the first step in the training process model.

• TNA assessment involves:

– Organization analysis.
– Task analysis.
– Person/learner analysis.

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Framework for TNA

• Input
– Organizational Analysis
– Operational Analysis
– Person Analysis
• Process
Determining the nature of PD and its causes.
• Output
– Provides us training / training needs.
 Three Types of TNA Analyses

• Organizational Analysis
– To align training with business strategy and to ensure there are resources and managerial
support for training.
• Task Analysis
– To identify the important work-related tasks and knowledge, skills, behaviors, abilities
(KSBAs); determine if the content and activities are consistent with trainee on-the-job
experience; and to develop measurable and relevant content, objectives and methods.
• Person Analysis
– To ensure that trainees have the basic skills, motivation, prerequisite skills or confidence.

Organization analysis
Types Of
Training need Task analysis

analysis
Person analysis
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 Analysis Input

Organizational analysis Process

Objectives, Resources
Environment

TRIGGER
(AOP)< (EOP)
Operational analysis Identify Performance
Expected Performance (EP) Discrepancy (PD)
PD= EP-AP
And
Causes of PD
Person analysis
Actual Performance (AP)

Training needs Nontraining needs

Output
 If a skill deficiency..

• Provide training
• Provide practice
• Provide feedback
• Simplify the task
• Develop a job aid
• OJT
• Transfer
• Terminate
 Yes, it is a problem of will...
Reward/ Change
Performance contingencies
incongruence?

And other question...

Inadequate Provide proper

feedback or feedback/Remove
Obstacles? Obstacles
 To solve a performance issue
• Training may not be the answer
• Training may not be the only answer
 If training is the answer….
• Formal training
• Self study
• Technology based
• Job related/workplace
approaches
 Approaches of TNA

• Organizational Analysis • Organizational Analysis

• Operational Analysis • Operational Analysis/Person

• Person Analysis Analysis

• Focuses on future HR requirements. • Begins with existing PD.

• Prepare for future promotions/transfers. • Focus mainly on one department.
• Prepare for changes in the current job. • Those who show PD are the key
• e.g., Succession Planning trainees.
• Focuses on a particular part of the job.

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 TNA Data-Gathering Methods

• Observation • Interviews

• Questionnaire • Document Review

• Focus Groups

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Typical methods include

– reviewing existing documents

– individual interview,
– work diaries,
– observation and listening,
– self-assessment,
– critical incident analysis,
– questionnaires and
– analyzing job descriptions.

Supreet Juneja Wahee

 Pros and Cons of TNA Methods
• Observation
– Pro: Generates data relevant to work environment and minimizes work interruptions.
– Con: Requires a skilled observer. Employees’ behavior may be affected by being observed. In
addition, it is time consuming.
• Questionnaire
– Pro: Inexpensive and can collect data from a umber of people.
– Con: Provides limited information. There are also anonymity concerns.
• Interviews
– Pro: Good at uncovering details of training needs and the trainer can explore questions that
arise.
– Con: It is time consuming and difficult to analyze. To succeed, need a skilled interviewer.

• Focus Group:
– Pro: Useful with complex or controversial issues that one person may be unable or unwilling to
explore.
– Con: Time consuming to organize; status or position differences may limit participation.

• Document Review
– Pro: Good source of information on procedure; objective.
– Con: May not be available, accessible, or valid; technical language might require SMEs to explain.

33
 Pros and Cons of TNA Methods
Pros and Cons of TNA Methods (Cont’d)

• Focus Group:
– Pro: Useful with complex or controversial issues that one person may be
unable or unwilling to explore.
– Con: Time consuming to organize; status or position differences may limit
participation.

• Document Review
– Pro: Good source of information on procedure; objective.
– Con: May not be available, accessible, or valid; technical language might
require SMEs to explain.

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 Challenges of TNA

• Time constraints can limit the length and detail obtained from needs
assessment.
– What should you do if you lack the time to conduct a TNA?
• Lack of management support :
– The scope of the needs assessment depends on the size of the performance
issue.
• Starting over each time. However, you can anticipate training needs if you
are attuned to:
– Business problems.
– Technological developments.
– Other issues facing the organization.

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 Developing Objectives

Trainee Reaction Objectives

Learning Objectives
Training
Objectives Transfer of Training Objective

Organisational Outcome Objectives

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Important Considerations While Designing a
Training Programme

Cover all contents of the training programme

Motivating/Interesting Training Programme
Combination of training methods
Simple to complex
Logical sequence of attitude/knowledge/skills
Divide into modules
Break-up
Training programme should not be either on a Monday or Saturday
The Program design Process
 Elements of Programme Design
 Programme title

 Programme objectives

 Contents of the programme

 Duration of the programme/Duration of each session

 Topics of each session with session objectives

 Name of the lead faculty for each session/Names of the guest speakers.

 Date, time, duration of inaugural session

 Methods of training to be adopted during the programme

 Training materials/audiovisual aids if any, required for the training programme

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Stages in Designing a Structure
Review the training objectives

Determine appropriate learning activities

Assess training times

Construct the timetable

Brief the trainers

Organise the preparation of material and

equipment

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Important Considerations while Designing the Training Programme

Interesting programme flow and design

Scaling from simple concepts to complex concepts

Complete coverage

Logical sequence

Modular design

Combination of different training methods

Break-up of the course content

Avoiding festivals and national holidays

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• Training evaluation - the process of collecting
the outcomes needed to determine if training
is effective.
• Evaluation design - collection of information,
including whom, what, when, and how, for
determining the effectiveness of the training
program.
Reasons for Evaluating Training

• Companies make large investments in training

and education and view them as a strategy to
be successful; they expect the outcomes of
training to be measurable.
• Training evaluation provides the data needed
to demonstrate that training does provide
benefits to the company.
– It involves formative and summative evaluation.
 Process of Training Evaluation
The processes of training evaluation can be
divided into five steps:
Evaluation Plan - basic questions
• What to evaluate?
• How to evaluate?
• When to evaluate?
• Who to involve ?
 Summarization of Five Steps of
Training Evaluation
Step 1: Identify the Purposes of Evaluation
• Before developing evaluation systems, the purposes of evaluation must be
• determined.
• Why do we want to evaluate training programs?
Step 2: Select Evaluation Method
• Kirkpatrick’s four levels of evaluating training programs
• Reaction, learning, behavior, and result
Step 3: Design Evaluation Tools
• Questionnaire
• Pre/Post Test
• Impact Survey
Step 4: Collect Data
• Who, when, how to collect data?
• Step 5: Analyze and Report Results
• Evaluation data analysis
• Reporting
 Evaluation questions ?????
• Accountability: How successful has the
programme been? Has it met its targets?
• Implementation: Is the management systems
working effectively?
• Planning: Is this the best use of public money?
Could money have been spent differently?
• Knowledge: What have we learnt about what
works? How and why does it work?
• Institutional Strengthening: How are stakeholders
involved in programme management
 The Four Levels of Evaluation
• Level I: Evaluate Reaction
• Level II: Evaluate Learning
• Level III: Evaluate Behavior
• Level IV: Evaluate Results
• Fifth level was recently
“added” for return on
investment (“ROI”) but this
was not in Kirkpatrick’s
original model
 Donald Kirkpatrick

• Kirkpatrick developed a model of training

evaluation in 1959.
• Arguably the most widely used approach.
• Simple, Flexible and Complete
• 4-level model.
 Design Evaluation Tools
Evaluation Tools :Various evaluation tools can be selected depending on the
purposes and methods of evaluation.
• Questionnaires
• Surveys
• Tests
• Interviews
• Focus group discussions
• Observations
• Performance records
 Impact survey
• An impact survey can be carried out as a follow-up
evaluation within several months of completing the training
program.
• The main purpose of the impact survey is to assess the
behavioral change of participants (Level 3) and
improvements or outputs on their work that can be linked
to the training program (Level 4).
• The most common data-collection method for the impact
survey might be the follow-up questionnaire. Interviews
and/or focus group discussions can also be used especially
when qualitative information is needed about the impact of
the training program.
 Questionnaire
• The questionnaire is probably the most
common form of evaluating training
programs. Questionnaires to evaluate the
reactions of training participants can be
developed through the five steps shown
above.
 The following are some common
types of information we may want
to ask participants.
• Contents: Was the content appropriate?
• Materials: Were the materials useful?
• Teaching method: Was the teaching method appropriate?
• Trainer/Facilitator: Was the trainer/facilitator effective?
• Motivation to learn: Were you motivated to learn the contents?
• Program relevance: Was the program relevant to your needs?
• Level of understanding: Did you understand the contents?
• Time: Was the time and length of program appropriate?
• Length: Was the program length appropriate?
• Facilities: Were the training facilities appropriate?
• Overall evaluation: What is your overall rating of the program?
• Planned improvements: How will you apply what you have learned?
 Tips for effective evaluations
Training and development activities can be evaluated before, during and
after the activities. Consider the following very basic suggestions:
Before the Implementation Phase
• Will the selected training and development methods really result in the
employee's learning the knowledge and skills needed to perform the
task or carry out the role? Have other employee's used the methods and
been successful?
• Consider applying the methods to a highly skilled employee. Ask the
employee of their impressions of the methods.
• Do the methods conform to the employee's preferences and learning
styles? Have the employee briefly review the methods, e.g.,
documentation, overheads, etc. Does the employee experience any
difficulties understanding the methods?
 During Implementation of Training

• Ask the employee how they're doing. Do they understand what's being
said?
• Periodically conduct a short test, e.g., have the employee explain the
main points of what was just described to him, e.g., in the lecture.
• Is the employee enthusiastically taking part in the activities? Is he or she
coming late and leaving early. It's surprising how often learners will
leave a course or workshop and immediately complain that it was a
complete waste of their time. Ask the employee to rate the activities
from 1 to 5, with 5 being the highest rating. If the employee gives a
rating of anything less than 5, have the employee describe what could
be done to get a 5.
 After Completion of the Training

• Give him or her a test before and after the training

and development, and compare the results?
• Interview him or her before and after, and compare
results?
• Watch him or her perform the task or conduct the
role?
• Assign an expert evaluator from inside or outside the
organization to evaluate the learner's knowledge and
skil
 ROI Is Used To:

– Quantify the effectiveness of training.

– Manage the training budget.
– Provide evidence to management and
other stakeholders.
– Build trust and respect for ourselves and
our unit.
– Earn the ears of senior management.
– Identify areas for improvement.
– Provide data requested by senior
management.
– Keep our jobs.
 Example Objectives

• Course objective: Learners will be

able to make 15 entries in a customer
database in 15 minutes with no more
than 1 error.

Increasing Scope
• Application objective: Learners will
be able to reduce the data entry error
rate by 50 percent over the next 6
months.

• Impact objective: Employee time

spent correcting database errors is
reduced by 25 percent from last
year’s rate.
Design Document Template
Sample of a Detailed Lesson Plan
Features of an Effective Lesson Plan
 Career Development Concept
Career development
– An ongoing, formalized effort by an organization that focuses on
developing and enriching the organization’s human resources in
light of both the employees’ and the organization’s needs.

A formal approach used by the firms to

ensure that people with proper
qualifications and experience are available
when needed.
Career development benefits both
employees as well as organizations.
Organization needs to have career
development programme and integrate
the function with HR activities.

Supreet Juneja Wahee

 Why is Career Development Necessary?
•To meet the immediate and future human resource needs of the
organization on a timely basis.
• To better inform the organization and the individual about
potential career paths within the organization.
•To utilize existing human resource programs to the fullest by
integrating the activities that select, assign, develop, and
manage individual careers with the organization’s plans

Supreet Juneja Wahee

Who is responsible Career Development
 Implementing Career Development
Four basic steps at the individual level:
• Individual’s assessment of his or her abilities, interests, and
career goals
• Organization’s assessment of the individual’s abilities and
potentials
• Communication of career options and opportunities within the
organization
• Career counseling to set realistic goals and plans for their
accomplishment

Supreet Juneja Wahee

 Roles in Career Development
Roles of two parties are crucial in in career development: employer,
employee.
Employer’s Role-
1) Proactive
2) Encourage
3) Reward
4) Enlighten
Employee’s Role
1) Assessing one’s own KSA’s.
2) Seek out information about career options.
3) Make use of development opportunities provided in organization
4)Establish goals and plans.
5) Accepts that career planning and developments are one’s own
responsibility
Supreet Juneja Wahee
 Career Development Initiatives
Career Planning Workshops
Career Counselling
Mentoring
Sabbaticals
Personal Development plans
Career workbooks
Employee development
Management development program

Supreet Juneja Wahee