Training is the process for providing required skills to the employee for doing the job

effectively, skillfully and qualitatively. Training of employees is not continuous, but it is

periodical and given in specified time. Generally training will be given by an expert or
professional in related field or job.

TRAINING DEFINED
Training is that process by which the efficiency of the employees increases and
develops. Training is a specialised knowledge which is required to perform a specific
job.

Training has been defined by different scholars of management. Some important

definitions of training are as under:

 In the words of Dale S. Beach, "Training is the organised procedure by which

people learn knowledge and Improve skill for a definite purpose."

 In the words of Michael J. Jucius, "Training is a process by which the

aptitudes, skills and abilities of employees to perform specific jobs are
increased."

 According to Edwin B. Flippo, "Training is the act of increasing the

knowledge and skill of an employee for doing a particular job."

 In the words of Dale Yoder, "Training is the process by which manpower is

filled for the particular job it has to perform."

In simple words, to provide ability to the employee to perform a specific job is called
training. Thus, the art. Knowledge and skill to accomplish a specific job in a specific
way is called training.

Objectives of Training:
The objectives of training are as follows:
(i) To provide job related knowledge to the workers.

(ii) To impart skills among the workers systematically so that they

may learn quickly.

(iii) To bring about change in the attitudes of the workers towards

fellow workers, supervisor and the organization.
(iv) To improve the productivity of the workers and the
organization.

v) To reduce the number of accidents by providing safety training to

the workers,

(vi) To make the workers handle materials, machines and

equipment efficiently and thus to check wastage of time and
resources.

(vii) To prepare workers for promotion to higher jobs by imparting

them advanced skills

BASIS FOR
TRAINING DEVELOPMENT
COMPARISON

Meaning Training is a learning Development is an

process in which educational process which
employees get an is concerned with the
opportunity to develop overall growth of the
skill, competency and employees.
knowledge as per the job
requirement.

Term Short Term Long Term

Focus on Present Future

 BASIS FOR
TRAINING DEVELOPMENT
COMPARISON

Orientation Job oriented Career oriented

Motivation Trainer Self

Objective To improve the work To prepare employees for

performances of the future challenges.
employees.

Number of Many Only one

Individuals

Aim Specific job related Conceptual and general

knowledge

Why is Employees’ Training Necessary?

Need and Importance of Training:

(i) Higher Productivity:

 It is essential to increase productivity and reduce cost of
production for meeting competition in the market. Effective
training can help increase productivity of workers by
imparting the required skills.
 (ii) Quality Improvement:


 The customers have become quality conscious and their

requirement keep on changing. To satisfy the customers,
 quality of products must be continuously improved through
training of workers.
 (iii) Reduction of Learning Time:
 Systematic training through trained instructors is essential to
reduce the training period. If the workers learn through trial
and error, they will take a longer time and even may not be
able to learn right methods of doing work.
 (iv) Industrial Safety:
 Trained workers can handle the machines safely. They also
know the use of various safety devices in the factory. Thus,
they are less prone to industrial accidents.
 (iv) Reduction of Turnover and Absenteeism:
 Training creates a feeling of confidence in the minds of the
workers. It gives them a security at the workplace. As a result,
labour turnover and absenteeism rates are reduced.
 (vi) Technology Update:
 Technology is changing at a fast pace. The workers must learn
new techniques to make use of advance technology. Thus,
training should be treated as a continuous process to update
the employees in the new methods and procedures.
 (vii) Effective Management:
 Training can be used as an effective tool of planning and
control. It develops skills among workers and prepares them
for handling present and future jobs. It helps in reducing the
costs of supervision, wastages and industrial accidents. It also
helps increase productivity and quality which are the
cherished goals of any modern organization.
 5 Steps to Creating Effective
Training Programs
The ADDIE Model

ADDIE stands for Analysis, Design, Development, Implementation and Evaluation,

the five steps in the design process, detailed below:[1]
Analysis: Identify the performance gap

The analysis phase involves identifying and clarifying the instructional problem or,
from a training standpoint, identifying the performance gap and desired
outcomes. This phase includes identifying participant characteristics (for example,
current knowledge and skills, level of experience, language proficiency and
motivation), learning resources and budget and time constraints, defining the
learning environment and establishing instructional goals and objectives.

Design: Identify the learning objectives

The design phase involves subject matter design broadly, including defining specific
learning objectives and instructional strategies, structuring content and assessments.
The design should reflect a logical flow. Assessments should provide feedback on
the learner’s progress in achieving the learning objectives.

Development: Develop a performance solution

As the title indicates, the development phase involves creating/curating and

assembling the content specified in the design phase. This phase also involves
stakeholder review and validation and any required revisions. This phase may
involve integration of technology and related testing.

Implementation: Deliver the performance solution

Implementation involves development of the training framework, including course

curriculum, learning outcomes and the learning space. The process should also
include confirming the availability of required materials and associated applications
or websites and preparing learners to use any required tools or technology. The final
step, of course, is participant engagement.

Evaluation: Evaluate the results relative to the performance objectives.

Although evaluation is listed last, in practice it is included in every aspect of the

process. That is, the overall design process is meant to be iterative, with elements
fine-tuned along the way. Interim evaluations, referred to as formative evaluations,
are those that are conducted prior to implementation to confirm that the learning
resources meet the specifications established in the design phase. A summative
evaluation would be conducted after implementation to determine training
effectiveness on three bases: participant satisfaction, participant learning and
participant performance.

4 Categories of Training Methods

Depending on the training results and the process employed to attain these,
the various training methods can be broadly categorized into four groups
as under:
 On-the-job oriented training methods: ...
 Simulation Methods: ...
 Knowledge-Based Method: ...
 Experiential Methods

1. On-the-job oriented training methods:

As the name itself denotes, methods included in this cluster are
those whose main objectives are centered around the job i.e.,
learning on the job itself by a variety of methods.

The main methods which fall into this category are

discussed here under:
i) On-the-job Training (OJT):
On-the-job training is probably the most common approach to
training which can range from relatively unsophisticated “observe
and copy” method to highly structured courses. In this method, the
new employee is placed on a job and taught the skills necessary to
perform it. A trainer or superior teaches the employee. Since trainee
learns by observing and handling the job, this method is also
termed as ‘observing, and copying’ or ‘learning by doing’.

(ii) Job Instruction Training (JIT):

In this method, a trainer or supervisor gives instructions to an
employee how to perform his job. This method of training is
appropriate for acquisition or improvement of motor skills and
routine and repetitive operations.

There are four steps involved in this form of training:

(a) Preparation:
Trainee is prepared in terms of his existing skills, securing his
interest and attention.

(b) Presentation:
The trainee is presented job operations as a model to copy,

(c) Performance:
The trainee is asked to try out the trainer’s instructions.

(d) Follow up:

The trainee does the job independently without supervision and
gets feedback on the same.

(iii) Coaching:
This is similar to the JIT. In this method, the superior teaches or
guides the new employee about the knowledge and skills of a
specifically defined job. The superior points out the mistakes
committed by the new employee and then also give suggestions to
improve upon. For coaching the trainee or new employee
effectively, the superior must have interpersonal competence and be
able to establish helping relationship with the trainee,

(iv) Job Rotation:

In this method, a trainee moves from one job to another and from
one department division to another. This type of training method is
more appropriate for developing multi-skilling, operational
flexibility, providing satisfaction from routine jobs and broadening
the overall perspectives of the trainee.
2. Simulation Methods:
Simulation is a technique which duplicates, as nearly as possible,
the actual conditions encountered on a job. These methods have
been most widely used in the aeronautical industry.

The methods falling under this category are discussed as

follows:
(i) Role Play:
This is just like acting out a given role as in a stage play. In this
method of training, the trainees are required to enact defined roles
on the basis of oral or written description of a particular situation.
This method is mostly used for developing interpersonal
interactions and relations among the employees working in sales,
marketing, purchasing and the supervisors who deal with people.

(b) Case Method:

The case is an actual event or situation on organisational problems
which is a written description for discussion purpose. Trainees are
asked to analyse the event or circumstances with an objective to
identify the problem, trace out the causes for it and find out the
solution to solve the problems.

This method of training is based on this realization that, on many

occasions in the real world, managers may not have all the relevant
information with them before taking a decision. This is also called
decision-making under uncertainty. Therefore, this method is
suitable for developing decision-making skills among the top and
senior level managers.

(iii) Management Games:

The game is devised on the model of a business situation. Then,
trainees are divided into groups who represent the management of
competing companies. They make decisions just like these are made
in real-life situations. Decisions made by the groups are evaluated
and the likely implications of the decisions are fed back to the
groups. The game goes on in several rounds to take the time
dimension into account.

(iv) In-Basket Exercise:

This is also called ‘In-Tray’ method of training. This is built around
the ‘incoming mail’ of a manager. The trainee is presented with a
pack of papers and files in a tray containing administrative
problems and is asked to take decisions on these within a specified
time limit. The decisions taken by the trainees are compared with
one another. The trainees are provided feedback on their decisions.
This forces them to reconsider their administrative actions and
behavioural style. Here occurs the learning of trainee,

(v) Vestibule Training:

This is a system in which employees learn their jobs on the
equipment they will be using, but the training is conducted away
from the actual work floor. This type of training is commonly used
for training personnel of clerical and semi-skilled grades. The
duration of training ranges from a few days to a few weeks. This
method relates theory with practice.

3. Knowledge-Based Method:
In this method, an attempt is made to impart employee’s knowledge
in any subject area covering the aspects like its concepts and
theories, basic principles and pure and applied knowing of the
subject. The common methods that fall into this category are
described hereunder:

(i) Lectures:
Lecture is by far the most commonly used direct method of training.
In this method, the trainer provides knowledge to the trainee’s
usually from prepared notes. Notes are also given to the trainees.
This method is found more appropriate in situations where some
information is required to be shared to a large number of audiences
and which does not require more participation from the audience. It
is a low cost method. The major limitation of this method is that it
does not provide for active involvement of the trainees.

(ii) Conferences/Seminars:
In this method, the trainer delivers a lecture on the particular sub-
ject which is followed by queries and discussions. The conference
leader must have the necessary skills to lead the discussion in a
meaningful way without losing sight of the topic or theme. This
method is used, to help employees develop problem-solving skills.

(iii) Programmed Instructions:

This is the recently developed technique based on the principle of
positive reinforcement developed by B.F. Skinner. This technique is
used to teach non- motor and behavioural skills. The subject matter
to be learned is prepared and condensed into logical sequence from
simple to more complex. The trainer monitors trainee’s indepen-
dent progress through the programme. The trainee gets instant
feedback on his learning. However, this method is expensive and
time consuming also.
4. Experiential Methods:
The objective of these methods is to help an individual understand
one and others. This is done through attitudinal change. Such
understanding helps an individual understand the dynamics of
human relationships in a work situation, including at times his
managerial style. Some of the methods used for this purpose are:

(i) Sensitivity Training:

Sensitivity training is also known by a variety of names such as T-
Groups, laboratory training and encounter groups (The “T” is for
training.). The objective of sensitivity training is to increase
participants’ insights into their behaviour and the behaviour of
others by encouraging an open expression of feelings in the trainer
guided T-group. This is based on this assumption that newly
sensitized employees will then find it easier to work together as a
group or team.

Sensitivity training seeks to accomplish its aim of increasing

interpersonal openness, greater concern for others, increased
tolerance for individual differences, enhanced listening skills, and
increased trust and support. T-group meets continually for periods
as long as 1 or 2 weeks. It is less artificial than role playing in as
much as the trainee plays himself rather than a structured role.

(ii) Transactional Analysis:

. It is a tool of improving human relations and interactions, and of
promoting rationale and mature behaviour. It identifies three main
aspects of human personality: Parent (taught behaviour), Adult
(thought behaviour), and Child (felt behaviour).
Its basic proposition is that people have to behave as adults,
although sometime parent and child behaviour is also useful
depending upon the situations and the individual’s personal
need/goal. Adult behaviour is characterised by objectivity, problem-
solving orientation, mutual respect and understanding. Parent
behaviour takes the form of authoritarianism, protective and
patronising instances. Child behaviour pertains to rebellions, angry,
dependence-oriented moods. Tantrums, though creative,
spontaneous, obedient stances, are not ruled out.

This approach is useful for understanding people’s behaviour

particularly when they are involved in inter-personal relationships.
Development of positive thinking, improvement in inter-personal
relationships, proper motivation of people and organizational
development are some of the important benefits of transactional
analysis, as a technique of training.

To conclude, each method of training has some strengths and

weaknesses. Given the purpose of a training programme, the level of
participants, the competence of trainers, etc., the appropriate
method has to be chosen to impart training.

Research studies indicate that in future the following

three methods of training would possibly be used in
greater extent:
1. Business Games and Simulations

2. Case Study

3. Group Discussion