MANAGEMENT

TRAINING AND
DEVELOPMENT
BBA 5TH SEM
BY:
DR. SONAL SINGH
Training is a learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of
employees.
The process of training and development involves various stages through which a worker
has to pass. These stages provide an evaluated layout of the worker’s performance and hoe
he manages to attain rewards in the midst of the changing technology of production.
i) NEEDS ANALYSIS
• This phase is where training program objectives begin to take shape
• This is a crucial state
• Current results and desired results are compared
• Treating workers as stake holders
ii)DESIGN
• Link the needs assessment to the actual creation of new curriculum
• Assemble information tied to each program
• If the training is designed on the basis of trainees, better product can be obtained
• begin to think about the operational considerations of the program
• Decision making process also starts here
iii)DEVELOPMENT
• This includes items like, references, info packs, case studies, movies, games, and
• other visual aids.
• The information must be kept organized
• feedback from previous sessions is included
• Keep the trainees engaged with activities such as trivia questions, interactive exercises, and group
discussions
• It is a proven fact that engagement raises knowledge retention
iv)IMPLEMENTATION
• This is when the training actually takes place
• Here are a few things to think about:
• Practice
• Feedback forms
• Management/leadership observations and interactions
• Facilities management, including room arrangement and equipment
• Classroom rules and expectations, including safety and evacuation procedures
v)EVALUATION
• If the outputs of the program are less than desired, then changes to the program may be
necessary
• Companies should establish a systematic evaluation process
• the evaluation of the program should occur in two phases: 1) immediately after the
program, and 2) some period later…for instance 6 months
• The evaluation performed immediately after the program serves to correct urgent training
 IDENTIFYING TRAINING
NEEDS
• According to [Link] “training is the act of increasing knowledge and skills of an
employee for doing a particular job”.
• Training involves the development of skills that are usually necessary to perform a
specific job.
• It should bring positive changes in knowledge, skills and attitude.
WHY SHOULD TRAINING TO
EMPLOYEES?

To achieve following benefits

• Quick learning
• Higher productivity
• Higher morale
• Preparation of future managers
• Better management
IDENTIFYING TRAINING
NEEDS
Training needs can be identified through following types of analysis.
• Organization analysis
• Task analysis
• Manpower or human resource analysis
 IDENTIFYING TRAINING
NEEDS
• According to [Link] “training is the act of increasing knowledge and skills of an
employee for doing a particular job”.
• Training involves the development of skills that are usually necessary to perform a
specific job.
• It should bring positive changes in knowledge, skills and attitude.
WHY SHOULD TRAINING TO
EMPLOYEES?

To achieve following benefits

• Quick learning
• Higher productivity
• Higher morale
• Preparation of future managers
• Better management
IDENTIFYING TRAINING
NEEDS
Training needs can be identified through following types of analysis.
• Organization analysis
• Task analysis
• Manpower or human resource analysis
ORGANISATIONAL
ANALYSIS
• Systematic study of organization in terms of its objectives, its resources, allocation and
utilization resource, growth potential and its environment.
• It’s purpose is to determine where training emphasis should be placed in the organization
for increasing organizational effectiveness.
[Link] UTILISATION
ANALYSIS
• The allocation of human and physical resource and their efficient utilization in meeting
the operational target should be analyzed.
Following questions should be answered.
• Whether adequate number of personnel's are available?
• Whether their performance is up to the required standards?
[Link] ANALYSIS

•  It reflects the attitudes of workers trust, loyalty, openness, commitment towards

organizational goals.
•  It should aim at determining whether the environment in different departments is
fulfillment to their goals.
•  This will help in areas where training is needed to improve climate of organization.
EXAMPLE

• If there is a mismatch between value system of the organization and value system of
employees. This mismatch may due to culture , religion , social aspects [Link] the
training is required for all the employees irrespective of their designation. Training is
requires in this type mainly in mergers and acquisitions.
TASK ANALYSIS

• Systematic analysis of jobs to identify job contents ,knowledge , skills and aptitude
required to perform the job.
• Attention should be given to
 Tasks to be performed
 Methods to be used
 Way employees learn these methods
 Performance standards required for employees
• Questionnaires ,interviews, personnel records, observations and other methods can used
to collect information.
• The main focus is on task or job.
• Task analysis required the study of various types of skills and training required to
perform job efficiently.
• E.g. transfers and promotions
MANPOWER ANALYSIS

• Quality of manpower required by organization is carefully analyzed by human resources

department.
• It has to be done in the light of both internal and external environment.
• Organization should be properly scanned to determine the quality of human resource.
Planning of training programme
“Any goal without a plan is just a wish”
 MEANING AND SIGNIFICANCE OF
TRAINING DESIGN

After assessing training needs, the training manager will come to know whether training is
the right solution to the performance or compliance problem.

If training is seen as solution to the problem, then the training process moves to the next
stage designing a program.
Designing successful training programs requires not only a thorough understanding of the
training problem, but also a well-stated definition of the results to be achieved & a thought
out plan for achieving those results.
Design is a planning activity which in the context of training, refers
to
• – the framework for analyzing a training problem, defining the
intended outcome,
• – determining how to present the content to learners to achieve
those outcomes,
• – developing the training course according to the design,
implementing the course,
• – evaluating its effectiveness and
• – devising follow-up activities.
• Training designers will have to consider certain important factors from three perspectives
before designing a program and the three perspectives are
– cost, availability and appropriateness.
• Training designers will have to answer the following questions -
• – What materials will be required to implement the program in a particular way?
• – What media will be used?
• – What specialized expertise will be required for implementation of this design?
The basic elements of an effective training design are:
• It is learner-focused
• It should be based on identified needs
• It has measurable objectives
• It is goal oriented
• It is time bound
• Training design is nothing but a training plan and involves three activities —
• – Stating the training objectives
• – Identifying the learning activities as well as methodologies
• – Sequencing the activities in which they have to be held for meaningful learning.
FACTORS TO BE CONSIDERED FOR DESIGNING A
TRAINING
The training manager has to take several aspects into account while designing a training
program.

• • Previous knowledge, skills and position in the hierarchy

• • Learning styles
• • Previous experience
• Business or organizational purpose
• Trainee characteristics
• Nature of learning
• Resources
TRAINING DESIGN MODELS

• Designers of learning programs should first explore existing models before starting to
design.
• Below are two training models that training managers use while designing training
programs
– Instruction system development model
– Transitional model
INSTRUCTION SYSTEM DEVELOPMENT MODEL
DESIGNING TRAINING PROGRAM

What are the essential considering factors to prepare

Training Design?
• Designing Training Program is an essential part where all
components exist in planning and implementation of training
program.
• The design framework gives the direction for the whole
program, logical flow of subject matters to help training
designer to select and apply appropriate methods and materials
when delivering training program
STEPS TO DESIGN TRAINING PROGRAM

• Step 1: Perform a Training Needs Assessment

The first thing you should do is to analyze the performance problem to get a better idea of
what’s causing it and to see if training is really the best solution.
If you’ve analyzed the workplace performance problem and determined that training really
is the right solution, then it’s time to start your research for the training. That’s what
the training needs assessment is for.
The basic training needs assessment is a four-step process. Those steps are:

• Identify a clear business goal that the training supports

• Determine the tasks the workers need to perform so the company can reach that goal
• Determine the training activities that will help the workers learn to perform the tasks
• Determine the learning characteristics of the workers that will make the training more
effective
 STEP 2: KEEP ADULT LEARNING
PRINCIPLES IN MIND

• The workers you want to train are adults, and adults share certain characteristics that that
make training more effective for them (or less effective if you ignore the characteristics).
If your training recognizes and respects these adult learning principles, it’s likely to be
more effective. If your training disregards these principles, you’re throwing training
money out the door from the word “go.”
SO WHAT ARE THESE PRINCIPLES? ADULT LEARNERS:

• Are self-directed
• Come to training with a lifetime of existing knowledge, experience, and opinions
• Are goal-oriented
• Want training that is relevant
• Want training that is task-oriented
• Learn when they see “what’s in it for them”
• Want to be and feel respected
 STEP 3: DEVELOP LEARNING
OBJECTIVES

• Learning objectives are a list of things the workers must be able to do after the training is
completed. They are the “North Star” that all aspects of your training should be pointed
at. Once you’ve created your learning objectives, create content that covers the objectives
—and nothing but. In addition, any quizzes, tests, case studies, or hands-on exercises
performed during training to evaluate your worker’s comprehension of the training
should assess only the workers’ understanding of the objectives..
• And finally, any observation of workers when they’re back on the job to evaluate the
effectiveness of the training should also focus on the performance of these objectives
• They Can Address Knowledge, Skills, or Attitudes (KSAs):
• A learning objective may address things that your learners can “know,” such as how
product flows through a machine; skills that your learner’s can perform, such as threading
materials into a machine; and attitudes that your employees can hold, such as the
importance of threading materials into a machine properly in order to create the best
possible product.
• Make them SMART:
• When you write an objective, it should have five characteristics, known collectively by
the acronym SMART. The objective should be specific, meaning it’s very clearly stated
and its meaning is equally apparent to everyone. It should be measurable, meaning
everyone can agree if the learner satisfies it or not. It should be achievable, meaning the
learner truly has a chance to satisfy it. It should be relevant, meaning it’s important for
the worker’s job. And it should be time-bound, meaning it will be clear when the learner
must be able to satisfy the objective (typically, after training).
 STEP 4: DESIGN TRAINING MATERIALS

• Designing training materials is like planning a dinner party, coming up with a menu, and
writing the recipes. It’s the “plan before you do” phase of training creation.
WHILE YOU’RE DESIGNING YOUR MATERIALS, KEEP THE
FOLLOWING POINTS IN MIND:

• Remember that it’s important to design before you rush into the next step (development)
• Always focus primarily on the learning needs of your employees, and not on what’s easy
for your trainers
• Only create training content and assessments that relate directly to your learning
objectives
• Remember the adult learning principles
• Include as much hands-on practice or simulation as possible: people learn by doing
• Whenever possible, put the employees in control of the learning process (instead of the
trainer)
• Do everything possible to let the employees talk and interact with the trainer and with
each other during the training
• Make sure there’s plenty of opportunity for feedback during training
• Break your training materials up into small “chunks” that are easier to take in and
understand
• Order your “chunked” training materials in a logical manner—one step that builds on top
of another, or chronologically, etc.
• Try to use a “blended learning” approach that includes training in several different
formats (computer-based, instructor-led, etc.).
• Try to integrate storytelling and scenarios into your training
• Try to appeal to a variety of your workers’ senses during training—sight, hearing, touch,
smell, and taste (when appropriate and not dangerous). Sight is by far the most important
sense for learning, but adding the others when possible does help.
STEP 5: DEVELOP YOUR TRAINING MATERIALS

• Once you’ve got your training materials designed, now’s the time to roll up your sleeves
and start developing them. It’s like you’ve written a recipe and are ready to cook the
meal.
YOU MAY CREATE A VARIETY OF TRAINING MATERIALS
USING SEVERAL DIFFERENT TOOLS DURING THIS STEP.

• Word, Excel, and similar “Office” programs to create handouts for employees and to
create training outlines and notes for the instructor of any instructor-led components
• Materials for hands-on elements and/or role-playing elements of the training
• PowerPoint for in-class projections and/or handouts to deliver to employees. Beware of
PowerPoint presentations that are nothing but screen after screen of bullet points,
however.
• Flip-charts, posters, transparencies, and/or computer-generated graphics for presenting
visual materials during training
• E-learning authoring tools such as Articulate Studio and Storyline or Adobe Captivate for
creating computer-based e-learning modules.
• These are just a few ideas, and technology is bringing new
possibilities every day, including virtual reality and augmented
reality. Be creative and mix and match these to best fit the
employees’ training needs. While creating materials, always
keep in mind two primary concerns:
• (1) the things that will help your employees learn most
effectively and
• (2) the learning objectives.
STEP 6: IMPLEMENT THE TRAINING

• If designing is like writing a recipe, and developing is like cooking the meal, then this
phase is setting the table, ringing the dinner bell, and eating the food.
• It may seem obvious, but one of the most critical things you’ll have to do in this phase is
inform the employees that will attend the training. Give them plenty of time in advance so
that they can work it into their schedules and complete any necessary pre-training
preparation.
• In addition, you may also have to do things like inform the
workers’ supervisor, reserve rooms for training, buy any
necessary supplies, work through any scheduling or traveling
logistics, and perhaps even have food and drinks available.
Get your ducks in order in advance, so your training goes off
as smoothly as possible.
• If your training includes an on-the-job skills-based
component, make sure you know exactly what the employees
must do to demonstrate competence. Define this in advance,
when you’re creating your learning objectives, and don’t leave
it unstated or vague.
• Moving forward to the actual training, the implementation can take a variety of forms. It
may be classroom instruction; practice opportunities such as role-playing exercises, focus
groups, case studies, or small group assignments; on-the-job skills-based training; the
delivery of paper-based hand-outs for individual reading and study; the completion of e-
learning modules on a computer; a combination of some or all of these; or more.
STEP 7: EVALUATE THE TRAINING

• It’s easy to provide training to workers, pat yourself on the back, and think you’re done.
But if you do, you’ve put your cart before your horse.
• If your goal is to deliver effective training that changes your worker’s behavior on the job
—and this SHOULD be your goal—then you need to confirm that the training was
effective. 
 KIRKPATRICK’S FOUR LEVELS OF EVALUATION

• Perhaps the best known evaluation methodology for judging learning processes is Donald
Kirkpatrick's Four Level Evaluation Model that was first published in a series of articles
in 1959 in the Journal of American Society of Training Directors (now known as T+D
Magazine). The series was later compiled and published as an article, Techniques for
Evaluating Training Programs, in a book Kirkpatrick edited, Evaluating Training
Programs (1975).
THE FOUR STEPS OF EVALUATION CONSIST OF:

• Step 1: Reaction -
How well did the learners like the learning process?
• Step 2: Learning -

What did they learn? (the extent to which the learners gain knowledge and skills)
• Step 3: Behavior -
(What changes in job performance resulted from the learning process? (capability to perform the newly learned skills while
on the job)
• Step 4: Results -

What are the tangible results of the learning process in terms of reduced cost, improved quality, increased production,
efficiency, etc.?
KIRKPATRICK’S FOUR LEVELS STEPS OF TRAINING NEEDS
OF EVALUATION ASSESSMENT
Did the employees like the
Employees’ reaction
training?
Did the employees learn from the
Employees’ learning
training?
Employees’ post-training job Are employees performing desired
behavior tasks on the job?
Quantifiable business results Was the business goal reached?
 STEP 8: RINSE, LATHER, AND REPEAT
ANY STEP WHEN NECESSARY

• You may have to return to different parts of this 8-step process in the future for a number
of reasons. As mentioned above, one would be if your original training proved to be
ineffective at any of the four levels. But you may have to do it again if you get new
employees or if the work process changes.
• But that’s no cause for panic. Now that you know the method, just work your way
through. If you made some errors the first time—maybe you misjudged your employee’s
learning needs, misidentified the learning objectives, provided too much information
during training, put too little information into job aids, or held an instructor-led training
that was dominated by the instructor—just go back and do it better the next time.
SELECTING TRAINEES

• Selection of trainees needs to be conducted under strict criteria and motivation must be
carefully assessed. Many people with disabilities are fully capable of accomplishing
required tasks however, their motivation needs to be carefully assessed. Therefore,
selection remains a key component to ensure sustainability .
• When selecting candidates to train, consider what will be expected of them in their role
once they qualify. What criteria should they be able to meet (e.g. language, past learning
achievements, location, gender)? Would their attitude (e.g. compassion, patience and the
ability to work as part of a team) suit the role? This is sometimes referred to as
their value fit
• The criteria for selection must be clearly explained before inviting candidates to apply.
Selection must be non-biased and designed to find the best candidate. It can be done
based on candidates' curriculum vitae, simple written or practical exercises to identify
existing knowledge and skills , and observation of the candidate to assess their attitude.
MEANING & SIGNIFICANCE OF
IMPLEMENTATION OF TRAINING
• • Implementation involves a series of activities, through which training managers bring
the course to learners in accordance with approved design.
• • It requires scheduling of courses, faculties, equipment and service providers apart from
arranging for ongoing classroom support, and ensuring the smooth flow of activities as
per the plan.
TRAINING IMPLEMENTATION APPROACHES

• • A training program can be implemented in three major ways namely

• – by outsourcing the program or
• – making it i.e. conducting in-house or
• – by a mixture of outsourcing & making yourself activities which can be called as
blended or hybrid approach.
• To choose any one of them requires analyzing a set of factors which are as under:
• – Making or buying decision
• – Select the outsourcing agency
MAKING OR BUYING DECISION

• • Number of people to be trained:

• – It’ the number of people to be trained is more, then the program should be in house.
• – If the number is few, then it can be outsourced.
• • Expertise available and required:
• – If in-house expertise is available, then the training manager should not consider
outsourcing.
• – If the expertise is not available internally, then the training should be outsourced.
• • Infrastructure available and required:
• – If the required infrastructure is already available in the company, then it should consider
developing the training in-house.
• • Time deadlines:
• – If the learning is time sensitive and sufficient time is not available for training the entire
group of identified people within the available time, then outsourcing should be
considered.
SELECT THE OUTSOURCING AGENCY

• Outsourcing could be total or in part. In total outsourcing, the company has to do just two
things namely
– nominating the trainers and
– paying the training fees.
• Partial outsourcing becomes inevitable when the organization has some training
resources but does not have all the required resources.
• Following are the major factors to be taken into account for choosing an outsourcing
organization for training:
• – Who are their present clients?
• – What is the core competency of this training organization?
• – What are the advantages in cost savings, meeting time deadlines, and suitability to our
business needs?
• – Post—training support if any.
• – Any other reasons to be recorded in writing.
PROCESS OF IMPLEMENTATION OF IN-HOUSE
TRAINING
• • Training implementation is the hardest part of the system because one wrong step can
lead to the failure of whole training program.
• • Even the best training program will fail due to one wrong action.
• • Training implementation can be segregated into - practical administrative arrangements
and carrying out of the training.
• In the event of deciding to conduct the training program in-house, the challenge of full
implementation emerges.
• • The entire gamut of implementation activities can be classified into:
• blocking the dates
• mobilizing the resources
• managing the contingencies
• executing the program
BLOCKING THE DATES

• • Training implementation function begins with blocking appropriate dates once the
design is ready.
• • There are so many stakeholders involved in a training activity like
– the trainees, the trainers, the organization or sponsor, the service providers and even the
customers who depend upon the services of the trainees.
• • The other factors that influence the training dates are climatic conditions and seasonal
character of industry for on the job training.
• Training managers should keep in mind the below factors while implementing the
training program:
– From the trainer’s perspective, the training program should be conducted on the days
when they are not engaged elsewhere.
• • Blocking the dates in advance is equally important front the service providers’ angle
especially when the training organizers are heavily dependent upon them right from the
venue and catering services to audiovisuals and transportation.
MOBILIZING THE RESOURCES

• • Training resources involves financial resources, human resources, material resources

and infrastructure resources.
• • A training manager has to focus seriously on resource mobilization because money
alone cannot obtain all the other training resources.
• An organization may be willing to pay any amount for the right trainer but it still may not
be able to locate him.
• – Therefore, searching and bringing the needed resources for a training program is very
important for its overall success.
• • Financial resources:
– The training manager has to analyze the amount earmarked by the company and the cost estimate.
• • Infrastructure and logistic requirements:
– Training site
• • The training site is the physical location where the training is delivered, it may be owned or rented premises.
– Seating arrangement
• • The seating should be flexible enough to rearrange them easily for different activities like individual
assignment, group discussion, etc.
• Infrastructure and logistic requirements:
– Transportation
• • Suitable arrangements for the transportation of trainees and the trainers should be made,
the problem of transportation should not be allowed to disrupt the training schedule.
• • Infrastructure and logistic requirements:
– Selection and training of trainers
• Once it is decided to conduct the program in-house the training manager has to identify and
train the trainers.
• • If the programs are generic in nature then professional trainers can be hired from the
market on daily fees basis or on total program fees basis.
• • For programs specific to a particular organization, the trainers have got to be from with the
company.
MANAGING CONTINGENCIES

After the program is started many other problems may crop up.
• – For example, the audio visuals may not work, seating arrangements may not be
suitable, etc.
• – The training manager should keep ready a set of standby vendors who can be
summoned at short notice in such emergencies.
• – The training manger should remind the service providers, at least 15 days in advance,
requesting them to keep ready the confirmed equipment and services on the agreed date.
• After the program is started many other problems may crop up.
• – For each service/equipment required, the training manager should prepare a list of at
least Five vendors with up to date contact details.
• – Training managers should prepare a contingency each session to meet the contingent
hurdles.
EXECUTING THE PROGRAM

• • The training manager should once again remind all the concerned participants just a day
prior to the commencement of training.
• The training manager should reach the venue at least one hour in advance to the venue on
the first day of training to ensure that everything is happening as planned.
• • Defaulters can be reminded again on the first day to join the program.
• The training manager as a coordinator of the program should ensure that sessions are not
prolonged beyond the allotted time.
• The training manager should inform the trainer in advance about the constraints of time.
• If any trainer continues the session beyond the allotted time, then it is necessary that the
training manager should intervene.
• • If any learning needs have not been met during the program, the training manager
should make sure the information/material is sent immediately after the program, through
e-mail or courier.
• • The training manager should settle the bills of the service providers either on the last
day or on the next day after the program has concluded.
• If any post-training activities have to be performed by the trainees, like completing a
reading assignment or submitting an assignment, the training manager should remind the
trainees of the same.
• Sometimes, instructions may have to be sent to the trainee’s supervisor at workplace to
provide any assistance needed or cooperate in the enhancement of the trainee’s learning
or to observe the post-training performance and submit a report on the improvements.