TRAINING AND DEVELOPMENT

1. Dr.Nitin VaziraniDean- HRSIES College Of Management Studies,Nerul.vazirani.nitin@gmail.com “The act of increasing the knowledge and skill of an employee or doing a particular job.” - Edwin B. Flippo TRAINING AND DEVELOPMENT

2. Training aims at achieving immediate gains for the organization. Training refers to the instructions provided to increase the knowledge and skill for the current job. Development has a broader scope and aims at developing an individual in all respects The development programmes include a course in management information systems that help the organization to develop into efficient one in the long run Organization takes up executive development programmes to enhance the capabilities, potential and creative instinct of the managers enabling them to be more effective in performing various managerial functions to achieve predetermined goals. DIFFERENCE BETWEEN TRAINING & DEVELOPMENT Training Development T R A I N I N G A N D D E V E L O P M E N T

3. Less learning time Better performance /Higher Productivity Economy in use of material and equipment 3 Increased morale 4 Uniformity and standardization 5 1 6 Effective management 7 Filling human resource requirements 8 Less supervision 2 IMPORTANCE OF TRAINING T R A I N I N G A N D D E V E L O P M E N T

4. Increased safety Personal Growth Higher Earning Capacity 3 Increased morale 4 Helps to adjust with changing Technology 5 1 6 Confidence 7 Trust in the organisations 8 Development of new skills 2 IMPORTANCE OF TRAINING T R A I N I N G A N D D E V E L O P M E N T

5. Analysis of technical impact 3 Interviews 4 Discussion among experts 5 Business games technique 6 Job Analysis 2 Analysis of organization 1 DETERMINING TRAINING NEEDS T R A I N I N G A N D D E V E L O P M E N T

6. Coaching 3 Job instruction training method 4 Committee assignment method 5 Apprenticeship training method 6 Special meetings of the staff 7 Understudy method 2 Position rotation or job rotation 1 ON-THE-JOB TRAINING METHOD T R A I N I N G A N D D E V E L O P M E N T

7. Role playing 3 Conferences and seminars 4 Films and slide show 5 Programmed instructions 6 University & College degree courses 7 Lecture method 2 Vestibule training 1 OFF-THE-JOB TRAINING METHOD T R A I N I N G A N D D E V E L O P M E N T

8. ON-THE-JOB Method A OFF-THE-JOB Method B TECHNIQUES OF EXECUTIVE DEVELOPMENT CoachingJob RotationUnderstudyMultiple management T R A I N I N G A N D D E V E L O P M E N T Sensitivity trainingCase StudySimulation exercisesManagement gamesManagerial gridRole playingIncident methodIn Basket methodConferenceLecturesProgrammes by academic institutionTransactional analysis

9. Discovering or identifying the training needs 1 Getting ready for the job 2 HOW TO DESIGN A TRAINING PROGRAMME William Berliner and William McLarney say that discovering training needs involves five tasks. a.) Task Description Analysis1. List the duties and responsibilities or tasks of the job under consideration, using the Job Description as a guide. 2. List the standards of work performance on the job. b.) Determining Training Needs 3. Comparing actual performance against the standards 4. Determine what parts of the job are giving the employee trouble – where is he falling down in is performance? 5. Determine what kind of training is needed to overcome the specific difficulty or difficulties. T R A I N I N G A N D D E V E L O P M E N T Who is to be trained – the newcomer or the older employee, or the supervisory staff, or all of them selected from different departments.

10. Preparation of the learner 3 Presentation of operations and knowledge 4 HOW TO DESIGN A TRAINING PROGRAMME • In putting the learner at ease (so that he does not feel nervous because of the fact he is on a new job). • In stating the importance and ingredients of the job, and its relationship to work flow. • In explaining why he is being taught. • In creating interest and encouraging questions, finding out what the learner already knows about his job or other jobs. • In explaining him ‘why’ the whole job and relating it to some job the worker already knows. • In placing the learner as close to his normal working position as possible • In familiarizing him with the equipment, materials, tools and trade terms. T R A I N I N G A N D D E V E L O P M E N T The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations.

11. Performance try-out 5 HOW TO DESIGN A TRAINING PROGRAMME • The trainee is then tested and the effectiveness of a training programme evaluated. This is usually done by: • Giving written or oral tests to trainees to ascertain how far they have learnt the techniques and principles taught to them and the scores obtained by them. • Observing trainees on the job itself and administering performance tests to them. • Finding out individual’s or a group’s reaction to the training programme while it is in progress and getting them to fill up evaluation sheets. • Arranging structured interviews with the participants or sending them questionnaires by mail. • Eliciting the opinion or judgment of the top management about the trainees’ performance • Comparing the results obtained after the training with those secured before the training programme. • Study of profiles and charts of career development of the participants and related assignment techniques. T R A I N I N G A N D D E V E L O P M E N T

12. Follow-up and Evaluation of the programme 6 HOW TO DESIGN A TRAINING PROGRAMME • Putting a trainee ‘on his own’ • Checking frequently to be sure that he has followed instructions • Tapering off extra supervision and close follow-up until he is qualified to work with normal supervision. T R A I N I N G A N D D E V E L O P M E N T

13. EVALUATION OF TRAINING AND DEVELOPMENT Main dimensions of evaluation: • Evaluation of contextual factors • Evaluation of training inputs • Evaluation of the training process • Evaluation of training outcomes T R A I N I N G A N D D E V E L O P M E N T Reaction Evaluation Opinion surveys of participants or of people who have seen the participants in actions are reaction evaluations Outcome Evaluation • Immediate • Intermediate • Ultimate

14. PROVEN PRINCIPLES FOR EVALUATION Proven principles for Evaluation Evaluation must be planned. What is to be evaluated, when, by what means, and by whom must be determined in advance Evaluation must be objective Evaluation must be verifiable T R A I N I N G A N D D E V E L O P M E N T Evaluation must be co-operative Evaluation must be continuous Evaluation must be specific, i.e., it should tell about specific strengths and weaknesses and should not make vague generalizations. Evaluation must be quantitative Evaluation must be feasible Evaluation must be cost effective, i.e., the results must be commensurate with the cost incurred

15. STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM A brief list of techniques and their descriptions is given below: Sr No. Techniques Description 1. Audio visuals Use of video films, and slides for greater impact. 2. Brainstorming Discussions on developing innovative solutions. 3. Case Study Problem solving discussions. 4. Computer-based training Use of software to learn skills. T R A I N I N G A N D D E V E L O P M E N T 5. Communication games To build bias-free listening and talking. 6. Creativity games To evolve multitude of solutions to problems. 7. Delegation Learning the importance of decentralization. 8. Doubling Bringing out ideas that are not often expressed. 9. Games Structured tests of skills and aptitude. 10. Ice breakers To get team members to know each other. 11. In basket exercises Evaluating managers response to imaginary items. 12. Induction programme Orientation programme for new recruits 13. Leadership games To teach different types of leadership styles.

16. STRATEGY FOR DEVISING AN EFFICIENT TRAINING MECHANISM Sr No. Techniques Description 14. Lectures Presentation of introductory material 15. Mirroring Training with an external perspective 16. Monodrama Insight into a given interaction. 17. Negotiation Role play to develop bargaining skills. 18. On-the-job training Training at work site under supervision. 19. Programmed instructions Methodical breakdown topic. T R A I N I N G A N D D E V E L O P M E N T 20. Role play Adoption of roles other than their own. 21. Role reversal To teach plurality of viewpoints. 22. Self-directed learning Learning at one’s own pace. 23. Shadowing Working under a senior to watch and learn. 24. Simulation Recreation of actual working conditions. 25. Skill games To develop analytical abilities 26. Strategic planners To test ability to plan ahead 27. Stress management Techniques to contain work related stress. 28. Team building games Exercises requiring collaborative efforts.

17. INDUCTION TRAINING Induction Training: Induction training exposes the new recruit to the various business divisions, functional departments and work centers. How to conduct Induction Training? Identify training and development requirements Develop course objectives Develop enabling objectives T R A I N I N G A N D D E V E L O P M E N T Examples Mphasis-BFL Limited, BangaloreIndian AirlinesSiemens India LimitedMahindra and Mahindra LtdRanbaxyEicher Group