TRAINING & DEVELOPMENT

Do Organizations Need Training

The answer is YES However, we must know

the purpose and functions of training before we can use it.

Definition of Training & Development

Improve performance Training & Development is any attempt to improve current or future employee performance by increasing an employees ability to perform through learning, usually by changing the employees attitude or increasing his or her skills and knowledge.

Meaning of training & development: The need for Training and Development is determined by the employees performance deficiency, computed as follows. Training & Development Need = Standard Performance Actual Performance .We can make a distinction among Training, Development and Education.
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What is Training?
Training involves improving the skills, knowledge and attitudes of employees so as to become more efficient and productive.
Objectives of Training Improve the efficiency of workforce Make workers multi-skilled and flexible Introducing a new process or new machinery Reduce wastage of material and time Adapt to change

DEVISING THE TRAINING AND DEVELOPMENT

PROGRAMME Every training and development programme must address the following vital issues:

Who are the trainees?

Who are the trainers?

What methods & techniques?

Where to conduct the program?

What principles of learning?

What should be the level of training?

Types of Training
Induction Training Lectures Audio visuals On the job training Off the job training Programme instruction Computer assistance instruction

Simulation
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Inputs in training and development

1) Skills 2) Education 3) Development

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Model of the Training Process*

*Goldstein, I. (2002) Training in Organizations 4th Ed.

Assessment Stage
Organizational Needs Assessment Task Need Assessment Development of Training Objectives Development of Criteria for Training Evaluation

Training Stage

Evaluation Stage

Design & Select Procedures Train

Measure Training Results Compare Results to Criteria

Feedback

Training Process
Organizational Objectives and Strategies Assessment of Training Needs Establishment of Training Goals
Devising Training Programme Implementation of Training programme Evaluation of Results
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The Gap Concept

Expected Curve

Performance/ Results

Gap 1,000 Cars 200 Cars

Time

Actual Curve

800 Cars

In training terms this means we need to develop programs to fill the Gap
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Training Needs
The reasons for not making the 1,000 cars:
Not enough resources Poor machines Poor staff skills

As training experts we must analyze the situation to determine if:

Expected result too

high Target achievable Is training the only way to make it happen Are there other factors.
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The ASK Concept

If we follow the GAP concept, training is simply a means to use activities to fill the gaps of performance between the actual results and the expected results.

This GAP can be separated into 3 main themes 1. Activity 2. Skills 3. Knowledge
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Implementation of the training programme

Deciding the location and organizing training and other facilities
Scheduling the training programme

Conducting the programme

Monitoring the progress of

employees

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Follow up of Training
Follow-up is the key to ensuring that

interventions improve performance.

Follow-up of training in the form of

evaluation training is essential.

Management spent huge amount of

money on training of employees and this expenditure should give positive return in terms of higher efficiency, productivity, high morale, cordial industrial relations.
On the whole, followup action is required

to ensure implementation of evaluation report at every stage of training.

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Importance of Training
Maintains qualified products / services. Provides information for new comers. Refreshes memory of old employees. Achieves learning about new things;

technology, products / service delivery.

Reduces mistakes - minimizing costs. Opportunity for staff to feedback /

suggest improvements.
Improves communication & relationships -

better teamwork.

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Benefits to the organization

Improves the morale of the workforce Learns from the trainee. Improves relationship between boss and the employees. Helps employees adjust to change. Aids in handling conflicts.
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Benefits to the individual which in turn ultimately should benefit the organization
Increases job satisfaction and

recognition Helps the individual in making better decisions Satisfies personal needs of the trainer and trainee Helps eliminate fear in attempting new task Helps the person handle Stress, tension , frustration and conflicts

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Five Principles of Learning

Participation : Involve trainees, learn by doing

Repetition : Repeat ideas & concepts to help people learn. Relevance :

Learn better when material is meaningful and related.

Transference : To real world using simulations Feedback :

Ask for it and adjust training methods to audience.

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A few more principles are stated below:

Employee motivation Recognition of individual differences Knowledge of results Goals Schedules of learning Meaningfulness of material
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Impediments to effective training

Management commitment is lacking

and uneven. Aggregate spending on training is inadequate. Educational institutions award degrees but graduates lack skills. No help to workers displaced because of downsizing. Unions influence Organized labor can help.
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CASE STUDY-Training at SBI

The management of the training system is overseen by the Chief General Manager at the Central Office of the bank in Mumbai.
At each training center, various programs are conducted throughout the year for employees in various cadres. The programs are designed in such a manner so as to help develop the employees ability to work more efficiently and without

mistakes. This ultimately benefits the employee as well as institution.

The training programs may classified into three main divisions: Core Program Role Related Program Factional Program These programs are developed for all categories of employees. They are so designed to provide full knowledge of each subject needed for that category. Each program is designed keeping in mind the following details: Duration

Target group
Eligibility Objectivity
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A programme designed for officers:

DURATION TARGET GROUP ELIGIBILITY

24 days 4 weeks (88 sessions) Probationary/ Trainee Officers Recently appointed/ Promoted probationary Trainee officers

OBJECTIVES

To increase their awareness of the changing economic environment and the role of the banking sector in it.
To enable then to understand State Banks organizational structure, functions, vision, mission, values ad HRD philosophy.

To introduce them to Banks system and procedures.

To familiarize the trainees with computers.
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Case Study in Standard Chartered

Standard Chartered updates its training programmes regularly to ensure they remain relevant to its employees. After an internal review of its leadership

development programme in 2011, the Bank identified the following changes were
needed: Material used within the programme needed updating to reflect a changing business environment. Delegates felt the content was too theoretical. They required more practical knowledge to help them become great managers. The course content was not always relevant to managers in different countries. Facilitator delivery of the programme was of varying standards and their messages were inconsistent.
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Capps approach
It supported Standard Chartered Banks Leadership Development team by: Running interviews with stakeholders to understand the specific needs of the learners. Designing programme content that introduced managers to the principles required to ensure strengths-based management that delivered high performance, including:

o Strengthspotting
o An introduction to Capps strengths assessment model Realise2 and the 4M development process. Drawing on the stakeholder interviews, we ensured that the programme content was highly interactive and offered managers practical experience of strengths. This included time to practice holding strengths-based performance conversations. Capp designed a virtual roll out process for this programme, which involved delivering a series

of WebEx training sessions for country-based facilitators from 12 different countries.

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Outcome
Since Capp redesigned the programme in July 2011, it has been rolled out to over 580 managers in 38 separate workshops.
Evaluation data from the project to date shows: The average participant satisfaction score is 93%. Participants feel they have increased their confi dence in using strengths within the workplace.
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Case Study in HDFC

The company attributes its success to the contributions made by its employees. We believe that our strength is our people, so our endeavour is to surpass their expectations and give them the best possible work environment and benefits that match the best in the industry. Talent management initiatives in HDFC Standard Life are driven by a set of organizational core competencies (Mantra 10) as well as position-specific competencies. The competency set includes knowledge, skills, experience, and personal traits (demonstrated through defined behaviors) based on the bedrock of sharp vision and strong values of HDFC Standard Life. In this endeavor of shaping and nurturing our talent pool, HDFC Standard Life adopts a fourstep model:

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Conclusion
Training and development activities

are designed considerable cost not withstanding, to impart specific skills, abilities and knowledge to employees. A programme of training and development is important as it lends stability and flexibility to an organization. Several barriers impede the effectiveness of training and there are ways of removing them.
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TRAINING AND DEVELOPMENT

made by,
Saima Bekkam-12 Merlyn Coelho-17 Ramona Dsouza-21 Ruth Joseph-19 Tanika Wadhwa-60

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