1. Training & Development
Lecture 10

2. Definition
Smith (1996) defines training as a planned process
to achieve effective performance in an activity or
range of activities.
There is a common view that training consists of
formal activities that allow people to acquire or
refine knowledge, skills and attitudes needed for
their current jobs
It is about bridging the training gap

3. Learning
It is about bringing about relative
permanent change as a result of experience.
Social learning theory(Bandura)- states that
learning is a continuous interaction between
the individual and the particular social
environment in which he/she functions.

4. Continued..
Four process involved in learning as per
the social learning theory
1. Attention process
2. Retention process
3. Motor Reproduction process
4. Reinforcement process.

5. Lewin's Learning model
Unfreezing Moving Refreezing
Need to establish
new norms
Heightened motivation
Establishing new norms
and roles,
Accepting and giving feedback
experimenting
Developing differentiated roles
Stabilizing norms
Adjusting self-image

6. Behavior Modification
It refers to the practical application of
reinforcement theory in organizational
setup.
Five step model of it application followed
universally

7. Steps for behavior mod. model
Stage1 –identification of critical behavior
Stage2- developing baseline data
Stage 3-Identifying baseline
consequence(ABC model)
Stage 4- Developing and implementing
interventions.
Stage 5- Evaluating performance
improvement

8. developing baseline
data
Identification of
critical behavior
Identifying baseline
consequence
Developing Interventions
Apply Appropriate strategy
Chart the frequency
of the response
after interventions
Maintenance of
the desired behavior
(schedules reinforcement
Evaluating
Performance
improvement
Problem solved
No
Yes
Behavioral events,
performance and
organizational consequences
A-B-C
Consider environmental variables
Structure ,technology,
task, processes,groups
Percentage and frequency
Modeling and Shaping
Positive reinforcement,
negative reinforcement,
punishment,extinction
Model of Behavior modification

9. Characteristics to effective
Training Practices
Top Management is committed to training
& development
Training is tied to business strategy and
objective
A comprehensive and systematic approach
to training: training and re training is done
at all levels and as an on going process
To provide sufficient time and money.

10. Levels of Training Needs
Organizational level – requiring modification in
culture
Job or occupational level – most redefined in
terms of competencies required to meet new
standards
Individual employee - shortfall in performance
remedied

11. Assessing Training Needs and
Designing Training Programs
The assessment phase serves the foundation
of the entire training effort.
The purpose of the training program is to
define what is it the employee should learn
in relation to the desired job behavior.

12. Needs Assessment Model
Organizational Analysis
Objectives
Resources
Internal environment
Person Analysis
Actual Performance(AP)
Operational Analysis
Expected Performance
Requirement (EP)
KSAs
Training Needs
Training Objectives
Performance
Discrepancy (PD)
PD = EP -AP

13. Steps in the implementation of a
training program
Instructional System Design
(Addie Model)
An analysis of the training needs
A design program of training to meet the needs
Develop model
Implementation of the training program
An evaluation of the training program

14. Factors Affecting the training
Plan
The objectives of the training
The contents of the training
The recipients of the training
The likely cost involved
The cost of not training
The likely benefits and how can they be evaluated
Various training methods available
Location of training
The availability of the trainer

15. Training requirement analysis
•Participants characteristics
•Training environment
•Broad training objectives
Determination of the specific task requirement
Determination of Org development needs
Determining the specific training
requirements
•Terminal job requirement
•Behavioral specifications
•Terminal achievement criteria

16. Instructional materials Preparation
• Events objective
• Sequence
• Detailed instructional content
Developmental testing of training material
Field testing of the complete program
Implementation
Evaluation

17. Nine requirements of a
systematic training program
It should be realistic
It should be a conscious effort
Provide time,skill&knowledge of the trainer in such
measures that the participants can convert each training
event into an experience for themselves.
Protect the participants and the setting from the harm
and expensive error arising from lack of practice.
Expose the participants to skill and ideas beyond those
available in their normal settings

18. Provide the opportunity for experimentation beyond
the tolerances of an organization and for feedback of
results
Give participants the experience of belonging to
groups outside their everyday settings,especially with
people in the same field and occupation.
Provide opportunities to step back from day to day
activities,think about the task and role as a
whole,analyze priorities and division of time, and how
the new ways to fit into a participants pattern of life.
Provide opportunities for a very intensive stretching
experiences for participants through specialized
programs with highly skilled trainers

19. Training methods
Simulating Real life
1. Role playing
2. Games
3. In basket exercise

20. Continued…
1. Role playing:
Help participants experience what
something sounds and feels like.
It is elaborately preplanned
Mainly useful for training behavioral
dimensions

21. Continued..
2. Simulation Games:
These focus primarily on the process of
interpersonal relations,on how decisions are
made and with what consequences ,rather
than on the substance of the decision.
Games have set rules and predictable
results.

22. Continued..
3. In basket Exercise:
More elaborate simulations create a complex
organization,rotate participants through key
roles in it,and have them deal with specific
task in settings of a kind they will encounter
in real life.

23. Incidents and cases
Gives a wider scope of working
Help participants develop a habit of taking
more factors into account than they usually
do,analyze them care fully and put them
together in an integrated picture for guiding
understanding and action.

24. Individualized training
Tutoring and coaching individuals through
reading and writing assignments
It enables each participants to determine the
pace of training
A tutor adapts his or her activities to the
participants condition

25. Other Methods
Seminar
Workshops
Group Discussions
Lectures
Distance learning
Laboratory Training
Job Rotation
Projects

26. Evaluation of the training
program
Evaluation of the training can be done at various
levels
1. Reaction Level-reviewing trainees reaction to the
training and the trainer
2. Learning Level-changes in knowledge,skill and
attitudes
3. Job Behavioral Level- change in job behavior
4. Organizational Level-effect on the organization
5. Ultimate level- benefit to the organization and the
individual

27. Transfer of Training
It refers to the extend to which knowledge,
skill, abilities or other characteristics
learned in training can be applied on the
job
It can be a :
Positive transfer
Negatives transfer
Neutral

28. Training Initiatives
Learning organizations:
E.g.:HPCL
1. People express their capacity to create desired
results
2. New and expansive patterns of thinking are
nurtured
3. Collective aspirations are set free
4. People learn together
5. Learning does not start and end but is
continuous process over the life time

29. Elements of a learning
organization
Building a shared vision
Continuously developing personal skills
and vision
Capability to reflect about theirs company
Team learning
Systematic learning

30. Continued…
Transfer of knowledge through Academy-
industry interface
Eg:Management Development Institute &Indian
Institute of Petroleum Management
Multi-skilling,Retraining and Deployment
Eg: BHEL
Developing Global Learning and Training
Capabilities
Eg: Motorola

31. Career Development
Career is a sequence of job occupied by a person
during the course of a lifetime.
Career development looks at the long term career
effectiveness and success of organizational
personnel
Organizations Career Development: tracking
career paths to ensure capable managerial and
technical talent to meet organizational needs
Individual Career Development: focuses on
assisting individual to identify their career goals
and to determine what they need to do to achieve
it.

32. Need of Career Development
Ensures needed talent will be available
Improves the organizations Ability to attract
and retain high talent
Ensures growth opportunity for all
employees
Reduces Employee frustration

33. Career Stages
Exploration
Establishment
Mid-career
Late Career
Decline

34. Types of Careers
Steady-State -One-time commitment to certain kind of job that is maintained
throughout one’s working life.
Linear- A person progresses through a sequence of jobs and each job
entails progress over the prior one in terms of responsibility, skills needed,
level in the hierarchy of an organization, and so on.
Spiral- A person holds different types of jobs that build on each other but
tend to be fundamentally different
Transitory- Person changes jobs frequently and each job is different
from the one before

35. Effective Organizational Career
Development
Challenging jobs
Dissemination of career options information
Job posting
Assessment centers
Career Counseling
Career Development Workshops
Continuing training
Job Changes

36. Individual’s Career development
Identify and organize your skills
Convert these inventories in general career
fields
Test these possibilities against the realities
of the organizations and the job market