1. Training
A learning experience in that it seeks a relatively permanent
change in employees such that their ability to perform on the
job improves.
•Changing skills, knowledge, attitudes, or behavior.
•Changing what employees know, how they work; or their
attitudes toward their jobs, co-workers, managers, and the
organization.

2. Development
Development involves changes in an organism that are systematic,
organized, and successive…and are thought to serve an adaptive
function.
Learning
Is viewed as enhancing one's knowledge, understanding or skills
Development refers to learning opportunities designed to help
employees grow” and to prepare for future job assignments.

3.  Training is skill related
 Development is knowledge related
 Training is job related
 Development is field related
 Training is short term process
 Development is long term process
 Training is reactive process
 Development is proactive process

4.  Training programmes are helpful to avoid
personnel obsolescence” –Discuss
 Changes in the environment of business
affect training and development function in
human resource departments?
 Retraining is vital to retain people.

5.  To increase productivity
 To improve quality
 To help a company fulfill its future personnel
needs
 To improve org climate
 Personal growth
 Obsolescence prevention

6.  Needed for newly recruited employees.
 For existing employees for higher level jobs.
 Fresher training for changes in technological
.
 To make employee more productive.
 In case of transfer.
 To focus on HRD.

7.  Benefits of the organisation:-
 More profitability
 Improve job knowledge & skills
 Improve the morale of the workforce
 Help create a better corporate image
 Fosters openness, trust
 Provides information for future needs org gets
more effective decision –making
 Improves mgt-labour relation
 Help employees adjust to change
 Assist in handling conflict, thereby reducing
stress

8.  Helps in achieving self-development
 Provides information for improving
leadership knowledge, communication
skills, attitudes
 Helps eliminate fear in attempting new tasks
 Increases job satisfaction
 Moves a person towards personal goals

9. Training may permit hiringTraining may permit hiring
less-qualified applicantsless-qualified applicants
Training may permit hiringTraining may permit hiring
less-qualified applicantsless-qualified applicants SelectionSelectionSelectionSelection Effective selection mayEffective selection may
reduce training needsreduce training needs
Effective selection mayEffective selection may
reduce training needsreduce training needs
Training aids in theTraining aids in the
achievement of performanceachievement of performance
Training aids in theTraining aids in the
achievement of performanceachievement of performance
PerformancePerformance
AppraisalAppraisal
PerformancePerformance
AppraisalAppraisal
A basis for assessingA basis for assessing
training needs and resultstraining needs and results
A basis for assessingA basis for assessing
training needs and resultstraining needs and results
Training and development mayTraining and development may
lead to higher paylead to higher pay
Training and development mayTraining and development may
lead to higher paylead to higher pay
CompensationCompensation
ManagementManagement
CompensationCompensation
ManagementManagement
A basis for determiningA basis for determining
employee’s rate of payemployee’s rate of pay
A basis for determiningA basis for determining
employee’s rate of payemployee’s rate of pay
Presentation Slide 6–1
Availability of training can aidAvailability of training can aid
in recruitmentin recruitment
Availability of training can aidAvailability of training can aid
in recruitmentin recruitment RecruitmentRecruitmentRecruitmentRecruitment Provide an additionalProvide an additional
source of traineessource of trainees
Provide an additionalProvide an additional
source of traineessource of trainees
Training may include a role forTraining may include a role for
the unionthe union
Training may include a role forTraining may include a role for
the unionthe union Labor RelationsLabor RelationsLabor RelationsLabor Relations Union cooperation canUnion cooperation can
facilitate training effortsfacilitate training efforts
Union cooperation canUnion cooperation can
facilitate training effortsfacilitate training efforts

10.  Competition is very intense.
 Companies are operating in a highly
technical & global environment.
 The workforce is becoming even more
diverse in terms of cultural values with the
entry of more women, minorities & older
people.
 Greater variation exists in the educational
skills of entry-level workers.

11.  Improper procedure designed to conduct need
assessment
 Lack of collection of information to determine
the usefulness of their own instructional
programs
 Not having proper evaluation methods
e.g, survey of Fortune 500 firms by Ralph &
Stephan shows that (86%) most evaluations
consist of trainee reactions that are written at
the end of the course. Few efforts are made to
collect information concerning performance
changes by means of follow-up on the job.

12.  1.Changes in demographics of entry level
persons in the workforce:-
 Degree of workforce participation will
have a serious impact on HRM
 A) The workforce will grow more slowly.
Individuals in the entry pool will be less
with inadequate basic skills
 B) proportion of the minority population
will increase significantly (different ages,
different racial groups)

13.  C) The composition will change to more
older & more women.
 Old-age group(50-59 years)15% of workforce
-2000 to 21% in 2010
 Women workforce 47% of the labour
workforce

14.  Trend of highly technological, sophistical
systems to meet the needs of customers.
 Programmable automation will require highly
trained workforce.
 New jobs require teams of workers & team
members not only need to know their jobs
but also other jobs also.

15.  Move from industrial to knowledge
economy.
 Require continuous learning philosophy.
 Realization of the fact that Humans are
the crucial resource & commitment to
training & continuous learning is crucial to
remain competitive.
 Outsourcing of training also(50% of the
training budget).
 Jobs require associate degree.
(education)

16.  90% of the growth of jobs will be in the
service sectors(1998-2008).
 This requires learning of interpersonal skills
for service-oriented jobs.(people to people
interaction)

17.  Mergers& acquisitions
 Manufacturing scattered over different
countries needs training people all across the
globe.
 Diversity in the work culture .

18.  Training analysis------- Organizational
environment
 e.g, change in selection system will change
level of training required.
 e.g, training system will impact
performance
 e.g, change in position will require training
program.

19. Figure 6.3
Presentation Slide 6–2
Phase 1:Phase 1:
NeedsNeeds
AssessmentAssessment
________________________________
• OrganizationOrganization
analysisanalysis
• Task analysisTask analysis
• Person analysisPerson analysis
Phase 1:Phase 1:
NeedsNeeds
AssessmentAssessment
________________________________
• OrganizationOrganization
analysisanalysis
• Task analysisTask analysis
• Person analysisPerson analysis
Phase 2:Phase 2:
DesignDesign
________________________________
• InstructionalInstructional
objectivesobjectives
• TraineeTrainee
readinessreadiness
• LearningLearning
principlesprinciples
Phase 2:Phase 2:
DesignDesign
________________________________
• InstructionalInstructional
objectivesobjectives
• TraineeTrainee
readinessreadiness
• LearningLearning
principlesprinciples
Phase 3:Phase 3:
ImplementationImplementation
________________________________
• On-the-jobOn-the-job
methodsmethods
• Off-the-jobOff-the-job
methodsmethods
• ManagementManagement
developmentdevelopment
Phase 3:Phase 3:
ImplementationImplementation
________________________________
• On-the-jobOn-the-job
methodsmethods
• Off-the-jobOff-the-job
methodsmethods
• ManagementManagement
developmentdevelopment
Phase 4:Phase 4:
EvaluationEvaluation
________________________________
• ReactionsReactions
• LearningLearning
• Behavior transferBehavior transfer
• ResultsResults
Phase 4:Phase 4:
EvaluationEvaluation
________________________________
• ReactionsReactions
• LearningLearning
• Behavior transferBehavior transfer
• ResultsResults

20.  Competency assessment
 Analysis of the sets of skills and knowledge needed
for decision-oriented and knowledge-intensive jobs.
Figure 6.4
Presentation Slide 6–3
• ORGANIZATIONALORGANIZATIONAL
ANALYSISANALYSIS
TASK ANALYSISTASK ANALYSIS
• PERSON ANALYSISPERSON ANALYSIS
• ORGANIZATIONALORGANIZATIONAL
ANALYSISANALYSIS
TASK ANALYSISTASK ANALYSIS
• PERSON ANALYSISPERSON ANALYSIS
……of environment, strategies, and resourcesof environment, strategies, and resources
to determine where to emphasize trainingto determine where to emphasize training
……of environment, strategies, and resourcesof environment, strategies, and resources
to determine where to emphasize trainingto determine where to emphasize training
……of the activities to be performed in order toof the activities to be performed in order to
determine the KSAs needed.determine the KSAs needed.
……of the activities to be performed in order toof the activities to be performed in order to
determine the KSAs needed.determine the KSAs needed.
……of performance, knowledge, and skills inof performance, knowledge, and skills in
order to determine who needs training.order to determine who needs training.
……of performance, knowledge, and skills inof performance, knowledge, and skills in
order to determine who needs training.order to determine who needs training.

21. Characteristics of successful trainersCharacteristics of successful trainersCharacteristics of successful trainersCharacteristics of successful trainers
Trainee readiness and motivationTrainee readiness and motivationTrainee readiness and motivationTrainee readiness and motivation
Issues in training designIssues in training designIssues in training designIssues in training design
Instructional objectivesInstructional objectivesInstructional objectivesInstructional objectives
Principles of learningPrinciples of learningPrinciples of learningPrinciples of learning

23. Figure 6.5Presentation Slide 6–4
Individual
differences
Goal setting
Meaning-
fulness of
presentation
Modeling
Feedback and
reinforcement
Whole-versus-
part learning
Massed-versus-
distributed
learning
Active practice
and repetition
PRINCIPLESPRINCIPLES
OFOF
LEARNINGLEARNING
PRINCIPLESPRINCIPLES
OFOF
LEARNINGLEARNING

24. PlateauPlateau
Performance
Low
High
Time (weeks)
Figure 6.6
Presentation Slide 6–5

25.  Knowledge of the subject
 Adaptability
 Sincerity
 Sense of humor
 Interest
 Clear instructions
 Individual assistance
 Enthusiasm

26. Importance of training outcomesImportance of training outcomesImportance of training outcomesImportance of training outcomes
Type of traineesType of traineesType of traineesType of trainees
Choosing the instructional methodChoosing the instructional methodChoosing the instructional methodChoosing the instructional method
Nature of trainingNature of trainingNature of trainingNature of training
Organizational extent of trainingOrganizational extent of trainingOrganizational extent of trainingOrganizational extent of training

27.  Orientation training
 Apprenticeship Training
 Internships Training
 Refresher training
 Vestibule training/Simulation
 Programmed Instruction*
 Audiovisual Methods
 Computer-based Training and
E-Learning
 On-the-Job Training (OJT)

28.  Job Instruction Technique (JIT) uses a
strategy with focus on knowledge (factual
and procedural), skills and attitudes
development.

30.  On-the-Job Experiences
 Seminars and Conferences
 Case Studies
 Management Games
 Role Playing
 Behavior Modeling

31.  Coaching
 Understudy Assignment
 Job Rotation
 Special Projects
 Action Learning
 Staff Meetings
 Planned Career Progressions

33. 

34.  Behavior Modeling
 An approach that demonstrates desired behavior
and gives trainees the chance to practice and
role-play those behaviors and receive feedback.
 Involves four basic components:
 Learning points
 Model
 Practice and role play
 Feedback and reinforcement

35.  There are many management development
techniques that an employee can take in off the
job. The few popular methods are:
 SENSITIVITY TRAINING
 TRANSACTIONAL ANALYSIS
 STRAIGHT LECTURES/ LECTURES
 SIMULATION EXERCISES

37.  Sensitivity training is about making people understand
about themselves and others reasonably, which is done by
developing in them social sensitivity and behavioral
flexibility.
 Social sensitivity in one word is empathy. It is ability of an
individual to sense what others feel and think from their
own point of view.
 Behavioral flexibility is ability to behave suitably in light
of understanding.

39.  Sensitivity Training Program requires three steps:
Unfreezing the old values –It requires that the trainees become aware of
the inadequacy of the old values. This can be done when the trainee
faces dilemma in which his old values is not able to provide proper
guidance. The first step consists of a small procedure:
 An unstructured group of 10-15 people is formed.
Unstructured group without any objective looks to the trainer for its
guidance
But the trainer refuses to provide guidance and assume leadership
Soon, the trainees are motivated to resolve the uncertainty
Then, they try to form some hierarchy. Some try assume leadership role
which may not be liked by other trainees
Then, they started realizing that what they desire to do and realize the
alternative ways of dealing with the situation

40.  Development of new values – With the trainer’s
support, trainees begin to examine their
interpersonal behavior and giving each other
feedback. The reasoning of the feedbacks are
discussed which motivates trainees to
experiment with range of new behaviors and
values. This process constitutes the second step
in the change process of the development of
these values.
 Refreezing the new ones – This step depends
upon how much opportunity the trainees get to
practice their new behaviors and values at their
work place.

41.  Transactional Analysis provides trainees
with a realistic and useful method for
analyzing and understanding the behavior
of others. In every social interaction,
there is a motivation provided by one
person and a reaction to that motivation
given by another person. This motivation
reaction relationship between two
persons is a transaction.

44.  Criteria for
Evaluating
Training
Figure 6.9
ReactionsReactionsReactionsReactions
BehaviorBehaviorBehaviorBehavior
LearningLearningLearningLearning
ResultsResultsResultsResults

45.  1.Distance learning program (technology
reliability)
 2.CD ROM &Interactive multimedia
 -multimedia is defined as a computer-
driven, communication system for various
types of text, graphic, video & auditory
information
 -IVT (interactive video training) e.g, Ford
motor company uses IVT for 4000 dealers
to teach sales , service & product
knowledge
 - PLATO( Programmed logic for automated
teaching operations)

46.  Learning is self-paced.
 Training comes to the employee.
 Training is interactive.
 New employees do not have to wait for a
scheduled training session.
 Training can focus on specific needs as
revealed by built-in tests.
 Trainees can be referred to online help or
written material

47.  It is easier to revise a computer program
than to change classroom-training materials.
 Record keeping is facilitated.
 The computer program can be linked to
video presentations.
 The training can be cost-effective if used for
a large number of employees.

48.  4 Intelligent Tutorial system uses artificial
intelligence to assist in training or tutoring
the participants. This system learns through
trainee responses.
.

49.  Virtual Reality is a training method that puts the
participant in 3-D environment.
 The three dimensional environment stimulates
situations and events that are experienced in the
job. The participant interacts with 3-D images to
accomplish the training objectives.
 This type of environment is created to give
trainee the impression of physical involvement in
an environment. To experience virtual reality,
the trainee wears devices, like headset, gloves,
treadmills, etc.
 E.g, NASA, Motorola-VR training for machines

50. Crisis prevention trainingCrisis prevention trainingCrisis prevention trainingCrisis prevention training
Organization-wide training programsOrganization-wide training programsOrganization-wide training programsOrganization-wide training programs
Diversity trainingDiversity trainingDiversity trainingDiversity training
Global trainingGlobal trainingGlobal trainingGlobal training

51. which of the following is most important
for HRD?
 to be clearly related to the
organisation’s objectives
 to be clearly related to the expertise in
the department
 to be flexible to be able to respond to
sudden crisis
 to operate as an extension of the HRM
department

52.  What may be particularly necessary as part
of the training process where people are
working in another country?
 e-learning
 discovery learning
 cross-cultural training
 activist learning

53.  Which of the following is not a stage in the
systematic training cycle?
 evaluation
 assessing training needs
 planning the training
 job instruction on a one to one basis

54.  Which of the following is the best definition of
a learning organisation?
 An organisation which facilitates the learning
of all its members and continuously transforms
itself.
 An organisation in which the managers are
encouraged to develop
 An organisation which facilitates the learning
of all its members in order to preserve the
status quo
 An organisation which does a lot of training on
an ad hoc basis

55.  Which of the following is the best term to
describe people who guide and suggest
suitable learning experiences for their
proteges?
 human resource directors
 line managers
 coaches
 mentors

56.  Performance Appraisal is a primary HRM
process that links employees and
organizations and provides input for other
processes through these means
 1.Identification, Measurement, Management
 2.Assessment, Direction, Development
 3.Recruitment, Selection, Onboarding
 4.Skill, Effort, Responsibility

57.  The systematic process of making job
valuation determinations about a job based
upon its content and the way in which it
actually functions within the organization is
called
 Job Evaluation
 Job Determination
 Job Analysis
 Job Grading

58.  What factor can have a lasting impairment
on a person's motivation to learn?
 a) Learning for work
 b) Learning which is challenging
 c) Learning which is instrumental
 d) A negative experience of learning

59.  Structured learning refers to learning that is:
 a) Learning that is imposed from above
 b) Planned and associated with specific
outcomes
 c) Is theoretical in nature
 d) Is text book

60. Evaluation of T&D Processes
Methods - validity, reliability, utility?
• Quantifiable e.g. drop-out rates, absenteeism,
wastage, complaints, time saved, cost savings.
• Happy sheets? The questions? Halo effect?
• Pre-course survey of needs/aims. Post- survey
of achievement + transfer to work. Experience,
reflection, planning, implementation, review.
• Evaluate course & tutor methods vs. the
learning
• Performance tests (pre/post). Quizzes.
Examinations. On-job demonstrations .
Inspections
• Trainee & line-manager observation
• Appraisal Coaching/counselling
Validation
observe results of the course.
Measure whether the
training objectives are met
Evaluation
compare actual costs of the
scheme against assessed
benefits obtained
Cost > benefits?
redesign or withdraw the
scheme.