Learning is a continuous process and training & development helps to increase the learning index of the employees. With new learning they learn to do new things and the result is visible in the productivity. understands the basics of an effective training program.

1. Ms. Anubha Rastogi
Astt. Prof, Vidya School Of Business
2015-16

2. Definition: Orientation is a systematic and planned introduction of employees
to their jobs, their co-workers and the organization.
It is also called as Induction.
Orientation is designed to provide a new employee with the information he/she
needs to function comfortably and effectively in the organization.
Should be a process, not an event.
Communicate pride in the company by giving each new employee an item with
the company logo on it.
Encourage communication, and a sense of importance, by inviting new
employees to have coffee or lunch with the company owner or a senior
manager.

3.  To reduce start up costs (associated with job learning)
 To reduce anxiety
 To reduce employee turnover
 To save time for supervisor & colleagues
 To Develop Realistic Job Expectations and Job Satisfaction
The idea is to make the new employees feel ‘at home’ in the new environment
Expedite proficiency
Enhance adjustment to work group and norms
Encourage positive attitude
The terms and conditions of employment
It helps a new employ to know the job, its content, policies, rules and regulations.
The people with whom he is supposed to interact.

4.  Welcome to the organization
 Explain about the company.
 Show the location, department where the new recruit will work..
 Give the company's manual to the new recruit.
 Provide details about various work groups .
 Give details about pay, benefits, holidays, leave, etc. Emphasize the
importance of attendance or punctuality.
 Explain about future training opportunities and career prospects.
 Clarify doubts, by encouraging the employee to come out with questions.

5.  Job location
 Job tasks
 Job safety needs
 Overview of jobs
 Job objectives
 Relationship with other jobs

6. Here are some ideas to consider, when devising the orientation program:
1. The MIND thinks in IMAGES… not WORDS!
2. Repetition is Key… Repetition is Key… Repetition is Key.
3. Employee is most excited on the first day of work. You need to keep
that excitement alive for as long as possible!
4. A successful orientation should accomplish four things for new
employees:
~ Make them feel welcome and at ease.
~ Help them understand the organization in a broad sense.
~ Make clear to them what is expected in terms of work and behavior.
~ Help them begin the process of becoming socialized into the firm’s ways of acting and
doing things.

7. Too much paperwork
High Cost to company
Only expenditure no income
Information overload
Too much “selling” of the organization
Too much one-way communication
Difficult for the employee to relate

8.  Training
a) refers to a planned effort by a company to facilitate
employees’ learning of job-related competencies
b) teaching employees to do specific job tasks through classroom
development or on-the-job experience.
 The goal of training is for employees to:
 master the knowledge, skill, and behaviors emphasized in training
programs, and
 apply them to their day-to-day activities
 Development – training that augments the skills and knowledge of
managers and professionals.

9. Teaching People How to do Their Jobs
 There are 4 purpose of training:
 Orientation & Induction
 Retraining or Updating
 Preparing for future assignments
 Competency Development
 The big sister, big brother, or buddy system is when a old hand
shows a newcomer the ropes.
 When good training is absent there is likely to be an atmosphere
of tension, crisis, & conflict because nobody knows what to do.

10.  Gives the supervisor more time to lead, standardizes
performance, less absenteeism, less turnover, reduced tension,
consistency, lower costs, more customers, better service.
 Gives the workers confidence & knowledge to do their jobs,
reduces tension, boost morale & job satisfaction, reduces injuries
& accidents, gives them a chance to advance.
 Gives the business a good image & more profit.

11. Then why is training often
neglected?
 Urgency of need.
 Training time.
 Costs.
 Employee turnover.
 Short-term associates.
 Diversity of worker.
 Kinds of jobs (simple-complex).
 Not knowing exactly what you want
your people to do & how.

12. High-Leverage Training
 Linked to strategic goals and objectives
 Uses an instructional design process to ensure that
training is effective
 Compares or benchmarks the company’s training
programs against training programs in other
companies
 Creates working conditions that encourage
continuous learning

13. Conducting Needs
Assessment
Ensuring Employees’
Readiness for
Training
Creating a Learning
Environment
Ensuring Transfer of
Training
Developing an
Evaluation Plan
Select Training
Method
Monitoring and
Evaluating the
Program

14. The Training and
Development Process
 Needs analysis
 Identify job performance skills needed, assess prospective trainees
skills, and develop objectives.
 Instructional design
 Produce the training program content, including workbooks, exercises,
and activities.
 Validation
 Presenting (trying out) the training to a small representative audience.
 Implement the program
 Actually training the targeted employee group.
 Evaluation
 Assesses the program’s successes or failures.

15.  Task analysis
 A detailed study of a job to identify
the specific skills required, especially
for new employees.
 Performance analysis
 Verifying that there is a performance
deficiency and determining whether
that deficiency should be corrected
through training or through some
other means (such as transferring the
employee).
Sources of Training
Needs Assessment

16.  Gap Analysis
 The distance between where an organization is with its
employee capabilities and where it needs to be.
 Types of Training Objectives
 Knowledge: Impart cognitive information and details to trainees.
 Skill: Develop behavior changes in how job and tasks are
performed.
 Attitude: Create interest and awareness of the training
importance.

17.  The strategic context of training
 Performance management: the process employers use to
make sure employees are working toward organizational
goals.
 Web-based training
 Distance learning-based training
 Cross-cultural diversity training
Skills Training: Focus on Job knowledge and skill for :
- Instructing new hires
- Overcoming performance deficits of the workforce.
Retraining: maintaining worker knowledge and skills as job
requirement change due to :
- Technological Innovation
- Organizational Restructuring

18. Retraining
 Needed when changes are made that affect the job,
employees performance drops below par, when the worker has
not mastered a particular technique, or your people themselves
may ask for it.
 A positive one-on-one approach to retraining is referred to a
coaching.
 Coaching is a 2 part process:
 1. Observation of the employees performance.
 2. Conversation between manager & employee focusing on job
performance.

19. Cross Functional: training employees to perform a wider
variety of Tasks in order to gain:
- Flexibility in work scheduling
- Improved coordination
Team Training: training self directed teams with regard to :
- Management Skills
- Coordination Skills
- Cross Functional Skills
Creativity Training: using innovative learning techniques to enhance
employee ability to spawn new ideas and new approaches.
Literacy Training: improving the basic skills of the work force such as
mathematics, reading, writing, and effective employee behaviors
such as punctuality, responsibility, cooperation etc.

20. Diversity Training: instituting a variety of programs to instill
awareness, tolerance, respect and acceptance of
persons of different race, gender etc.
Customer Service: training to improve communication,
better response to customer needs and ways to enhance
customer satisfaction.
Apprenticeship training: A structured process by which people
become skilled workers through a combination of classroom
instruction and on-the-job training.
Informal learning: The majority of what employees learn on the job
they learn through informal means of performing their jobs on a daily
basis.
Job instruction training (JIT): Listing each job’s basic tasks, along with
key points, in order to provide step-by-step training for employees.

21.  Lectures
 On the job training
 Programmed instructions
 Literacy training techniques
 Audiovisual-based training
 Simulation method
 Computer-based Training (CBT)
 Distance and Internet-Based Training

22. Lectures
Refers to a presentation by trainer on ideas , concepts,
theories and issues.
Effective lectures
 Use signals to help listeners follow your ideas.
 Don’t start out on the wrong foot.
 Keep your conclusions short.
 Be alert to your audience.
 Maintain eye contact with the trainees.
 Make sure everyone in the room can hear.
 Control your hands.
 Talk from notes rather than from a script.
 Break a long talk into a series of five-minute talks.

23. On-the-job training (OJT)
 Having a person learn a job by actually doing the job.
 OJT methods
 Coaching or understudy
 Job rotation
 Special assignments
 Advantages
 Inexpensive
 Immediate feedback
 Consists of 4 steps:
1. Prepare the associate.
2. Demonstrate the task.
3. Have the associate do the task.
4. Follow through.

24. Programmed Learning
 Programmed instruction (PI)
 A systematic method for teaching job skills
involving:
 Presenting questions or facts
 Allowing the person to respond
 Giving the learner immediate feedback on the
accuracy of his or her answers
 Advantages
 Reduced training time
 Self-paced learning
 Immediate feedback
 Reduced risk of error for learner

25. Literacy training techniques
 Responses to functional illiteracy
 Testing job candidates’ basic skills.
 Setting up basic skills and literacy programs.
Audiovisual-based training
 To illustrate following a sequence over time.
 To expose trainees to events not easily demonstrable in live lectures.
 To meet the need for organization wide training and it is too costly
to move the trainers from place to place.
Simulated training (occasionally called vestibule training)
 Training employees on special off-the-job equipment so training
costs and hazards can be reduced.
 Computer-based training (CBT)
 Electronic performance support systems (EPSS)
 Learning portals

26. Computer-based Training (CBT)
 Advantages
 Reduced learning time
 Cost-effectiveness
 Instructional consistency
 Types of CBT
 Intelligent Tutoring systems
 Interactive multimedia training
 Virtual reality training

27. Distance and Internet-
Based Training
 Teletraining
 A trainer in a central location teaches groups of
employees at remote locations via TV hookups.
 Videoconferencing
 Interactively training employees who are
geographically separated from each other—or
from the trainer—via a combination of audio and
visual equipment.
 Training via the Internet
 Using the Internet or proprietary internal intranets to
facilitate computer-based training.

28. How employees learn best:
 Learning is the acquisition of skills, knowledge, or attitudes.
 The adult learning theory is a field of research that examines how
adults learn.
Make the Learning Meaningful
 At the start of training, provide a bird’s-eye view of the material to be
presented to facilitates learning.
 Use a variety of familiar examples.
 Organize the information so you can present it logically, and in
meaningful units.
 Use terms and concepts that are already familiar to trainees.
 Use as many visual aids as possible.

29. Make Skills Transfer Easy
 Maximize the similarity between the training situation and the work
situation.
 Provide adequate practice.
 Label or identify each feature of the machine and/or step in the process.
 Direct the trainees’ attention to important aspects of the job.
 Provide “heads-up” preparatory information that lets trainees know they
might happen back on the job.
Motivate the Learner
 People learn best by doing so provide as much realistic practice as
possible.
 Trainees learn best when the trainers immediately reinforce correct
responses
 Trainees learn best at their own pace.
 Create a perceived training need in the trainees’ minds.
 The schedule is important too: The learning curve goes down late in the
day, less than full day training is most effective.

30. How employees learn the best:
 When they are actively involved in the learning process (to do
this you must choose the appropriate teaching method).
 Training is relevant & practical.
 Training material is organized & presented in chunks.
 Training is in an informal, quiet, & comfortable setting.
 When they have a good trainer.
 When they receive feedback on performance.
 When they are rewarded.

32. What Is Management
Development?
 Management development
 Any attempt to improve current or future management performance
by imparting knowledge, changing attitudes, or increasing skills.
 Succession planning
 A process through which senior-level openings are planned for and
eventually filled.
 Anticipate management needs
 Review firm’s management skills inventory
 Create replacement charts
 Begin management development

33. Training vs Development

34. Organizing a MDP
 Analysis of organizational development needs.
 Appraisal of present management talents
 Inventory of management power
 Planning of individual development programmes
 Establishment of development programmes
 Evaluation of results

35. Types of Development
 Varied Work Experiences
 Top managers have need to and must build expertise in many
areas.
 Employees identified as possible top managers are assigned
different tasks and a variety of positions in an organization.
 Formal Education
 Tuition reimbursement is common for managers taking classes for
MBA or job-related degrees.
 Long-distance learning can also be used to reduce travel and
other expenses for managerial training.

36. Methods Of Developing Managers
T -Training

37.  Job rotation
 Moving a trainee from department to department to broaden his or her
experience and identify strong and weak points.
 Coaching/Understudy approach
 The trainee works directly with a senior manager or with the person he or she
is to replace; the latter is responsible for the trainee’s coaching.
 Action learning
 Management trainees are allowed to work full-time analyzing and solving
problems in other departments.
 Case study method
 Managers are presented with a description of an organizational problem to
diagnose and solve.
 Management game
 Teams of managers compete by making computerized decisions regarding
realistic but simulated situations.
 Outside seminars
 Many companies and universities offer Web-based and traditional management
development seminars and conferences.

38.  Role playing
 Creating a realistic situation in which trainees assume the roles of
persons in that situation.
 Behavior modeling
 Modeling: showing trainees the right (or “model”) way of doing
something.
 Role playing: having trainees practice that way
 Social reinforcement: giving feedback on the trainees’
performance.
 Transfer of learning: Encouraging trainees apply their skills on the job.
 Corporate universities
 Provides a means for conveniently coordinating all the company’s
training efforts and delivering Web-based modules that cover topics
from strategic management to mentoring.
 In-house development centers
 A company-based method for exposing prospective managers to
realistic exercises to develop improved management skills.

39.  Executive coaches
 An outside consultant who questions the executive’s boss,
peers, subordinates, and (sometimes) family in order to
identify the executive’s strengths and weaknesses.
 Counsels the executive so he or she can capitalize on those
strengths and overcome the weaknesses.
 Sensitivity Training: This is a method of changing behavior through
unstructured group interaction. (also known as T-group training,
where T stands for training)
Features of T-group training
 T-Group consists of 10-12 persons.
 A leader acts as a catalyst and provides a free and open environment for
discussion
 There is no specified agenda
 Members express their ideas, feelings and thoughts freely and openly
 The focus is on behaviour rather than on duties
 The aim is to achieve behaviour effectiveness in transactions with one's
environment