Training and Development of Employees

1. TRAINING AND
DEVELOPMENT
DEEPAK KUSHWAHA
SHABID ASHRAF
UPENDRA BHAGEL
NISHANT KUMAR
VIKRAM SHAWARIYA
1

2. Topics
Why
do we Need Training?
What is Training & Training Principles?
A Systematic Approach to Training
A Training Lesson Plan
2

3. Do Organizations Need Training
The
answer is “YES”
However, we must
know the purpose
and functions of
training before we can
use it.
3

4. The Gap Concept
Expected Curve
Gap
1,000 Cars
Performanc
e/Results
200 Cars
Actual Curve
800 Cars
Time
In training terms this means we need
to develop programs to fill the Gap
4

5. Training and Development (T&D)
Human Resource Development – Major
HRM function consisting not only of T&D, but
also individual career planning and development
activities and performance appraisal
 Training and Development – Heart of a
continuous effort designed to improve
employee competency and organizational
performance

5

6. Training and Development (T&D)
Training - Designed to provide learners with
the knowledge and skills needed for their
present jobs – formal and informal
 Development - Involves learning that goes
beyond today's job – more long-term focus
 Learning Organization – firms that
recognize critical importance of continuous
performance-related training and development
an take appropriate action

6

7. Factors Influencing T&D





Top management support
Commitment from specialists and
generalists
Technological advances
Organizational complexity
Learning style
7

8. The Training and Development
(T&D) Process
Determine T&D Needs
Establish Specific
Objectives
Select T&D Method(s)
Implement T&D Programs
Evaluate T&D Programs
8

9. Determining Training and
Development Needs
In order to compete
effectively, firms
must keep
employees well
trained.
9

10. Establishing Training and
Development Objectives

Desired end results

Clear and concise objectives must
be formulated
10

11. T&D Methods





Classroom Programs
Mentoring
Coaching
Role Playing
Simulations





Distance Learning and
Videoconferencing
E-learning
On-the-Job Training
Job Rotation
Internships
11

12. Classroom Programs
Continue to be
effective for many
types of employee
training
 May incorporate
some of other
methods

12

13. Mentoring
Approach to advising, coaching, and
nurturing, for creating practical
relationship to enhance individual
career, personal, and professional
growth and development
 Mentor may be located elsewhere in
organization or in another firm
 Relationship may be formal or informal

13

14. Coaching
Often considered responsibility of
immediate boss
 Provides assistance much as a
mentor

14

15. Role Playing
Respond to specific problems they may
actually encounter in jobs
 Used to teach such skills as:

 interviewing
 grievance handling
 performance appraisal reviews
conference leadership
 team problem solving
 communication
15

16. Simulations
Training devices that
model the real world or
programs replicating
tasks away from the job
site
16

17. Distance Learning and
Videoconferencing
Interactive training
 Used to:
increase access to training
ensure consistency of instruction
reduce cost of delivering T&D
programs

17

18. E-Learning
Umbrella term
describing online
instruction
18

19. On-the-Job Training
Informal approach that permits
employee to learn job tasks by actually
performing them
 Most commonly used T&D method
 No problem transferring what has been
learned to the task

19

20. Job Rotation
Employees move from
one job to another to
broaden experience
 Helps new employees
understand variety of
jobs

20

21. Internships
Training approach where university
students divide their time between
attending classes and working for an
organization
 Excellent means of viewing potential
permanent employee at work
 Students are enabled to integrate theory
with practice

21

22. Management Development
All learning experiences resulting in
upgrading of skills and knowledge needed
in current and future managerial positions
 Imperative managers keep up with latest
developments in their fields while
managing ever-changing workforce in a
dynamic environment
 Requires personal commitment of
individual manager

22

23. Reasons to Conduct Management
Training Outside of the Company





An outside perspective
New viewpoints
Possibility of taking
executives out of work
environment
Exposure to faculty
experts and research
Broader vision
23

24. Reasons to Conduct Management Training
Inside of the Company





Training more specific to
needs
Lower costs
Less time
Consistent, relevant material
More control of content and
faculty
24

25. Orientation

Initial T&D effort designed
for employees

Strives to inform them
about company, job and
workgroup

On-boarding
25

26. Additional Benefits of Orientation
Effective in
retaining and
motivating
personnel
26

27. Special Training Areas
Telecommuter – permit manager and
employee to define job responsibilities
and set goals and expectations
 Diversity – develop sensitivity to
create more harmonious working
environment
 Ethics – develop corporate culture that
rewards ethical behavior
 Conflict Resolution – communication
skills needed to resolve gridlock

27

28. Special Training Areas
English as a Second Language –
help employees in way that validates
them and optimizes personal
relationships
 Teamwork – how to work in groups
 Empowerment – how to make
decisions and accept responsibility
 Remedial – basic literacy and
mathematics skills

28

29. Implementing Human Resource
Development Programs
Implies change
 Feel they are too busy to engage in T&D
efforts
 Qualified trainers must be available
 Trainers must understand company
objectives

29

30. Evaluating Human Resource
Development





Ask participant’s opinions
Determine extent of learning
Will training change behavior?
Have T&D objectives been accomplished?
Evaluation difficult, but necessary
30

31. Organization Development

Survey feedback
process

Quality circles

Team building

Sensitivity training
31

32. Survey Feedback Description
Process of collecting data from
organizational unit through use of
questionnaires, interviews and other
objective data
 Can create working environments that
lead to better working relationships,
greater productivity and increased
profitability

32

33. Quality Circles

Groups of employees who
voluntarily meet regularly
with their supervisors to
discuss problems

Investigate causes

Recommend solutions
33

34. Team Building

Conscious effort to develop
effective workgroups

Uses self-directed teams

Small group of employees
responsible for an entire
work process

Members work together to
improve their operation
34

35. CASE STUDY?
ON
35

36. Introduction
 Aldi
is a leading retailer with over 8,000 stores
worldwide. It continues to expand in Europe, North
America and Australia.
 Aldi brand is associated with value for money.
 Aldi’s slogan is ‘spend a little, live a lot’.
 The company buys large quantities of products from
carefully selected suppliers.
 Aldi keeps costs down in different ways. It ensures its
operations are as efficient as possible, for example,
store layouts are kept simple and opening hours focus
on the busiest times of the day.
 Aldi places great importance on how it trains and
developed its employees.
36

37. Identifying training needs
 Aldi
identifies future training needs through an ongoing
analysis of company performance in key areas at all
levels. For example, the company monitors the
availability of its products to the customer within its
stores. If the level of availability drops below the
targeted level then a programme of training on order
accuracy would be undertaken. It also considers future
developments within the business and within the
grocery retail sector in order to predict both the total
numbers of staff it will need and, more crucially, the
skills and competencies that will be required.
37

38. On the job training
On-the-job
training is training that takes
place while employees are actually
working.
 It means that skills can be gained while
trainees are carrying out their jobs.
Employees learn in the real work
environment and gain experience dealing
with the tasks and challenges that they
will meet during a normal working day.
38

39. Methods:

There are several methods of providing on-the-job training. Four
frequently used methods are briefly described here:
1: Coaching – an experienced member of staff will
help trainees learn skills and processes through providing
instructions or demonstrations (or both).
2: Mentoring – each trainee is allocated to an
established member of staff who acts as a guide and helper. A
mentor usually offers more personal support than a coach.
3:Job rotation – this is where members of staff
rotate roles or tasks so that they gain experience of a full range
of jobs.
39

40. 4: ‘Sitting next to Nellie’ – this describes the process of
working alongside a colleague to observe and learn the skills
needed for a particular process. This can be a faster and more
useful way of learning a job role than studying a written manual.
The colleague is always on hand to answer any questions or deal
with any unexpected problems.
 For most on-the-job training at Aldi stores, the store manager acts
as the trainer. A typical format is for the manager to explain
process to the trainee, then to demonstrate it. The trainee then
carries out the process, while the manager observes.
 All positions from apprentices through to trainee area managers
follow this type of structured ‘tell, show, do’ training.
 Trainee area managers also undergo job rotation. They have the
opportunity to experience all aspects of the business to give them
a complete overview of how Aldi operates.
40

41. Off the job training
 As
the name suggests, off-the-job training is provided
away from the immediate workplace. This might be at a
specialist training centre or at a college or at a
company’s own premises.
 Typical off-the-job training courses offered to
employees by Aldi include:
 recruitment, interviewing and selection
 employment law
 influencing skills
 performance reviews (appraisals)
 Aldi Management System (how to develop and
performance manage people).
41

42. 

Off-the-job training may involve extra costs, such as payments to
training organizations. It also means that staff taking training
courses are not at work, so their jobs have to be covered by
others. This can lead to an increase in payroll costs. However,
balanced against these costs are the gains that Aldi makes from offthe-job training. These include the benefits of having more
motivated staff, greater staff productivity and employees with
better skills and the ability to provide improved customer service.
Aldi provides training opportunities for young people. The Aldi
apprentice scheme combines on-the-job and off-the-job training.
Apprenticeships are open to 16-18 year olds. Apprentices training
as store assistants also study for an NVQ in Retail Apprenticeship.
They complete store assistant training and gain an NVQ Level 2 in
their first year. They then take a store management training
programme over two years and work for a Level 3 advanced
qualification
42

43. Development
 Development
focuses as much on personal growth as
skills that are directly related to the job. A
development programme is designed to make
individuals more skilled, more flexible in their approach
and better qualified for their chosen careers.
 Through a development programme, employees can
obtain transferable qualifications that benefit the
individuals concerned as well as the business. This can
have disadvantages for the business, as it gives workers
greater value in the job market. However, Aldi is willing
to take this risk as it believes in providing what is best
for its staff.
43

44.  The
Aldi retail placement scheme takes university
students on a one-year placement. This allows the
chosen individuals to show what they can offer the
business and to find out what the business can offer
them. Aldi offers an excellent reward package for
students on a placement, but in return expects trainees
to have enthusiasm, drive and ambition. Successful
students get the opportunity to apply for a place on
Aldi’s Area Management training programme.
44

45. CONCLUSION
 Aldii
wants efficient operations, with its stores staffed
by people who are keen and competent.
 Aldi’s success is shown by the fact that it is expanding
rapidly. It is opening new stores and experiencing sales
growth that requires it to take on more staff. This
means that it needs to combine good recruitment
policies with robust selection processes.
 Aldi puts great emphasis on developing its people. Over
85% of Aldi directors have been recruited from within
the company.This commitment to training and
development makes Aldi a business of choice for both
ambitious teenagers and top graduates. This is shown
by its placing in the Top 5 in The TimesTop 100 Graduate
Employers and the Graduate Employer of Choice for 2012
45
for General Management

46. THANK YOU
46