Download VTU (Visvesvaraya Technological University) MBA 2nd Semester (Second Semester) 17MBA21-Human Resource Management HRM Chapter 4 Important Lecture Notes (MBA Study Material Notes)
Chapter 4
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily??
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
Career anchors
? These are distinct patterns of self-perceived talents, attitudes,
motives and values that guide and stabilise a person?s career
after several years of real world experiences.
More about eight career anchors
? Managerial competence
? Technical competence
? Security
? Creativity
? Autonomy
? Dedication to a cause
? Pure challenge
? Life style
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
Career anchors
? These are distinct patterns of self-perceived talents, attitudes,
motives and values that guide and stabilise a person?s career
after several years of real world experiences.
More about eight career anchors
? Managerial competence
? Technical competence
? Security
? Creativity
? Autonomy
? Dedication to a cause
? Pure challenge
? Life style
Career planning
? Career planning is the process by which one selects career
goals and the path to achieve those goals. Career planning, it
should be noted here, is a prerequisite to effective human
resource planning.
vAttract and retain talent
vUse human resources properly and achieve greater
productivity
vReduce employee turnover
vImprove employee morale and motivation
vMeet the current and future human resource needs of the
organisation
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
Career anchors
? These are distinct patterns of self-perceived talents, attitudes,
motives and values that guide and stabilise a person?s career
after several years of real world experiences.
More about eight career anchors
? Managerial competence
? Technical competence
? Security
? Creativity
? Autonomy
? Dedication to a cause
? Pure challenge
? Life style
Career planning
? Career planning is the process by which one selects career
goals and the path to achieve those goals. Career planning, it
should be noted here, is a prerequisite to effective human
resource planning.
vAttract and retain talent
vUse human resources properly and achieve greater
productivity
vReduce employee turnover
vImprove employee morale and motivation
vMeet the current and future human resource needs of the
organisation
The process of career planning
? Identify individual needs and aspirations
? Analyse career opportunities
? Align employee needs with available career opportunities
? Develop action plans
? Carry out periodic review
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
Career anchors
? These are distinct patterns of self-perceived talents, attitudes,
motives and values that guide and stabilise a person?s career
after several years of real world experiences.
More about eight career anchors
? Managerial competence
? Technical competence
? Security
? Creativity
? Autonomy
? Dedication to a cause
? Pure challenge
? Life style
Career planning
? Career planning is the process by which one selects career
goals and the path to achieve those goals. Career planning, it
should be noted here, is a prerequisite to effective human
resource planning.
vAttract and retain talent
vUse human resources properly and achieve greater
productivity
vReduce employee turnover
vImprove employee morale and motivation
vMeet the current and future human resource needs of the
organisation
The process of career planning
? Identify individual needs and aspirations
? Analyse career opportunities
? Align employee needs with available career opportunities
? Develop action plans
? Carry out periodic review
Career Development
? Career development consists of the personal actions one
undertakes to achieve a career plan. The actions for
career development may be initiated by the individual
himself or by the organisation
? Individual career development: Some of the important
steps that could help employees achieve their career
goals could be listed thus;
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
Career anchors
? These are distinct patterns of self-perceived talents, attitudes,
motives and values that guide and stabilise a person?s career
after several years of real world experiences.
More about eight career anchors
? Managerial competence
? Technical competence
? Security
? Creativity
? Autonomy
? Dedication to a cause
? Pure challenge
? Life style
Career planning
? Career planning is the process by which one selects career
goals and the path to achieve those goals. Career planning, it
should be noted here, is a prerequisite to effective human
resource planning.
vAttract and retain talent
vUse human resources properly and achieve greater
productivity
vReduce employee turnover
vImprove employee morale and motivation
vMeet the current and future human resource needs of the
organisation
The process of career planning
? Identify individual needs and aspirations
? Analyse career opportunities
? Align employee needs with available career opportunities
? Develop action plans
? Carry out periodic review
Career Development
? Career development consists of the personal actions one
undertakes to achieve a career plan. The actions for
career development may be initiated by the individual
himself or by the organisation
? Individual career development: Some of the important
steps that could help employees achieve their career
goals could be listed thus;
Succession Planning
? The basic purpose of succession planning is to identify
and develop people to replace current job holders in key
positions. Through succession planning organisations
ensure a steady flow of internal talent to fill important
vacancies. Succession planning encourages ?hiring from
within? and creates a healthy environment where
employees have careers and not merely jobs. It should be
noted here that career planning (which covers executives
at all levels), by its very nature, includes succession
planning (which covers key positions at higher levels)
FirstRanker.com - FirstRanker's Choice
TRAINING
Chapter 4
? Training is a planned programme designed to improve
performance and bring about measurable changes in
knowledge, skills, attitude and social behaviour of
employees.
Features of Training
vIncreases knowledge and skills for doing a particular job
vFocuses attention on the individual job.
vConcentrates on individual employees
vGives importance to short term performance
Training is essential for job success. It can lead to higher
production, fewer mistakes, greater job satisfaction and
lower turnover.
Need?For?Training:?
? helps?new?recruits?to?perform?assigned?tasks?effectively
? helps?existing?employees?to?prepare?for?higher?level?jobs
? enables?existing?employees?to?keep?in?touch?with?latest?
developments
? permits?employees?to?cope?with?changes?brought?in?by?frequent?
transfers
? makes?employees?more??versatile,?mobile,?flexible?and?useful?to?
the?organisation?
? bridges?the?gap?what?the?employee?has?and?what?the?job?
demands?allows?an? employee?to?gain?acceptance?from?peer?
groups?readily?? Training vs. Development
? Training is concerned with teaching specific job related
skills and behaviour. Development is future oriented
training, focusing on the personal growth of the employee.
Training vs. Development
Training vs. Education
? Training, more or less, is job oriented (skill) learning.
Education, on the other hand, is a person-oriented, theory
-based knowledge whose main purpose is to improve the
understanding of a particular subject (a kind of conceptual
learning).
Training Pitfalls:
Here is a checklist to avoid training pitfalls
v Attempting to teach too quickly
v Trying to teach too much
v Viewing all trainees as the same
v Giving very little time to practice
v Offering very little to the trainee in the form of
encouragement, praise or reward
Learning Principles: The Philosophy of Training
Training efforts are invariably based on certain learning oriented guidelines:
? Modelling: It is simply copying someone else's behaviour. (like showing
the videotapes of desired behaviour while at work)
? Motivation: For learning to happen, it is important to motivate the trainee
first.
? Reinforcement: If behaviour is rewarded, it probably will be repeated.
Positive reinforcement consists of rewarding desired behaviours.
? Feedback: Feedback helps an employee find where he stands. People
learn best if reinforcement is given as soon as possible.
? Spaced practice: Learning takes place easily if the practice sessions are
spread over a period of time.
? Whole learning: Employees learn better if the job information is given as
an entire logical process.
? Active practice: Learning is enhanced when trainees are provided ample
opportunities to repeat the task.
? Relevance: training should be as real as possible so that trainees can
successfully transfer the new knowledge to their jobs
? Environment: employees learn faster in comfortable environments
Areas And Types of Training
Training is generally offered in the following areas
v Knowledge
v Technical skills
v Social skills
v Techniques
The various types of training that are commonly employed in present-day
organizations may be listed thus.
Types of training:
vSkills training: here certain basic skills like reading, writing, computing,
speaking, listening, problem solving etc are taught
vRefresher training: here the focus is on short term courses that would
help employees learn about latest developments in their respective fields
vCross functional training: this helps employees perform operations in
areas other than their assigned job.
vTeam training: this is concerned with how team members should
communicate with each other, how they should cooperate to get
ahead, how they should handle conflictful situations, how to find their way
using collective wisdom etc.
vCreativity training: this helps employees to think unconventionally,
break the rules, take risks, go out of the box and develop unexpected
solutions.
vDiversity training: it aims to create better cross cultural sensitivity with
the aim of fostering more harmonious and fruitful working relationships
among a firm's employees
vLiteracy training: this is generally offered to those employees with weak
reading, writing or arithmetic skills.
Systematic?Approach?To?Training?
? A?systematic?approach?to?training?would?consist?of?three?phases:?
training?needs?assessment,?implementation?and?evaluation?
Training needs assessment
? Training? efforts? must? aim? at? meeting? the? needs? of? the? organization?
and?the?individual?employees.?This,?essentially,?involves?three?types?
of?analysis:
A. Organizational analysis: This?is?a?study?of?the?entire?organization?
in?terms?of?its?objectives,?utilization?of?resources?to?achieve?objectives?
etc.
v Analysis?of?objectives
v???? ?Resource?utilization?analysis
v???? ?Environmental?scanning
vOrganizational?climate?analysis?
B-. Task or role analysis: this is a detailed examination of
a job, its components, its various operations and conditions
under which it has to be performed.
C. Person analysis: here the focus is on the individual in a
given job; whether training is needed, whether the
employee is capable of being trained, and the areas where
the training is needed.
D. Identify training objectives: Training objectives can be
of three types
Objectives of training
E. Training methods: Formal training methods include on
the job training covering job instruction training,
coaching, mentoring, job rotation, apprenticeship
training, committee assignments etc. and off the job
training including lectures, conference, simulation
exercises and programmed instruction.
F. Evaluation:Evaluation helps in controlling and correcting
the training programme.
On The Job Training Methods
? Job instruction training (JIT): This is training directly received
on the job. Here the trainee receives an overview of the
job. The trainer actually demonstrates the hob and the trainee
is asked to copy the trainer?s way. The trainee, finally, tries to
perform the job independently.
? Coaching: Here the supervisor explains things and answers
questions; throws light on why things are done the way they
are; offers a model for trainees to copy, conducts lot of
decision making meetings, and allows trainees freedom to
commit mistakes and learn .Coaching, thus, requires lot of
teaching skills.
? Mentoring: The use of an experienced person to teach and
train someone with less knowledge and experience in a given
area is known as mentoring. The mentor nurtures, supports
and guides the efforts of young persons by giving
appropriate information, feedback and encouragement
whenever required.
Job rotation: This kind of training involves the movement
of trainee from one job to another.
Apprenticeship training: Most craft workers such as
plumbers, carpenters etc are trained through formal
apprenticeship programmes. In this method, the trainees
are put under the guidance of a master worker typically for
2-5 years.
Committee assignments: In this method, trainees are
asked to solve an actual organisational programme working
along with other trainees.
Off The Job Training Methods
? Vestibule training: It occurs off the job on equipment or
methods that are highly similar to those used on the job.
? Role playing: This is a development technique requiring the
trainee to assume a role in a given situation and act out
behaviours associated with that role.
? Lecture method: Here the instructor organises the study
material on a specific topic and offers it to a group of trainees in
the form of a talk.
? Conference or discussion method: In this method the trainer
delivers a lecture and involves the trainees in a discussion so
that the doubts about the job to be undertaken get clarified.
? Programmed instruction: This is an approach that puts
material to be learned into highly organised logical sequences
that require the trainees to respond
EXECUTIVE DEVELOPMENT
? The basic purpose of executive development is to improve
managerial performance by imparting knowledge,
changing attitudes or increasing skills. Training certainly
helps in improving job-related skills but when the intent is
to enhance executives? ability to handle diverse jobs and
prepare them for future challenges the focus must shift to
executive development.
Training vs. executive development Features of executive development
? It is a planned effort to improve executives? ability to
handle a variety of assignments
? It is not a one-shot deal, but a continuous, on-going
activity
? It aims at improving the total personality of an executive
? It aims at meeting future needs unlike training, which
seeks to meet current needs
? It is a long term process, as managers take time to
acquire and improve their capabilities
? It is proactive in nature as it focuses attention on the
present as well as future requirements of both the
organisation and the individual
Importance of executive development
? Invaluable investment in the long run as it helps managers
to acquire requisite knowledge, skills and abilities
needed to handle complex situations in business
? Enables executives to realise their own career goals and
aspirations
? Helps executives to step into superior positions easily
? Assists executives in enhancing their people-management
skills, taking a holistic view of various problems.
Steps in the organisation of an executive
development programme
? Analysis of organisational development needs
? Appraisal of present managerial capabilities
? Inventory of executive talent(in terms of age, service,
education, experience etc
? Planning of individual development programmes
? Devising appropriate development programmes
? Evaluating results
Methods/techniques
? In-basket: The trainee is asked to look into a number of
papers such as memoranda, reports, telephone
messages that typically confront a manager and
respond appropriately.
? Case-study: The participant is asked to take up a
simulated business problem and take appropriate
decisions.
? Business games: It is a learning exercise representing a
real-life situation where trainees compete with each
other to achieve specific objectives.
? Role play: This is a technique that requires the trainee to
assume different identities to learn how others feel under
different circumstances
? Sensitivity training: This is a method of changing behaviour
through unstructured group interaction. (also known as T-group
training, where T stands for training)
? On the job experience: This is a kind of class room learning
where the trainee learns by actually doing things under the
supervision of an experienced supervisor. Such methods are
highly useful for certain groups like scientific and technical
personnel
? Behaviour modelling: This is an approach that demonstrates
desired behaviour and gives trainees the chance to practice
and role-play those behaviours and receive feedback.
? Coaching: This is a development activity in which a supervisor
plays an active role in imparting job knowledge and skills to the
trainee. For effective coaching, a healthy and open relationship
must exist between employees and their supervisors.
? Understudy: This is a development method wherein
potential managers are given the chance to temporarily
relieve an experienced manager of part of hi job and act
as his substitute during the period, giving him vital
insights into the overall job that would make him the
automatic choice in the succession process.
? Job rotation: Moving a trainee from job to job so as to
offer cross training is called job rotation. The idea behind
this is to give managers the required diversified skills and a
broader outlook.
? Multiple management: It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make
recommendations to higher management.
? Special courses, meetings, readings: In addition to the
above, managers could also benefit by attending
workshops organised by academic institutions, attending
special meetings organised by various government and
voluntary organisations and by reading specific articles
relevant to their respective fields.
? Special projects: In this method, a trainee is put on a
project closely related to the objectives of the department.
? Committee assignment: In this method, an adhoc
committee is appointed to discuss, evaluate and offer
suggestions relating to an important aspect of business.
? Conferences: A conference is a meeting of people to
discuss a subject of common interest. The participants
exchange notes, opinions and ideas on the subject in a
systematic and planner manner.
? Lectures: Lectures are formal presentations on a topic by
an experienced and knowledgeable person. The
presentation is generally supported by discussions,
case studies, audio-visual aids and film shows.
? Group discussion: In this method, papers are presented
by two or three trainees on a selected topic, followed by
thought- provoking discussions.
? Programmed instruction: This is a learner-oriented
technique which presents subject matter to the trainees
in small sequential steps requiring frequent
responses from the trainee and immediately offering
him of their accuracy or otherwise.
While choosing a specific method, the following guidelines
might be kept in mind
CAREER AND SUCCESSION
PLANNING
? A career comprises of a series of work related activities,
that offer continuity, order and meaning to a person?s life.
The underlying idea behind a career is that a person can
shape his destiny through a number of well planned and
well timed, positive steps. The success of one?s career,
therefore, depends on the individual more than anything
else.
Career: Important features
? A career develops over time
? The success of one's career depends, most often, on
one's own careful planning and timely steps taken at a
right time
? The important element in one's career is experiencing
psychological success.
? The typical career of a person today would probably
include many positions and transitions.
Career stages
? Exploration: the transition that occurs in mid-twenties as one
looks at work after college education, seeking answer to
various questions about careers from teachers, friends etc.
? Establishment: this is the stage where one begins the search
for work, picks up the first job, commits mistakes and learns
thereafter.
? Mid-career: Between 35 and 50 one is typically confronted with
a plateaued career, where your maturity and experience are
still valued but there is the nagging feeling of having lost the
initial fire in the belly
? Late career: This is the stage where one relaxes a bit and
plays an elderly role, offering advice to younger ones as to how
to avoid career mistakes and grow continually.
? Decline: This is the stage where one is constantly reminded of
retirement, after a series of hits and misses.
Career anchors
? These are distinct patterns of self-perceived talents, attitudes,
motives and values that guide and stabilise a person?s career
after several years of real world experiences.
More about eight career anchors
? Managerial competence
? Technical competence
? Security
? Creativity
? Autonomy
? Dedication to a cause
? Pure challenge
? Life style
Career planning
? Career planning is the process by which one selects career
goals and the path to achieve those goals. Career planning, it
should be noted here, is a prerequisite to effective human
resource planning.
vAttract and retain talent
vUse human resources properly and achieve greater
productivity
vReduce employee turnover
vImprove employee morale and motivation
vMeet the current and future human resource needs of the
organisation
The process of career planning
? Identify individual needs and aspirations
? Analyse career opportunities
? Align employee needs with available career opportunities
? Develop action plans
? Carry out periodic review
Career Development
? Career development consists of the personal actions one
undertakes to achieve a career plan. The actions for
career development may be initiated by the individual
himself or by the organisation
? Individual career development: Some of the important
steps that could help employees achieve their career
goals could be listed thus;
Succession Planning
? The basic purpose of succession planning is to identify
and develop people to replace current job holders in key
positions. Through succession planning organisations
ensure a steady flow of internal talent to fill important
vacancies. Succession planning encourages ?hiring from
within? and creates a healthy environment where
employees have careers and not merely jobs. It should be
noted here that career planning (which covers executives
at all levels), by its very nature, includes succession
planning (which covers key positions at higher levels)
? Succession management focuses attention on creating
and stocking pools of candidates with high leadership
potential. It assures that key people are not just identified
but also nurtured and developed into future leadership
roles
Steps in succession management
? Identifying the shortage of leadership skills and defining
the requirements
? Identifying potential successors for critical positions
? Coaching and grooming the 'star performers'
FirstRanker.com - FirstRanker's Choice
This post was last modified on 18 February 2020