“If you think training is expensive, try

ignorance.”
 TRAINING

LEARNING OBJECTIVES

1. INTRO.

2. DEFINING TRAINING AND DEVELOPMENT.

3. NEED FOR AND BENEFITS OF TRAINING.

4. METHODS OF DETERMING TRAINING NEEDS.

5. TRAINING OBJECTIVES.

6. TRAINING PROCESS

7. FORMULATION OF TRAINING POLICY.

8. PRINCIPLE OF AN EFFECTIVE TRAINING PROGRAM.

9. TRAINING METHODS

10. TRAINING MODULE

11. TRAINING EVALUATION PROCESS

12. TRAINING HANDY DOCUMENTS

13. QUALITY OF A GOOD TRAINER

14. DO AND DONT’S IN A TRAINING SEASSION

15. CONCLUSION

16. REFERENCES
 INTRODUCTION
What Is Training?

The simple answer is, training deals with building skills.

The term training refers to the acquisition of knowledge, skills, and competencies as a
result of the teaching of vocational or practical skills and knowledge that relate to specific
useful competencies. It forms the core of apprenticeships and provides the backbone of
content at institutes of technology (also known as technical colleges or polytechnics). In
addition to the basic training required for a trade, occupation or profession, observers of
the labor-market recognize today the need to continue training beyond initial qualifications:
to maintain, upgrade and update skills throughout working life. People within many
professions and occupations may refer to this sort of training as professional
development.

Some commentators use a similar term for workplace learning to improve performance:
training and development. One can generally categorize such training as on-the-job or off-
the-job:

• On-the-job training takes place in a normal working situation, using the actual tools,
equipment, documents or materials that trainees will use when fully trained. On-the-
job training has a general reputation as most effective for vocational work.
• Off-the-job training takes place away from normal work situations — implying that
the employee does not count as a directly productive worker while such training
takes place. Off-the-job training has the advantage that it allows people to get away
from work and concentrate more thoroughly on the training itself. This type of
training has proven more effective in inculcating concepts and ideas.

Training differs from exercise in that people may dabble in exercise as an occasional
activity for fun. Training has specific goals of improving one's capability, capacity, and
performance.

We have seen how a newly ‘inducted’ employee is introduced to his fellow workers, his
supervisor, the work of his dept, its relations to other dept and its place in the whole org to the
org objective, philosophy, practices & so on. The new employee then has to learn to work most
efficiently & effectively. This is through a well-thought out & planned training program. Training
is required at every stage when a person is moved from one assignment to another of a
different nature.

DEFINING TRAINING & DEVELOPMENT

Training & Development program are necessary in any org for improving the quality of work of
employees at all levels, particularly in a world of fast changing technology, changing values &
environment.
The purpose of both is similar.
The main difference is in respect to the level of employees for whom these are meant for and
the content & techniques employed.

“Training.” Training is a short-term process utilizing a systematic and org process by

which a non-managerial person acquires technical knowledge and skills for a definite
purpose.” It refers to instructions. It is designed primarily for non-managers. It is for
short duration for a specific job-related purpose.

DEVELOPMENT. Development is a long-term education process utilizing a systematic

and org process by which managerial persons, get conceptual and theoretical
knowledge.

In other words it refers not to technical knowledge or skills in operation but to philosophical &
theoretical concepts. It involves broader education & its purpose is long-term development.

BENEFITS OF TRAINING. A well planned & executed training program should result in the
following benefits:-

o Reduction in Wastage & spoilage.

o Improvement in method of work.
o Reduction in learning time.
o Reduction in supervising burden.
o Reduction in machine breakage & maintenance costs.
o Reduction in accident rate.
o Improvement in quality of products.
o Improvement in production rate.
o Improvement in morale & reduction in grievances.
o Improvement in efficiency & production.
o Reduction in manpower obsolescence.
o Enabling the org to provide increased financial incentives, opportunity for internal
promotion & raising of pay rates.
o Personal growth,
o Wider awareness among participants enlarged skill.

METHODS OF DETERMINIG TRAINING NEEDS

Total need can be determined by analyzing the sit in r/o of each skill & each member of work
force. This to determine training needs one would have to analyse the following:-

o Job Requirement.
o Employees present job skills.
o Training Needs.

This can be does in the following ways:-

o Analysis of an activity.
o Analysis of Problems.
o Analysis of Behavior.
o Analysis of an Org.
o Appraisal of Performance.
o Brainstorming.
o Buzzing.
o Card Sorting.
o Committee.
 o Comparison.
o Confidence.
o Consultants.
o Counseling.
o In-basket.
o Incident Pattern.
o Informal Talks.
o Interviews
o Observations
o Problem Clinic.
o Research.
o Role-playing.
o Self-Analysis.
o Skill-Inventory.
o Slip Writing.
o Studies.
o Survey.
o Tests.
o Task Force.
o Questionnaires.
o Workshop.

TRAINING OBJECTIVES

o To prepare employees for the job meant for them while in first appointment on
training, or on promotion & impart to them the required skill and knowledge.
o To assist the employees to function more effectively in their present position by
exposing them to the latest concepts, information techniques & developing the skills
that would be required in their particular jobs.
o To build a second line of competent officers and prepare them to occupy more
responsible positions.

PRINCIPLE OF EFFECTIVE TRAINING PROGRAM

• The objectives & scope of a training plan should be defined before its development is
begun in order to provide a basis for common agreement & cooperative action.
• The techniques and processes of a training program should be related directly to the needs
& objectives of the org.
• To be effective the training must use tested principle of learning.
• Training should be conducted in the actual job environment to the maximum possible
extent.

TRAINING METHODS.

Training for different categories of employees:-

• Unskilled Worker.
• Semi-skilled Worker.
• Skilled Worker.
• Salesmen.
• Supervisory Staff.
• 10. All training methods can be broadly classified into TWO:-
• On the job training.
• Off the job training.

ON THE JOB TRAINING

An employee is placed in a new job and is told how it is to be performed. It aims at developing
skills and habits consistent with the existing practices of an org and by orienting him to his
immediate problems. Coaching & instructions is done by skilled workers, supervisors, special
training instructors. A variety of training aids & techniques are used.

VESTIBULE TRAINING OR TRAINING CENTRE TRAINING

It involves class-room training imparted with the help of equipment and machines identified to
those in use at the place of work. Theoretical training is given in the classroom & practical
conducted on the production line. It is often used to train clerks, Bank tellers, inspectors,
machine operators, typists etc.

Simulation

It is an extension of vestibule training. The trainee works on ‘closely duplicated real job
conditions.’ This is essential when on-the-job practice is expensive, might result in serious
injury, a costly error, Destruction of properly e.g. Pilots Training.

Demo & Exercise

. Here the trainer describes and Demonstrates how to do a certain work. He performs the
activity himself going through a step by step explanation of the ‘why’, ‘how’ ‘what’ he is doing.
Apprenticeship

A major part of training is spent on the on-the job productive work. Each apprentice is given a
program of assignments according to a predetermined schedule which provides for efficient
training in trade skills appropriate for- crafts-trades & technical areas.

OFF-THE-JOB OR CLASS ROOM METHODS

Training on the job is not a part of everyday activity. Location of training may be a company
class-room, educational institutions or an association which is not a part of the company.
Methods include the followings:-

• Lectures.
• Conference.
• Seminars/ Team Discussion.
• Case Discussion.
• Role Playing.
• Programmed Instruction.

Lectures

Formally organized talks by an instructor on specific topics. This method is useful when
philosophy, concepts, attitudes, theories, problems have to be discussed.
Conference Method

Held as per an org plan. Mutual problems are discussed & participants pool their ideas and
experience in attempting to arrive at better methods of dealing with these problems. Members
teach & learn from each other. Conference may include Buzz sessions which divide
conference into small groups of 4-5 for intensive discussion. This method is suitable for a
group of 20-30 persons only.

Seminar or Team Discussion

The group learns through discussion of a paper on a selected subject. The paper is written by
one or more trainees.

Case Discussion

A real / Hypothetical business problem demanding solution is presented to the group &
members are trained to identify the problems present & suggest various alternatives for
tackling them analyze each one of these find out their component suitability & decide for
themselves the best solution. This method promotes analytical thinking. Extensively used in
professional school of law & Mgt & in supervisory & executive training program in industry.

ROLE PLAYING

Also called ‘Role Reviewing’ or ‘Socio-Drama’ or ‘psychological Drama’. Here trainees are
given out a role to play as in a stages drama. No written lines no rehearsals. Players quickly
respond to ever changing situation.

MANAGMENET DEVELOPMENT

Is a systematic process of training & growth by which managerial persons gain and supply
skills, knowledge, attitudes & insights to manage the work in their org effectively and
efficiently?

Objectives of Management Developments

• Assure the org of availability of required numbers of managers with the required skills to
meet the present and anticipated future needs of the business.
• To encourage managers to grow as person & in their capacity to handle greater
responsibility.
• To improve the performance of managers throughout their career.
• A Dasgupta in “Business & Mgt in India” has given objectives of development of
managerial persons for various level of mgt as under:-

Top Mgt

o To improve through process and analytical ability in order to uncover and examine
problems and take decision in the best interest of the country & Org.
o To broaden the outlook of the executive role, position & responsibilities.
o To think through the problems which may confront the organization?
o To understand, economic, technical & institutional aspects in order to solve
business problems.
 o To acquire knowledge about problems of human relations.

MIDDLE MGT

• To establish a clear picture of executive functions & response.

• To bring about an awareness of the broad aspects of mgt problems.
• To develop the ability to analyze problems and to take appropriate action.
• To develop familiarity with managerial uses of fin accounting.
• To inculcate knowledge of human motivation & human relationships.
• To develop responsible leadership.

MIDDLE FUNCTIONAL EXECUTIVE & SPECIALISTS

• To increase knowledge of business functions & operations in specific fields in marketing,

productions, finance, personnel.
• To increase proficiency in mgt techniques, work study, inventory control, operation
research, quality control.
• To simulate creative thinking.
• To understand the functions performed in a company.
• To understood Human Relations problems.
• To develop ability to analyze the problems.
 NEED ANALYSES
LEVAL OF ANALYSES

Organizational Analysis
o Identification of short- and long- term goals
o Identification of human resource needs
o Evaluation of methods of meeting HR needs (e.g., selection, training)
o Assessment of resource availability
o Evaluation of support for transfer of training

JOB ANALYSES

Identification of:-
 tasks
 standards
 optimal procedures

Person Analysis
 Evaluation of individual against standards
 Identification of deficiencies
 Identification of causes (e.g., motivation vs. ability)

Demographic Analysis
• Assess the specific training needs of various demographic groups (e.g., the
disabled, or those protected by civil rights legislation)

Other Common Reasons for Training

• Poor performance (without analysis)

“They’re not performing, therefore they must need training”

• Fad
“Everyone else is doing it”
• Reward
“They deserve it”
• Habit
“We’ve always done it. Besides, we have a budget for it”

Types of Training Programs

On-Site Training
• On-the-job training
• Apprentice training
• Coaching/mentoring
• Job rotation
• On-line help

Off-Site Training
• Lectures/seminars
• Multi-media presentations
• Programmed/Computer-assisted instruction
• Simulation
• Cases studies/management games
• Role-playing
 • Behavior modeling

Selection and development of training method

Purpose (based on needs analysis) Common objectives include

 Information acquisition
 Skills development (e.g., motor, interpersonal, problem solving,
decision-making)
 Relevance and meaningfulness
 Adequate preparation & self-efficacy
 Choice/participation (e.g., time, content)
 Clear goals
 Reinforcement
 Similarity of setting and task
 Over learning
 Teaching of general principles
 Reinforcement of transfer

Evaluation of Training
(Designing an Evaluation Study)

Criteria: -

• Reaction

 Did employees like the training, think it was useful, feel more confident in their

abilities?
• Learning
 Did employees learn anything new?

• Behavioural
 Do trainees behave any differently back on the job?

• Results
 Do the training have the desired outcome?
Issue to be considered:-

1. Internal Validity
 Accuracy of inference concerning effect of training
2. External Validity
 Accuracy of inference regarding generalizability
3. Construct Validity
 Accuracy of inference about why the training worked

Threats to Internal Validity

Threats controlled by Random Assignment

• History
• Maturation
• Selection
• Testing
• Instrumentation
• Attrition (Mortality)
• Statistical Regression
Key
X = measure T = training R = random
assignment
Threats to Internal Validity

Threats not controlled by Random Assignment

• Local history
• Diffusion or imitation of treatment
• • Compensatory equalization of
treatment
• • Compensatory rivalry

• Resentful demoralization
TRAINING NEEDS ANALYSIS

A Quick, Performance-Based, Consultative Approach

A PLANNING YES NO COMMENTS

1. Schedule informal meeting ? ?

2. Review questions ? ?

3. Conduct informal interview ? ?

B PERFORMANCE ANALYSIS YES NO COMMENTS

1. Identify Problem

1.1 What task needs improvement? ? ?

1.2 What is required performance? ? ?

1.3 Who is responsible for this task? ? ?

1.4 Where does this problem appear? ? ?

1.5 When does this problem appear? ? ?

1.6 When did this problem first appear? ? ?

1.7 What impact does it have? ? ?

1.8 What relevant changes have

occurred? ? ?

1.9 What is the difference between good

and poor performance? ? ?

1.10 What has been done to solve the

problem? ? ?

1.11 Should I speak to anyone else? ? ?

 CAUSE ANALYSIS

CAUSE SOLUTIONS

1. Knowledge and Skill • Provide training

• Improve current training
• Provide refresher training
• Provide practice/simulation
• Provide job aids
• Provide coaching on the job

2. Capacity • Change personnel

3. Standards • Develop standards

• Publicize the standards

4. Measurement • Develop measurements

• Revise old measurements

5. Feedback • Provide feedback

• Improve use of feedback

6. Conditions • Re-organize workplace

• Upgrade materials, information
• Redesign job
• Remove interference

7. Incentives • Provide/strengthen positive consequences

• Remove/weaken negative consequences
• Remove/weaken positive consequences for poor
performance
 CAUSE ANALYSIS CHECKLIST

C CAUSE ANALYSIS
KNOWLEDGE AND SKILL YES NO COMMENTS

1. Did they ever perform the task properly? ? ?

2. Is the task performed often enough to
ensure retention? ? ?
3. Do they know the task is still expected of
them? ? ?
4. Is training provided? ? ?
5. Is the training effective? ? ?
6. Is enough practice done during training? ? ?
7. Could they perform properly immediately
after training? ? ?
8. Are job aids available? ? ?
9. Are job aids effective? ? ?
10. Does performance fail to improve with
experience? ? ?
11. Is the task procedure stable? ? ?
12. Could they do it if their lives depended on it
(without further training?) ? ?
CAPACITY YES NO COMMENTS

1. Do they have the mental capacity? ? ?

2. Do they have the physical capacity? ? ?
3. Do they have the prerequisites for training? ? ?
STANDARDS YES NO COMMENTS

1. Do they know what to do? ? ?

2. Do they know when to do it? ? ?
3. Do their supervisors agree on what and
when? ? ?
4. Are there written standards? ? ?
5. Do they know how they’ll be evaluated? ? ?
 MEASUREMENT YES NO COMMENTS

1. Is performance measured? ? ?
2. Are measurements based on task ? ?
performance?
3. Are measurements based on results rather
than activities? ? ?
4. Are the outcomes of the task measured? ? ?
5. Are the measurements objective? ? ?
6. Are the designers of the measurements
qualified? ? ?
FEEDBACK YES NO COMMENTS

1. Are they informed about how they’re doing? ? ?

2. Is feedback given soon enough? ? ?
3. Is feedback given often enough? ? ?
4. Is feedback understandable? ? ?
5. Is feedback tied to “controllable” ? ?
performance?
6. Is feedback specific? ? ?
7. Is feedback accurate? ? ?
8. Is feedback given by someone who matters? ? ?
9. Is feedback given in a way they accept? ? ?
CONDITIONS YES NO COMMENTS

1. Are task procedures clear and workable? ? ?

2. Is the workplace physically organized? ? ?
3. Is enough time available? ? ?
4. Are tools and equipment available? ? ?
5. Are tools and equipment operative? ? ?
6. Is necessary information available? ? ?
7. Is information accurate? ? ?
8. Are distractions and interruptions minimized? ? ?
9. Are policies and procedures flexible enough? ? ?
10. Do they have enough authority? ? ?
11. Can the job be done by one person? ? ?
12. Is support available for peak periods? ? ?
 INCENTIVES YES NO COMMENTS

1. Is the task seen to be worthwhile? ? ?

2. Do they believe they can perform the task? ? ?
3. Is there incentive for performing well? ? ?
4. Do the incentives really matter to them? ? ?
5. Is the incentive contingent upon good
performance? ? ?
6. Do they know the link between incentive and
performance? ? ?
7. Are incentives scheduled to prevent
discouragement? ? ?
8. Are all available incentives being used? ? ?
9. Do they find the work interesting? ? ?
10. Are there inner satisfactions for good
performance? ? ?
11. If incentives are mixed, is the balance ? ?
positive?
12. Is “punishment for good performance”
prevented? ? ?
13. Is “reward for poor performance” prevented? ? ?
14. Is there peer pressure for good performance? ? ?
15. Is task unpleasantness or stress within
acceptable levels? ? ?
16. Does poor performance draw attention? ? ?
D DETERMINE TRAINING SOLUTIONS COMMENTS

E DETERMINE NON-TRAINING SOLUTIONS COMMENTS

 BIPL/HR/F-12/00
Training Needs Analysis
Form

Name of Employee:

Department:

General

1. Are you a new employee or a long-

standing employee of the company?

2. How long have you been in your

present job?

Confirmation of Current Duties

3. Do you have a Job Description for

your job? Yes No (Go to Q 6)

4. Is your job accurately described in

the Job Description? Yes (Go to Q 14) No

5.A If no, what extra duties do you do that need to be added to your Job
Description?

5.B What duties are no longer part of your job and can be deleted from your
Job Description?

Job Analysis

6. Describe the tasks you regularly perform that are critical to carrying out
your job effectively.
7. Describe the type of equipment you are required to use (for example,
keyboard, machinery, tools of trade, etc).

8. Do you require a high degree of

technical knowledge for your job? Yes No

9. How do you work? Please circle

Alone Part of a team Other (specify below)

10 If you work as part of a team, do you perform the same of different work
. to members of your team?

11 To what extent does your job require you to work closely with other
. people, such as customers, clients or people in your own organisation?
Please circle.

Very little Moderately A lot

12 How much autonomy is there in your job, ie, to what extent do you
. decide how to proceed with your work? Please circle.

Very little Moderately A lot

13 How much variety is there in your job, ie, to what extent do you do
. different things at work, using several skills and talents? Please circle.

Very little Moderately A lot

Training Needs

14 To perform your current job: What training do you still need (either
. on-the-job or a formal course) to perform your current job competently
(eg, Excel, bookkeeping, English as a second language, etc)?

15 To perform other jobs in the organisation: What other roles in the

. organisation would you be interested in doing if a vacancy became
available (eg, transfer to another section, supervisor position, etc)?
16 To perform other jobs in the organization: What training or
. experience would be required (eg, machine operation, negotiation skills,
Occupational Health and Safety Awareness, etc)?

Future Development Needs

17
. What are your career aspirations?

18 What training or development do you need to help make this happen (eg,
. external degree study, formal meeting procedures, leadership training,
etc)?

Recognition of Prior Learning

19 What training have you attended within the last three years? (This will
. help identify if any training sessions have been missed or if any refresher
training is required.)

20 What training or skills have you acquired outside your current job that
. may be relevant to the wider organisation?
Action Plan

Agreed training and development to be provided over the next 12

months:
(Record the details of training courses, on-the-job experiences, buddy
systems or mentor arrangements, and include the recommended dates
the staff member can expect these to occur.)
Training Date

Signature of Staff
Member : Date :

Signature of
Supervisor : Date :
 LOGO XYZ PVT LTD
Company Address

TRAINING FEEDBACK FORM

Employee Name: Employee Code:

Department :

Name of the training programme attended :

Dates on which the training was conducted : From Date Month Year

To Date Month Year

Venue :

How would you rate the following (on a scale of 1-4 - 1 being the lowest & 4 being the highest rating)?

Course structure 1 2 3 4 Course content 1 2 3 4

Quality of exercise Handout & Training aids

1 2 3 4 1 2 3 4

Duration of the Training co-ordination

Training programme 1 2 3 4 and organization 1 2 3 4

Training environment 1 2 3 4

Trainer Feedback :

Subject Knowledge / Conceptual Clarity 1 2 3 4

1 2 3 4
Trainer created and maintained an environment for learning

Rate the trainers training skills and competence 1 2 3 4

Presentation methodology
1 2 3 4
Guidance and support
1 2 3 4

What did you like best about the course/content?

What could have been done better?

Based on the training course description, how did your learning experience compare to what you
expected
when you began the training

Learned much more than I expected Learned somewhat less than I expected

Learned somewhat more than I expected Learned much less than I expected

Do you think this Seminar/ training would help you in you current job responsibilities?

Definitely to a large extent Not Sure

Probably to some extent Definitely not

Would you recommend this training to your colleagues?

Definitely Not certain

Probably Definitely not

Participant's Signature : Date Month Year

Approved by : Date Month Year

Functional Head / Supervisor
Induction training checklist

Here is a simple checklist in three sections, to help you design an induction plan to suit your
particular situation(s).

Whilst the order of items is something that you must decide locally, there is some attempt below to
reflect a logical sequence and priority for induction training subjects. Consider this an induction
checklist - not an agenda. This checklist assumes the induction of an operational or junior
management person into a job within a typical production or service environment.

General organisational induction training checklist

• Essential 'visitor level' safety and emergency procedures

• Washrooms
• Food and drink
• Smoking areas and policy
• Timings and induction training overview
• Organizational history and background overview
• Ethics and philosophy
• Mission statement(s)
• Organisation overview and structure
• Local structure if applicable
• Departmental structure and interfaces
• Who's who (names, roles, responsibilities)
• Site layout
• Other sites and locations
• Dress codes
• Basic communications overview
• Facilities and amenities
• Pay
• Absenteeism and lateness
• Holidays
• Sickness
• Health insurance
• Pension
• Trades Unions
• Rights and legal issues
• Personnel systems and records overview
• Access to personal data
• Time and attendance system
• Security
• Transport and parking
• Creche and childcare
• Grievance procedures
• Discipline procedures
• Career paths
• Training and development
• Learning Styles Self-Assessment
• Multiple Intelligences Self-Assessment
 • Appraisals
• Mentoring
• Awards and Incentives
• Health and Safety, and hazard reporting
• Physical examinations, eye test etc.
• Emergency procedures, fire drill, first aid
• Accident reporting
• Personal Protective Equipment
• Use, care, and issue of tools and equipment
• Other housekeeping issues
• General administration
• Restricted areas, access, passes

Job and departmental induction training checklist

The induction training process also offers the best opportunity to help the new person more quickly
integrate into the work environment - particularly to become known among other staff members.
Hence the departmental tours and personal introductions are an absolutely vital part of induction.
Organisations depend on its people being able to work together, to liaise and cooperate - these
capabilities in turn depend on contacts and relationships. Well-planned induction training can greatly
accelerate the development of this crucial organisational capability.

• Local departmental amenities, catering, washrooms, etc.

• Local security, time and attendance, sickness, absenteeism, holidays, etc.
• Local emergency procedures
• Local departmental structure
• Department tour
• Departmental functions and aims
• Team and management
• People and personalities overview (extremely helpful, but be careful to avoid sensitive or
judgemental issues)
• Related departments and functions
• How the department actually works and relates to others
• Politics, protocols, unwritten rules (extremely helpful, but be careful to avoid sensitive or
judgemental issues)
• The work-flow - what are we actually here to do?
• Customer service standards and service flow
• How the job role fits into the service or production process
• Reporting, communications and management structures
• Terminology, jargon, glossary, definitions of local terms
• Use and care of issued equipment
• Work space or workstation
• Local housekeeping
• Stationery and supplies
• Job description - duties, authority, scope, area/coverage/territory
• Expectations, standards, current priorities
• Use of job specific equipment, tools, etc.
• Use of job specific materials, substances, consumables
• Handling and storage
 • Technical training - sub-categories as appropriate
• Product training - sub-categories as appropriate
• Services training - sub-categories as appropriate
• Job specific health and safety training
• Job-specific administration, processing, etc.
• Performance reporting
• Performance evaluation
• Training needs analysis method and next steps
• Initial training plans after induction
• Training support, assistance, mentor support
• Where to go, who to call, who to ask for help and advice
• Start of one-to-one coaching
• Training review times and dates
• Development of personal objectives and goals
• Opportunities for self-driven development
• Virtual teams, groups, projects open to job role
• Social activities and clubs, etc.
• Initial induction de-brief and feedback
• Confirmation of next training actions
• Wider site and amenities tour

Other induction training activities for managerial, executive, field-based or international roles

Here are some typical activities to include in the induction training plans for higher level people. The
aim is to give them exposure to a wide variety of experiences and contacts, before the pressures of
the job impact and limit their freedom. As with all roles, induction also serves the purpose of
integrating the new person into the work environment - getting them known. Induction training is not
restricted to simply training the person; induction is also about establishing the new person among
the existing staff as quickly as possible. This aspect of induction is particularly important for
technical personalities and job roles, who often are slower to develop relationships and contacts
within the organisation.

• Site tours and visits

• Field accompaniment visits with similar and related job roles
• Customer visits
• Supplier and manufacturer visits
• Visits and tours of other relevant locations, sites and partners
• Attendance of meetings and project groups
• Shop-floor and 'hands-on' experiences (especially for very senior people)
• Attendance at interesting functions, dinners, presentations, etc.
• Exhibition visits and stand-manning
• Overseas visits - customers, suppliers, sister companies, etc.
Strategic training and its role in an organization:-

Training is strategic for:

 Business goals related to human resources, and
 Productivity, customer service, and innovation
Employees are aware that training is essential to their future marketability.

 The amount of training devoted to current or future job skills.

 The extent to which training is customized for the particular needs of an employee or
developed based on the needs of a team, unit, or division.
 Whether training is restricted to specific groups of employees or opens to all employees.

 Whether training is:

 planned and systematically administered, or
 provided only when problems occur, or
 spontaneously as a reaction to what competitors are doing
 The importance placed on training compared to other human resource management
practices such as selection and compensation.

 Managing Alignment
 Clarify team goals and company goals.
 Help employees manage their objectives.
 Scan organization environment for useful information for the team.
 Encouraging Continuous Learning
 Help team identify training needs.
 Help team become effective at on-the-job training.
 Create environment that encourages learning.

 Coordinating Activities
 Ensure that team is meeting internal and external customer needs.
 Ensure that team meets its quantity and quality objectives.
 Help team resolve problems with other teams.
 Ensure uniformity in interpretation of policies and procedures.
 Facilitating Decision-Making Process
 Facilitate team decision making.
 Help team use effective decision-making processes.
 Creating and Maintaining Trust
 Ensure that each team member is responsible for his or her work load and customers.
 Treat all team members with respect.
 Listen and respond honestly to team ideas.

 The type of training and resources devoted to training are influenced by the strategy adopted
for two HRM practices:
 Staffing
 Human Resource Planning
 Two aspects of a company’s staffing strategy influence training:
 The criteria used to make promotion and assignment decisions (assignment flow)
 The places where the company prefers to obtain human resources to fill open
positions (supply flow)
 HR planning allows the company to anticipate the movement of human resources in the
company.
 HR plans can help identify where employees with certain types of skills are needed in the
company.
 Training can be used to prepare employees for:
 increased responsibilities in their current job,
 promotions, lateral moves, transfers, and
 Downward job opportunities that are predicted by the human resource plan.
Strategy Emphasis How Achieved Key Issues Training
Implications
Concentration Increase marketImprove quality Skill currency Team building
share Improve Development Cross-training
Reduce productivity of existingSpecialized
operating costs Customize work force programs
Create marketproducts Interpersonal skill
niche training
On-the-job training
Internal Market Add distributionCreate newSupport high-
Growth development channels jobs quality product
Product Expand globalCreate newvalue
development markets tasks Cultural training
Innovation Create newInnovation Conflict negotiation
Joint ventures products skills
Joint ownership Manager training in
feedback and
communication
Technical
competence in jobs
Strategy Emphasis How Achieved Key Issues Training
Implications
External Horizontal Acquire firmsIntegration Determining
Growth integration for new marketRedundancy capabilities of
(Acquisition) Vertical access Restructuring acquired
integration Acquire firms to employees
Concentric supply or buy Integrating training
diversification products systems
Acquire any firm Team building

Disinvestment Retrenchment Reduce costs Efficiency Motivation

Turnaround Reduce assets Goal setting
Divestiture Generate Stress management
Liquidation revenue Time management
Redefine goals Leadership training
Sell off all Outplacement
assets assistance
Job-search skills
training
Virtual training organizations operate according to three principles:

– Employees (not the company) have primary responsibility for learning

– The most effective learning takes place on the job, not in the classroom
– For training to translate into improved job performance, the manager-employee
relationship (not employee-trainer relationship) is critical
– A virtual training organization is customer focused
– Takes more responsibility for learning and evaluating training effectiveness
– Provides customized training solutions based on customer needs
– Determines when and how to deliver training based on customer needs
– Leverages resources from many areas
– Involves line managers in direction and content
Skills required being a good trainer:-

As a trainer, you also need certain skills.

• You need to know your material
Be aware that you may have different levels of knowledge of the topic in the
audience. Some know nothing, some recognize the topic but can’t recall anything
about it, and some may know enough to talk about it. You should be able to talk at the
right level so that the audience understands you.
• Design & Development addresses how we will organize that material and what
materials are need to get the points across.

• Material production—technical knowledge is needed to create handouts and exercises

• Self-confidence—be conscious of your personal style (the way you interpret,

organize & package your topic)
• Be aware of your biases, attitudes & language choices
• Awareness of environment e.g. working environ & training environ
• Build bridges—what can be kept from the old and/or needs to be changed for
the new

Others:
 Fairness
 Q&A skills—open & closed questions
 Giving good answers
What experience do you have using these assessment methods?

Task analysis

• Tool for finding main tasks involved in a job based on the job description
• Break the tasks into sub-tasks
• Can have from 5 –9 steps
• Steps should be able to be followed and performed without assistance
Focus Groups

• Use to ID types of problems encountered

Surveys

• Must be easy to read & understand

• Response rate is better if deadline is short

HANDOUT—Needs Assessment Overview

When is training not the answer?

• A better organizational system is needed

• More time on the job is needed--experience
• Reducing stress
• Psychological problems

Needs assessment is a tool to:

• Understand trainee needs

• Understand administrative needs
• Get buy-in from admin & trainees - You need the support of both groups to be
successful
• To determine performance standards or baseline skills needed
• Clarify level of expected performance

Before next slide: Re: the Catalog training:

What might you want to find out so that you could decide how to train on it?
1. What basic skills are needed?
2. What do they know about searching methods— experience?
3. What do they know about when to use those searching methods?
4. How often do they use the catalog?
5. How important is the use of the catalog to their job?

Transition: How many of you have done a need assessment before designing training?
How did you do your assessment?
• Specific

• The objective is focused on the specific results to be accomplished—not

generalizations

• Examples

Too General:Librarians will be able to use the library

subscription databases
Specific: Librarians will be able to perform the following tasks
when using these Gale databases…..

• Measurable (observable)

• Some skills are not measurable e.g. effective interactions with patrons is
observable
• Use words to describe the behavior so that the trainer will recognize that
the trainees have learned
• When you use the correct verb, you will find that the objective contains
the method for evaluating the training

E.g. compare, explain, solve, use, describe, demonstrate, create,

•
identify, search
Previous example verbs—perform, using
 • Action performed by the trainee

• Needs to be trainee oriented NOT trainer oriented

• Example:

• Bad example—I will instruct the trainees

This describes the trainers activity during the session

• Good example—The trainee will be able to perform—use—

describe—compare, etc.
• Realistic
• Unrealistic objectives create frustration

• Time frame

• Need to specify in what time frame you expect them to learn the skill

• Example:

• After this 3 hour session, the trainees will…

Consider:

1. Reactions from the trainees

• Do they like it?

• Was the material relevant to their work?

2. What learning took place as a result of the training?

• Skills, knowledge, attitude?

Tips
• Be clear on how the oval info will be used
• Use clear questions
• Relate each question to the purpose of the eval
• Ask for specific comments
• Provide enough space and time to complete eval

Ask them—how do you evaluate your training?

The best way to master a skill is to teach it
The more senses you make your learners use, the faster they learn and the longer they remember
it.

If you do all of this perfectly, are they guaranteed to learn? NO, still emotional factors

One of the qualities of a trainer is to make the environment conducive to learning. Therefore, the
sessions must be organized around how adults learn.
Let’s use our catalog training as an example.

Readiness

• If your library is just switching over to an online system, does everyone know how to use a
mouse? If not, you will have to train them. They do not have sufficient skills.
• Why do they need to learn this? Will it make their current job easier/faster?
Search for something that they are interested in.
A good title for the training will help them see the possibilities.
What title might you use to pique their interest in a Catalog training?
 My example—Quick & Easy Catalog Searching

Effect

When we feel success at doing something, we feel great. Our confidence rises and we get excited
about learning more.

Exercises – early and often, most skills aren’t learned by listening or watching

Participation

Association
E.g. what might you do in this catalog workshop?
Refer to how searching was done in the familiar system and point out similarities
to the new system. Then you can introduce the new techniques.

These laws were created by Edward L. Thorndike—a pioneer of educational psychology in the early
1900s.

Readiness=see a need to learn/feel a desire/interested in the subject

It is necessary for the trainees to have sufficient skills to understand and use
the new info

Effect= the more success we feel in learning, the more excited we get about learning
We need to gain pleasure from learning. Successful performance of a previously
difficult task is one of life’s pleasures.

Exercise= practice makes perfect

Hands-on drill are necessary
The harder we work, the more engages we are, the more we learn

Association=By bringing new information that builds on the knowledge already gathered and
known, the new info is much more easily assimilated.

• For example, if you need to explain how something is done, you may organize
your material in a step-by-step pattern
• if you have a problem that needs solving, you may organize the material in a
manner that states the problem and then describes possible solutions to the
problem
Scripts vs. outlines
Only use the following if there are trainers training trainers--
• I have created scripts when I will have someone else train something that I have
developed.
• Gives the trainer some ideas about
• What tone you want to project
• How deeply the material should be investigated
• Timing
• Pacing
• Ensures that what you want to be covered is covered

You might want to use a script or an outline with detailed training notes if you do not have to give the
training very often so that it is easier to review at a later date.

In the script, you might want to use Bold to bring out the main points
Storyboard, PowerPoint, Index cards, sticky notes allows your ideas to be organized & re-organized

Ask them:
What are you using?
How do you organize your material?

Organizing the presentation:-

 • Was this a problem for your own topic?
• The objective will help determine this
• Time limit of presentation may come into play

Here are some example of types of training you might have to deliver

The method you choose to present your training will be different, for instance, if you are working with
an individual as opposed to a group. Or if your only contact with a trainee is having email
conversations with a trainee using a self-paced training.
Make sure the order of the material makes sense
And that there are logical transitions between topics
Time yourself

• Present each part of the presentation—intro, body, conclusion

• Watch the clock
• Write the time of each part on the outline itself

• Don’t forget to include visual aids in your timing

• Interaction: did you miss an opportunity to ask a question, do an exercise or
activity?

• Don’t forget to include visual aids in your timing

• Interaction: did you miss an opportunity to ask a question, do an exercise
or activity? Ask people what personality traits a trainer should have
instead of putting up a laundry list.
• Ask if people do needs assessment before discussing it
Training calendar format:-

(The organizational needs analysis should translate the organization's objectives into
an accurate estimate of the demand for human resources. Efficiency indexes
including cost of labor, quantity of output (productivity), quality of output, waste, and
equipment use and repairs can provide useful information. The organization can
determine standards for these indexes and then analyze them to evaluate the general
effectiveness of training programs)
Summary:-

In the field of human resource management, training and development is the field concerned with
organizational activity aimed at bettering the performance of individuals and groups in organizational
settings. It has been known by several names, including employee development, human
resource development, and learning and development.

Harrison observes that the name was endlessly debated by the Chartered Institute of Personnel and
Development during its review of professional standards in 1999/2000. "Employee Development"
was seen as too evocative of the master-slave relationship between employer and employee for
those who refer to their employees as "partners" or "associates" to be comfortable with. "Human
Resource Development" was rejected by academics, who objected to the idea that people were
"resources" — an idea that they felt to be demeaning to the individual. Eventually, the CIPD settled
upon "Learning and Development", although that was itself not free from problems, "learning" being
an overgeneral and ambiguous name. Moreover, the field is still widely known by the other names.

Training and development encompasses three main activities: training, education, and development.
Garavan, Costine, and Heraty, of the Irish Institute of Training and Development, note that these
ideas are often considered to be synonymous. However, to practitioners, they encompass three
separate, although interrelated, activities:

training
This activity is both focused upon, and evaluated against, the job that an individual currently
holds.
education
This activity focuses upon the jobs that an individual may potentially hold in the future, and is
evaluated against those jobs.
development
This activity focuses upon the activities that the organization employing the individual, or that
the individual is part of, may partake in the future, and is almost impossible to evaluate.

The "stakeholders" in training and development are categorized into several classes. The sponsors
of training and development are senior managers. The clients of training and development are
business planners. Line managers are responsible for coaching, resources, and performance. The
participants are those who actually undergo the processes. The facilitators are Human Resource
Management staff. And the providers are specialists in the field. Each of these groups has its own
agenda and motivations, which sometimes conflict with the agendas and motivations of the others.

The conflicts are the best part of career consequences are those that take place between
employees and their bosses. The number one reason people leave their jobs is conflict with their
bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John Hoover
points out, "Tempting as it is, nobody ever enhanced his or her career by making the boss look
stupid." Training an employee to get along well with authority and with people who entertain diverse
points of view is one of the best guarantees of long-term success. Talent, knowledge, and skill alone
won't compensate for a sour relationship with a superior, peer, or customer.
REFERENCES:-