TRAINING & DEVELOPMENT

1. TRAINING & DEVELOPMENT Dr. Anil Mehta

2. DEFINITION OF TRAINING “A PLANNED ACTIVITY TO MODIFY ATTITUDE, KNOWLEDGE OR SKILL THROUGH LEARNING EXPERIENCE TO ACHIEVE EFFECTIVE PERFORMANCE OF AN ACTIVITY OR RANGE OF ACTIVITIES. ITS PURPOSE IN THE WORK SITUATION IS TO DEVELOP THE ABILITIES OF AN INDIVIDUAL AND TO MEET CURRENT AND FUTURE MANPOWER NEEDS OF THE ORGANIZATION”

3. SPECIFIC PURPOSES OF TRAINING 1. TO INCREASE THE PRODUCTIVITY 2. TO IMPROVE QUALITY 3. TO FULFILL FUTURE PERSONAL NEEDS 4. TO IMPROVE ORGANIZATIONAL CLIMATE 5. TO IMPROVE HEALTH AND SAFETY 6. TO PREVENT OBSOLESCENCE 7. TO PROVIDE OPPORTUNITY FOR PERSONAL GROWTH

4. TRAIN8ING VS. EDUCATION TRAINING EDUCATION APPLICATION ORIENTED THEORETICAL ORIENTED JOB EXPERIENCE CLASSROOM LEARNING SPECIFIC TASK GENERAL CONCEPTS NARROW PERSPECTIVE BROAD PERSPECTIVE

5. TRAINING VS. DEVELOPMENT TRAINING DEVELOPMENT • IMPARTING • SPECIFIC SKILLS • SHORT-TERM • PERSPECTIVE • JOB CENTERED • ROLE OF TRAINER • IMPORTANT • 1.ASSOCIATED WITH • OVERALL GROWTH • 2. LONG-TERM • PERSPECTIVE • 3. CAREER CENTERED • SELF- DEVELOPMENT

6. Identity Training Needs Assess Results Plan and Design Training Implement Training SYSTEMATIC APPROACH TO TRAINING

7. DEFINING IMMEDIATE LONG –RANGE TRAINING NEEDS Current desired level of performance Reveals Discrepancy Immediate Training Needs Actual Level of Performance Reveals Discrepancy Long Range Training Needs Projected Desired Level of Performance

8. Executive Development Needs Job Knowledge Decision Making Skills Inter-personal Skills Organization Knowledge Executive Development Needs Specific Individual Needs Other Needs General Knowledge

9. Principles of Learning 1 Trainees must be motivated to learn 2 Information must be meaningful 3 Learning must be reinforced 4 Organization of material 5 Distribution of learning period 6 Feedback of learning

10. METHODS OF TRAINING 1. INDUCTION OR ORIENTATION TRAINING 2. JOB TRAINING 3. APPRENTICESHIP TRAINING 4. INTERNSHIP TRAINING 5. REFRESHER TRAINING 6. TRAINING FOR PROMOTUION

11. METHODS OF TRAINING • I ON THE JOB TRAINING • COACHING • UNDER STUDY • POSITION ROTATION II VESTIBULE TRAINING

12. III OFF-THE-JOB-TRAINING (1) SPECIAL LECTURE-CUM DISCUSSION (2) CONFERENCES (3) CASE-STUDY (4) SENSITIVITY TRAINING (5) SPECIAL PROJECTS (6) COMMITTEE ASSIGNMENT

13. EVALUATION OF TRAINING EVALUATION OF TRAINING IS THE SYSTEMATIC COLLECTION OF DATA AND ASSESSMENT ABOUT THE TRAINING PROGRAMME SO AS TO STUDY THE EFFECTIVENESS OF TRAINING AND TO DECIDE HOW THE TRAINING RESOURCES CAN BE BEST UTILIZED TO ACHIEVE THE OBJECTIVES OF TRAINING AND THE GOALS OF THE ORGANIZATION .

14. STAGES OF EVALUATION • REACTION STAGE • LEARNING STAGE • JOB BEHAVIOR STAGE • ULTIMATE OUTCOME STAGE

15. WHEN TO EVALUATE ? • PRE -EVALUATION • CONCURRENT EVALUATION • POST EVALUATION

16. EVALUATION FOR WHOM ? • TRAINEE • TRAINER • COORDINATOR • ENTERPRISE

17. TECHNIQUES OF EVALUATION • OBSERVATION • QUESTIONNAIRE • INTERVIEW • MERIT RATING • CONTROLLED GROUP • PAPER-PENCIL TEST • JOB SAMPLE OR PERFORMANCE TEST

18. MAKING TRAINING EFFECTIVE • TRAINING SHOULD BE NEED BASED • TRAINING SHOULD BRING ABOUT CHANGE • TRAINING SHOULD BE AN ON-GOING PROCESS • TRAINING SHOULD BE AN INTEGRAL PART OF THE COMPANY STRATEGY • TRAINING REQUIRES TOP MANAGEMENT COMMITMENT

19. TRAINING IS FOR EVERYONE IN THE COMPANY • THE REAL SUCCESS OF A TRAINING HINGES ON THE CONTENTS • CONGRUENCY OF OBJECTIVES AMONG ALL THE CONCERNED PARTIES • TRAINING SHOULD BE EASILY UNDERSTOOD • TRAINING SHOULD INCLUDE TOOLS AND WRITTEN MATERIAL • TRAINING SHOULD BE GIVEN IN RIGHT DOES

20. TRAINER MUST BE SELECTED CAREFULLY • TRAINING MUST BE TAILORED TO TARGET GROUP • TRAINING PROGRAMME MUST BE EVALUATED • TRAIN8NG SHOULD REFLECT BOTH END APPROACH