Development: Training need analysis, designing the training program, methods of training, difference

between training & development, performance appraisal

Introduction

Today's work environment requires employees to be skilled in performing complex tasks in an

efficient, cost-effective, and safe manner. Training (a performance improvement tool) is needed
when employees are not performing up to a certain standard or at an expected level of
performance. The difference between actual the actual level of job performance and the expected
level of job performance indicates a need for training. The identification of training needs is the
first step in a uniform method of instructional design.A successful training needs analysis will
identify those who need training and what kind of training is needed. It is counter-productive to
offer training to individuals who do not need it or to offer the wrong kind of training. A Training
Needs Analysis helps to put the training resources to good use.

Training of employees takes place after orientation takes place. Training is the process of enhancing the
skills, capabilities and knowledge of employees for doing a particular job. Training process moulds the
thinking of employees and leads to quality performance of employees. It is continuous and never ending
in nature.

Types of Needs Analyses

Many needs assessments are available for use in different employment contexts. Sources that can
help you determine which needs analysis is appropriate for your situation are described below.

 Organizational Analysis. An analysis of the business needs or other reasons the training
is desired. An analysis of the organization's strategies, goals, and objectives. What is the
organization overall trying to accomplish? The important questions being answered by
this analysis are who decided that training should be conducted, why a training program
is seen as the recommended solution to a business problem, what the history of the
organization has been with regard to employee training and other management
interventions.
 Person Analysis. Analysis dealing with potential participants and instructors involved in
the process. The important questions being answered by this analysis are who will receive
the training and their level of existing knowledge on the subject, what is their learning
style, and who will conduct the training. Do the employees have required skills? Are
there changes to policies, procedures, software, or equipment that require or necessitate
training?
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a task
analysis or job analysis, this analysis seeks to specify the main duties and skill level
required. This helps ensure that the training which is developed will include relevant
links to the content of the job.
  Performance Analysis. Are the employees performing up to the established standard? If
performance is below expectations, can training help to improve this performance? Is
there a Performance Gap?
 Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job. This
information comes from manuals, documents, or regulations. It is important that the
content of the training does not conflict or contradict job requirements. An experienced
worker can assist (as a subject matter expert) in determining the appropriate content.
 Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective in its
usage.
 Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective
training results in a return of value to the organization that is greater than the initial
investment to produce or administer the training.

 Knowledge, Skills, and Abilities

 Today's workplace often requires employees to be independent thinkers responsible for
making good decisions based on limited information. This kind of work may require
training if the employee does not have these skills. Below is a list of various
competencies that employees may be required to posess in order to perform their jobs
well.
 Adaptability
 Analytical Skills
 Action Orientation
 Business Knowledge/Acumen
 Coaching/Employee Development
 Communication
 Customer Focus
 Decision Making
 Fiscal Management
 Global Perspective
 Innovation
 Interpersonal Skills
 Leadership
 Establishing Objectives
 Risk Management
 Persuasion and Influence
 Planning
 Problem Solving
Techniques

Several basic Needs Assessment techniques include:

 direct observation
 questionnaires
 consultation with persons in key positions, and/or with specific knowledge
 review of relevant literature
 interviews
 focus groups
 assessments/surveys
 records & report studies
 work samples

Importance of Training

Training is crucial for organizational development and success. It is fruitful to both employers
and employees of an organization. An employee will become more efficient and productive if he
is trained well.

Training is given on four basic grounds:

1. New candidates who join an organization are given training. This training familiarize them with
the organizational mission, vision, rules and regulations and the working conditions.
2. The existing employees are trained to refresh and enhance their knowledge.
3. If any updations and amendments take place in technology, training is given to cope up with
those changes. For instance, purchasing a new equipment, changes in technique of production,
computer implantment. The employees are trained about use of new equipments and work
methods.
4. When promotion and career growth becomes important. Training is given so that employees are
prepared to share the responsibilities of the higher level job.

The benefits of training can be summed up as:

1. Improves morale of employees- Training helps the employee to get job security and job
satisfaction. The more satisfied the employee is and the greater is his morale, the more he
will contribute to organizational success and the lesser will be employee absenteeism and
turnover.
2. Less supervision- A well trained employee will be well acquainted with the job and will
need less of supervision. Thus, there will be less wastage of time and efforts.
3. Fewer accidents- Errors are likely to occur if the employees lack knowledge and skills
required for doing a particular job. The more trained an employee is, the less are the
chances of committing accidents in job and the more proficient the employee becomes.
 4. Chances of promotion- Employees acquire skills and efficiency during training. They
become more eligible for promotion. They become an asset for the organization.
5. Increased productivity- Training improves efficiency and productivity of employees.
Well trained employees show both quantity and quality performance. There is less
wastage of time, money and resources if employees are properly trained.

How to design a training programme

1) Identification of training needs: the main cause of identification of training needs is the
technological changes that are taking place. For example computers are now days are used in all
the offices which require training the employees. Except technological changes poor
performance of workers which result in low production requires systematic training. Training
needs can be identified through following types of analysis.

a) Organizational analysis: it is the systematic study of organization al objectives, resources,

its utilization, growth potential and climate. It involves following elements:

i) Analysis of objectives: all the objectives of the organization whether long-term or short-
term should be analyzed properly. It is the responsibility of the management to check which kind
of training programme is required to achieve these objectives.

ii) Climate analysis: organizational climate shows the attitude of organizational members. It
helps in checking whether the environment in different departments is conducive or not and
where there is the need of training programme to improve the climate of the organization.
iii) Resource utilization analysis: it should be checked that whether the physical and
human resources have been utilized properly or not otherwise there is the need of training to
utilize them properly.

b) Task analysis: it is analyzing the job systematically. To identify the job contents,
knowledge, skill, aptitude required to perform the job. In task analysis focus is on the job. It
basically studies the various types of skills and training required to perform the job.

c) Manpower analysis: the quality or type of manpower the firm required should be checked
properly. To achieve the proper quality standards specific training needs should be determined
on the basis of capability of present workers to learn the new skills.

2) Setting the training objectives: after identification of training needs the next step is setting the
training objectives. The aim of any training programme is to increase the organizational effectiveness. As
each training programme must have specific objective like increase productivity, improved quality,
higher the morale of employees, growth of employees, better human resource planning etc.

3) Organization of training programme: as every training programme include the trainees,

trainers, training period, training material so all these should be organized properly.

i) Selection of the trainees: it is the first step of organization of training programme. The trainee
should be selected properly. They should be trained for the kind of the job they like. Careful
selection of the trainees helps in effectiveness of training programme.

ii) Preparation of instructor: instructor I the important person in the training programme.
Qualified instructor may be obtained from inside the organization or from the outside. He must
have all the qualities of good trainer because he has to give training to other people.

iii) Determination of training period: the time duration of training depends upon the type of
skill required. For the training of clerk training of a week is enough while for any other position
it may require more or less training time.

iv) Training methods: the on the job training and off the job training has been already
discussed. So the choice of training methods depends upon the objective of the training
programme.

4) Evaluation of training: at the end it is very important to evaluate the effectiveness of training
programme. As how much the employees have learnt from the training programme. It will help
in modifying the future training programme.

Techniques

a) Training validity
b) Transfer validity
c) Intra-organisational validity
d) Inter –organisational validity
Training Methods: On Job Training and off the Job Training Methods
A large variety of methods of training are used in business. Even within one organization
different
methods are used for training different people. All the methods are divided into two
classifications
for:
A. On-the-job Training Methods:
1. Coaching
2. Mentoring
3. Job Rotation
4. Job Instruction Technology
5. Apprenticeship
6. Understudy

B. Off-the-Job Training Methods:

1. Lectures and Conferences
2. Vestibule Training
3. Simulation Exercises
4. Sensitivity Training
5. Transactional Training

A. On-the-job training Methods:

Under these methods new or inexperienced employees learn through observing peers or
managers performing the job and trying to imitate their behaviour. These methods do not cost
much and are less disruptive as employees are always on the job, training is given on the same
machines and experiencewould be on already approved standards, and above all the trainee is
learning while earning. Some of the commonly used methods are:
1. Coaching:Coaching is a one-to-one training. It helps in quickly identifying the weak areas and
tries to focus on them. It also offers the benefit of transferring theory learning to practice. The
biggest problem is that it perpetrates the existing practices and styles. In India most of the
scooter mechanics are trained only through this method.
2. Mentoring:The focus in this training is on the development of attitude. It is used formanagerial
employees.Mentoring is always done by a senior inside person. It is also one-to- one interaction,
like coaching.
3. Job Rotation:It is the process of training employees by rotating them through a series of
related jobs. Rotation not only makes a person well acquainted with different jobs, but it also
alleviates boredom and allows todevelop rapport with a number of people. Rotation must be
logical.
4. Job Instructional Technique (JIT):It is a Step by step (structured) on the job training method in
which a suitable trainer (a) prepares atrainee with an overview of the job, its purpose, and the
results desired, (b) demonstrates the task or the skill to the trainee, (c) allows the trainee to show
the demonstration on his or her own, and (d) follows up to provide feedback and help. The
trainees are presented the learning material in written or by learning machines through a series
called ‘frames’. This method is a valuable tool for all educators (teachers and trainers). It helps
us:
a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)

5. Apprenticeship:Apprenticeship is a system of training a new generation of practitioners of a

skill. This method of training is in vogue in those trades, crafts and technical fields in which a
long period is required for gaining proficiency. The trainees serve as apprentices to experts for
long periods. They have to work in direct association with and also under the direct supervision
of their masters.The object of such training is to make the trainees all-round craftsmen. It is an
expensive method of training. Also, there is no guarantee that the trained worker will continue to
work in the same organization after securing training. The apprentices are paid remuneration
according the apprenticeship agreements.

6. Understudy:In this method, a superior gives training to a subordinate as his understudy like an
assistant to a manager or director (in a film). The subordinate learns through experience and
observation by participating in handling day to day problems. Basic purpose is to prepare
subordinate for assumingthe full responsibilities and duties.

B. Off-the-job Training Methods:

Off-the-job training methods are conducted in separate from the job environment, study material
issupplied, there is full concentration on learning rather than performing, and there is freedom of
expression. Important methods inclu
de:
1. Lectures and Conferences:Lectures and conferences are the traditional and direct method of
instruction. Every trainingprogramme starts with lecture and conference. It’s a verbalpresentation
for a large audience.However, the lectures have to be motivating and creating interest among
trainees. The speaker must have considerable depth in the subject. In the colleges and
universities, lectures and seminars are the most common methods used for training.

2. Vestibule Training:Vestibule Training is a term for near-the-job training, as it offers access to

something new (learning). In vestibule training, the workers are trained in a prototype
environment on specific jobs in a specialpart of the plant.An attempt is made to create working
condition similar to the actual workshop conditions. After training workers in such condition, the
trained workers may be put on similar jobs in the actual workshop.This enables the workers to
secure training in the best methods to work and to get rid of initial nervousness. During the
Second World War II, this method was used to train a large number of workers in a short period
of time. It may also be used as a preliminary to on-the job training. Duration ranges from few
days to few weeks. It prevents trainees to commit costly mistakes on the actual machines.

3. Simulation Exercises:Simulation is any artificial environment exactly similar to the actual

situation. There are four basic simulation techniques used for imparting training: management
games, case study, role playing, and in-basket training.
(a) Management Games: Properly designed games help to ingrain thinking habits, analytical,
logical and reasoning capabilities,importance of team work, time management, to make decisions
lacking complete information,communication and leadership capabilities. Use of management
games can encourage novel,innovative mechanisms for coping with stress.Management games
orient a candidate with practical applicability of the subject. These games help to appreciate
management concepts in a practical way. Different games are used for training general managers
and the middle management and functional heads – executive Games and functional heads.
(b) Case Study:Case studies are complex examples which give an insight into the context of a
problem as well as illustrating the main point. Case Studies are trainee centered activities based
on topics that demonstrate theoretical concepts in an applied setting.A case study allows the
application of theoretical concepts to be demonstrated, thus bridging the gap between theory and
practice, encourage active learning, provides an opportunity for the development of key skills
such as communication, group working and problem solving, and
increasesthetrainees”enjoyment of the topic and hence their desire to learn.

(c) Role Playing:Each trainee takes the role of a person affected by an issue and studies the
impacts of the issues on human life and/or the effects of human activities on the world around us
from the perspective of that person.It emphasizes the “real- world” side of science and
challenges students to deal with complex problems with no single “right” answer and to use a
variety of skills beyond those employed in a typical research project. In particular, role-playing
presents the student a valuable opportunity to learn not just the course content, but other
perspectives on it. The steps involved in role playing include defining objectives, choose context
& roles, introducing the exercise, trainee preparation/research, the role-play, concluding
discussion, and assessment. Types of role play may be multiple role play, single role play,role
rotation, and spontaneous role play.

(d) In-basket training:In-basket exercise, also known as in-tray training, consists of a set of
business papers which may include e-mail SMSs, reports, memos, and other items. Now the
trainer is asked to priorities the decisions to be made immediately and the ones that can be
delayed.

4. Sensitivity Training:Sensitivity training is also known as laboratory or T-group training. This

training is about making people understand about themselves and others reasonably, which is
done by developing in them. social sensitivity and behavioral flexibility. It is ability of an
individual to sense what others feel and think from their own point of view. It reveals
information about his or her own personal qualities, concerns, emotional issues, and things
that he or she has in common with other members of the group. It is the ability to behave suitably
inlight of understanding.A group’s trainer refrains from acting as a group leader or lecturer,
attempting instead to clarify the group processes using incidents as examples to clarify general
points or provide feedback. The group action, overall, is the goal as well as the process.
Sensitivity training Program comprises three steps
5. Transactional Analysis:It provides trainees with a realistic and useful method for analyzing
and understanding the behaviorof others. In every social interaction, there is a motivation
provided by one person and a reaction tothat motivation given by another person.
This motivation reaction relationship between two persons is known as a transaction.
Transactionalanalysis can be done by the ego (system of feelings accompanied by a related set of
behaviors statesof an individual).
Child: It is a collection of recordings in the brain of an individual of behaviors, attitudes, and
impulses which come to him/her naturally from his/her own understanding as a child. The
characteristics of this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious,
etc. Verbal clues that a person is operating from its child state are the use of words like “I guess”,
“I suppose”, etc. and non verbal clues like, giggling, coyness, silent, attention seeking etc.
Parent: It is a collection of recordings in the brain of an individual of behaviors, attitudes, and
impulses imposed on her in her childhood from various sources such as, social, parents, friends,
etc. The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal
clues that aperson is operating from its parent states are the use of words like, always, should,
never, etc andnon-verbal clues such as, raising eyebrows, pointing an accusing finger at
somebody, etc.

Adult:

It is a collection of reality testing, rational behaviour, decision making, etc. A person in this ego
state verifies, updates the reaction which she has received from the other two states. It is a shift
from the taught and felt concepts to tested concepts.All of us show behaviour from one ego state
which is responded to by the other person from any of these three states.
Preparing Training
Establishing an environment conducive to learning is a critical aspect of starting a training
session offon the right foot. You can ensure that participants walk in to a relaxed atmosphere and
an environment that is welcoming and ready. The room says you took the time to get ready for
them.You have time to greet them and welcome them to a great training session.
Know when, where, what, who
Just about every trainer has encountered at least one training nightmare. Some (not all) of these
could be prevented by additional preparation. These questions may help you obtain the right
information,but it will do you little good if you don't write the answers in a safe place.
When: When is the training? Day? Date? Time? Also, do you have enough time to prepare?
Is the amount of allotted time for the amount of content adequate?
Where: Where is the session? On-site or off? If off-site, is it easy to travel to the location?
How do you get there? What's the address? Telephone number? Will you need to make travel
arrangements? Is public transportation available? How do you get materials to the site?
What: What kind of training is being expected? What resources are required? What kinds of
facilities are available? What will you need?
Who: Who is the key planner? Who are the participants? How many? What's their
background? Why were you chosen to deliver the training? Who is the contact person at the
training site? How do you reach that person on-site and off?
Room arrangements
Your room may have significant impact on your training session. Arrange the room to support
thelearning objectives and the amount of participation you will desire.Typically you will not
have the opportunity to select a room. However, if you do, consider the attributes that will create
the best learning environment for your participants.
Size: Arrange for a room to accommodate the number of participants. Remember that a room
that is too large can be as bad as one that may be too small.
Training requirements: If the training session entails many small group activities, determine
if there is enough space in the room. If not, arrange for additional breakout rooms to
accommodate your needs.
Accessible: Ensure that the room is accessible to all, including those who have limited
mobility.
Location: If participants need to travel (either by foot or vehicle) to the session, the location
should not pose a hardship, for example, walking in rain, or parking difficulty.

Convenience: Readily accessible restrooms, telephones, snacks, lunch accommodations, and

so on help ensure that participants return on time following breaks or lunch.

Distractions: Select a room that is free of distractions and noise. Thin walls with a sales
convention next door may not create the environment you're trying to establish for learning.
If you're in a room with a telephone, turn the ringer off and provide an alternate number for
participants who need to be available for messages. Set a message center up outside the room;
stickybacknotes available for leaving messages may be adequate.

Obstructions: Select a room that is free of structures such as posts or pillars that may obstruct
participants' views.
Seating: Select a location that provides comfortable, moveable chairs. Seating arrangements
should further enhance the learning environment you wish to establish. Determine what's most
important for the learner.
Furniture: In addition to decisions about the seating arrangements and the kind of tables you
prefer, you will want a table in front of the room for your supplies and equipment. Don't allow
too much space between the table from which you will present and the front participant row.
Reducing the amount of space between you and the learners increases the affect level in the
room. It closes the distance between you and the trainees both physically and emotionally. The
participants feel better about you, themselves, and the training session.You may also want to
consider positioning a table for refreshments in the back of the room. Located there, it can be
easily serviced throughout the day. One more thing: Don't forget the wastebasket! Usually,
neither training rooms nor hotel conference rooms have wastebaskets. Remember to ask forone.

Lighting: Lighting should be adequate. Dimly lit ballroom ambiance will not promote energy
in a training session. Is the lighting bright enough? Is it natural lighting? If the room has
windows, which direction are they facing? Can windows be darkened, if necessary? A morning
sun coming up behind your projection screen will blind the participants and wash out the image
on the screen. Know where light switches are located so that you can brighten or darken the
room as needed.

Workable walls: Most trainers hang flipchart pages on the walls: the session objectives,
small group work, and so on. Is wall space available or do windows surround the room? Does art
cover the walls or are they open? Usually the front of the training room should be opposite the
entrance to avoid distractions when folks come and go. Is that possible in the room you're
considering?Use markers that absolutely do not bleed through so there is no danger of ruining
walls.
Climate control: You will never be able to please everyone in your session. However, if you
have the ability to adjust it yourself, you can try. Determine where the thermostat is located and
whether you have any control over it. Experiment with it while you set up the room. Does it
respond quickly or slowly? Do you need to contact someone to make adjustments?
When adjusting thermostats, make changes one degree at a time and give the equipment time to
work.Large changes in the thermostat will cause a once too-cool room to become too warm.

Microphone: If you have a large room or a large group or the room has poor acoustics or you
have a tiny voice, you may need a microphone. Check the room to ensure it is wired for a
microphone.
Difference between training and development
Training is a program organized by the organization to develop knowledge and skills in the employees as
per the requirement of the job. Conversely, Development is an organized activity in which the
manpower of the organization learn and grow; it is a self-assessment act.
In training, the employees are imparted technical knowledge and skills related to the particular job and
stresses on improving the abilities of each worker. In contrast, development is a sort of educational
process which focuses on the growth and maturity of the managerial personnel. Check out the article
given below, that elucidates the difference between training and development, in tabular form

Basis for Comparison Training Development

Meaning Training is a learning process Development is an educational
in which employees get an process which is concerned
opportunity to develop skill, with the overall growth of the
competency and knowledge as employees
per the job requirement.
Term Short Term Long Term
Focus on Present Future
Orientation Job oriented Career oriented
Motivation Trainer Self
Objective To improve the work To prepare employees for
performances of the future challenges
employees.
Number of individuals Many Only one
Aim Specific job related Conceptual and general
knowledge

Key Differences Between Training and Development

The major differences between training and development are as under:

1. Training is a learning process for new employees in which they get to know about the key skills
required for the job. Development is the training process for the existing employees for their all
round development.
2. Training is a short-term process i.e. 3 to 6 months, but development is a continuous process,
and so it is for the long term.
3. Training focuses on developing skill and knowledge for the current job. Unlike, the development
which focuses on the building knowledge, understanding and competencies for overcoming with
future challenges.
4. Training has a limited scope; it is specific job oriented. On the other hand, development is career
oriented and hence its scope is comparatively wider than training.
5. In training, the trainees get a trainer who instructs them at the time of training. In contrast to
development, in which the manager self-directs himself for the future assignments.
 6. Many individuals collectively attend the training program. Development is a self-assessment
procedure, and hence, one person himself is responsible for one’s development.

Refer ppt for performance and appraisal