TRAINING AND DEVELOPMENT

INTRODUCTION
Training and development describes the formal, ongoing efforts that are made
within organizations to improve the performance and self-fulfillment of their employees
through a variety of educational methods and programmes. In the modern workplace, these
efforts have taken on a broad range of applications—from instruction in highly specific job
skills to long- term professional development. In recent years, training and development has
emerged as a formal business function, an integral element of strategy, and a recognized
profession with distinct theories and methodologies. More and more companies of all sizes
have embraced "continual learning" and other aspects of training and development as a
means of promoting employee growth and acquiring a highly skilled work force. In fact, the
quality of employees and the continual improvement of their skills and productivity through
training are now widely recognized as vital factors in ensuring the long-term success and
profitability of small businesses. "Create a corporate culture that supports continual
learning," counseled Charlene Marmer Solomon15 in Workforce. "Employees today must
have access to continual training of all types just to keep up…. If you don't actively stride
against the momentum of skills deficiency, you lose ground. If your workers stand still, your
firm will lose the competency race."
CONCEPT OF TRAINING
It is about developing employees as an individual to make them capable and
confident in their jobs, and consequently in their life. Thus it is an organized process for
increasing the knowledge and skill of the employees. Consequently it is a process aimed at
changing the behavior in such a way that the consequence would be useful for the upliftment
of the organization.
According to Wayne F Cascio17, ―Training consists of planned programme
designed to improve performance at the individual, group, and /or organizational levels.
Improved performance, in turn, implies that there have been measurable changes in
knowledge, skills attitude, and/or social behavior.‖
Training is considered as a tool for HRD. Training has immense potential in transfer
and utilization of latest technical know-how, leadership development, organization of
people, formation of self-help-groups, mobilization of people as well as resources,

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empowerment of resource-poor rural mass, entrepreneurship development, etc., which are
considered essential components of HRD.
According to C B Memoria, ―Training is a process of learning a sequence of
programmed behavior. It is application of knowledge and it attempts to improve the
performance of employee on the current job and prepares them for the intended job.
Training is a short term process utilizing a systematic and organized procedure by which
non managerial personnel acquire technical knowledge and skills for a definite purpose.
Training refers to instructions in technical and mechanical operations, like operation of
some machine/equipment. Training is for a specific job related purpose‖. Training is about
developing people as an individual and helping them to become more confident and
competent in their lives and in their jobs. The learning process is at the core of training and
the ways of and opportunities for learning are numerous and varied.
CONCEPT OF DEVELOPMENT
Development is related to enhancing the conceptual skills of the employee, which
helps individual towards achieving maturity and self actualization.
In the words of Michael Armstrong ― Employee development, often referred to as
human resource development (HRD) is about the provision of learning, development and
training opportunities in order to improve individual, team and organizational performance.
Development is defined by Alan Mumford as an attempt to improve managerial
effectiveness through a planned and deliberate learning process. According to Bernard M
Bass & James A. Vaughan Development implies the nature and change induced among
employees through process of education and training. In the words of Harold Koontz and
Cyril O. Donnel Managerial development concerns the means by which a person cultivates
those skills whose application will improve the efficiency and effectiveness with which the
anticipated results of a particular organizational segment are achieved.
―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.‖ Rosemary Harrison

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 DISTINCTION BETWEEN TRAINING & DEVELOPMENT
According to Yoder although the terms ―training‖ and ―development‖ appear
synonymous, there is recognized difference between these concepts. Earlier training
programmes stressed preparation for an improved performance in largely specific rank and
file jobs. With growth of organizations several problems developed specifically at
supervisory level. Accordingly supervisory training programmes were launched enabling
them to deal with distinctive problems. During the training of the supervisors, the need
for training of their bosses appeared significant. Therefore, special developmental
programmes for middle managers were organized. Later on, the development programmes
were started for top management as well. These programmes indicated the significance of
the concept of development, and thus training appeared to be an improper designation for
learning a wide variety of complex, difficult and intangible functions of managerial
personnel. Thus the concept training was degraded. As managers themselves remarked
―training is for dogs, people are developed‖. Today, the terms development and education
are more suitable than the term training. It is not the training but the full development of
personality that enables the human resources to exert their full potential. Accordingly
training and development programmes are combined together for developing skills as well
as basic attitudes, leading to continued personal growth.
Distinction between Training & Development
Training Development
Vocationally oriented and on the job and A long term process for developing
so it is short term conceptual skills
It is generally for non managerial It is generally for managerial personnel
Personnel
It is imparting of technical and mechanical It is theoretical and conceptual idea
Knowledge Implementation.
It is related with specific job It is aimed at acquiring general knowledge
A mechanic who repairs generator better An engineer may not be better mechanic
than engineer is only trained but he has theoretical and conceptual skill
as well as knowledge of principles of
engineering

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 Another distinction can be understood from the term four Ws. Who is learning?
What is learning? Why such learning does takes place? When does learning take place?
Distinctions between Training & Development
Learning Dimensions Training Development
Who Non managerial Personnel Managerial Personnel
What Technical & Mechanical Conceptual ideas
Why For Specific jobs For a variety of jobs
When Short term Long term

As Michael Armstrong24 observes, ―Employee development, often referred to

as human resource development (HRD) is about the provision of learning, development and
training opportunities in order to improve individual team and organizational performance‖
Efforts are made to develop employee so that they achieve their full potential for growth.
Employee development programme include learning, education and training. Learning
relates to a relatively enduring change in behavior taking place as a consequence of practice
or experience. Education refers to development of the knowledge required for varied
activities of life rather than for one particular activity. Training is planned and systematic
change behavior through learning. Training enables employees to accomplish the level of
knowledge, skills and competence to perform their job well.
NEED FOR TRAINING
As Price has observed, a training need exists when there is a gap between the present
performance of an employee or group of employees, and the desired performance. Growing
business performance is a journey, not an end. The success of business operations depends
upon the ups and downs of the employee performances. Hence, the HR managers started
looking for the methods to boost the performance and efficiency of its workforce to carry
out the work today, and to train them for meeting tomorrow's goals. Training programmes
were developed many years ago, but now-a-days, it has become a crucial factor in
companies with certain objectives in mind. Training and development practices should boost
up performance and develop the skills, knowledge and expertise of the employees.
The vital objective of training is to build-up right ability and capability in the labor

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force so that they can perform to meet the needs, wants and expected returns of the
employers.
The need for Training may generally arise for the following-
To improve the efficiency of employees
To reduce wastage of time and money,
To have quality output,
To bring down supervision,
To have preventive maintenance,
To achieve optimum performance,
To boost morale of employees,
To prepare workforce for future challenging work,
To reduce absenteeism,
To bring down the grievances,
To build career by personal growth,

TRAINING OBJECTIVES
According to Saiyadain27, the objectives of training differ according to the
employees belonging to different level of organizations. The basic objective of training,
however, is to establish a match between man and his job. This training is designated to
improve the knowledge, skills and attitude and thus, equip the individual to be more
effective in his present job or prepare him for future assignment. However individual‘s
growth should not be taken as an end. From this point of view of an organization,
individual‘s growth is a means to organizational effectiveness. The principal objective of
training and development division is to make sure the availability of a skilled and willing
workforce to an organization. In addition to that, there are four other objectives: Individual,
Organizational, Functional, and Societal.
Individual Objectives –
They help employees in achieving their personal goals, which in turn, enhances the
individual contribution to an organization.
Organizational Objectives –
They assist the organization with its primary objective by bringing individual
effectiveness.

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Functional Objectives –
They maintain the department‘s contribution at a level suitable to the organization‘s
needs.
Societal Objectives –
They ensure that an organization is ethically and socially responsible to the needs
and challenges of the society.
Following can be briefly summarized as training objectives.
To create constant awareness in the minds of all sections of employees of the mission
of the industry, its objective and goals.
To encourage self-development to achieve organization goals with a sense of
belonging and commitment to organization and thereby ensuring development of a
proper work ethos in the Industry and fostering of team spirit.
To identify the training needs of the entire personnel in industry in keeping with the
corporate plans and in consultation with the user departments.
To impart knowledge and skills necessary for performing the job efficiently and
effectively and to keep the employees to acquire necessary conceptual, technical,
human and managerial skills in the areas of decision-making and problem-solving.
To make available in adequate number sufficiently trained manpower to meet the
diverse needs of a rapidly growing industry.
To organize special training programmes to improve employment opportunities as
well as career prospects of persons belonging to SC/ST, minorities, handicapped, ex-
servicemen, etc.
To organize training activities as aids to:
o Career Planning and growth
o Succession planning.
To educate and equip the employees to respond to the expectations of customers, and
to accept responsibilities to attain a sense of achievement.
To achieve effectiveness of training through tapping the in-house training facilities as
well as sources available externally in a balanced manner so as to develop internal
faculty support at all levels and disciplines.
To promote research and development activities and to establish linkages with the

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 operational front.
IMPORTANCE OF TRAINING LEARNING
Characteristics of Learning
1.Learning has a purpose. Most people have a pretty definite idea of what they want to
do and achieve.
2.Learning comes through experience. Learning is a very individual process and must be
done by the participant himself - the instructor cannot do this for him.
3.Learning is multifaceted. A trainer who thinks his job is only to train a participant‘s
memory is wasting his own and his trainee‘s time.
4.Learning is an active process. The more actively a participant is involved in the class,
the greater his chances are for both learning and remembering.
Laws of Learning
The five laws of learning are suitable for most learning situations. Keeping these
laws in mind when planning a session lets the trainer creates a better learning atmosphere
for the participants.
Law of Readiness –
A person learns best when he has the necessary background, a good attitude, and is ready to
learn. He does not learn much if he sees no reason for learning.
Law of Exercise –
Those things most often repeated are the best learned. This is the basis for practice and drill.
Law of Primacy –
Primacy is being first, which often creates a strong impression. This means that the
instructor must be right the first time. This helps to provide a stable foundation for all that
follows.
Law of Intensity –
A sharp, clear, or exciting learning experience teaches more than a routine or boring one.
This law implies that a student will learn more from the real thing than a substitute.
Mockups, videotapes, interactive courseware, slides, charts, and any number of other
training aids add sharpness and action to classroom instruction. Demonstrations, skits, and
role playing do much to increase the leaning experience of students.
Law of Recency –

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 Other things being equal, the things learned last will be best remembered. The trainer must
recognize the law of recency when planning a good summary. He should repeat, restate, or
reemphasize the training objectives. He also repeats important information the participants
need to remember.
ROLE OF TRAINEES
The trainee is a major stakeholder in a training programme. The whole training
programme is developed for the trainees only. Each candidate plays an important role in the
transfer of training because one participant's attitude regarding the training influence the other
participants and also each participant can assist by advancing the learning process to realize
the training objectives. Participant's willingness to invest in the programme is directly
proportional to the benefits of the learning that the trainee could expect. Each participant
forms their own perception towards training. Some perceptions remain the same during the
programme, while some fade depending upon the assessment of a programme by the
participant. Some personal factors that affect the trainee's learning are:
 Family Situation
 Personal Problems
 Relation between the training programme and personal objective
 Level of self esteem
 Benefits expected from training
 Comfort level with the trainer
 Learning style of trainee
 KSA of trainee
 Previous training experiences
 Desire for professional growth and development Some environmental
factors that affect the trainee's learning are:
 Relationship with colleagues and subordinates
 Training team
 Trainer team
 Training objective
 Content of training
 Training design i.e. methods, techniques, and strategies

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  Environment in the programme
 Composition of training group
 Infrastructure i.e. eating facilities, tea/coffee breaks etc.
No matter how good the training programme is, in the end it is the participant only
who decides whether to change his behavior or not. Trainees do not change their behavior
merely because someone tells them to do. They change when they feel there is a need of it.
They do it with their own learning style. The trainer and the organization can only try to
remove the mental blocks of the trainee, rest depends on trainee itself.
TRAINING NEED IDENTIFICATION
It is widely believed that need assessment is one of the key phases in training and
development design process to enhance training effectiveness. It assists in identifying a gap
between an ideal level of performance and current level of performance and to prioritize
current resource to reduce those gaps. According to Anjali Ghanekar31 training needs can be
defined as the gap between knowledge, skills and attitudes that the job demands and already
possessed by trainee. It is an ongoing process to gather information to identify training
needs so that training can be developed to assist organizations to meet their objectives. As
per Keith Davis32 assessing training needs is one of the most significant parts of developing
training programmes. It diagnoses present problems and future challenges to be met through
training & development. It exists at all levels of the organization and it is emphasis of one or
the other aspect with changes.
The process of identifying training needs depends on the gap between existing
performance ability and desired performance, various employee evaluations and
performance appraisal is helpful. W R Mahler and W.H. Monroe 33 have found that generally
the training needs of an organization are determined by the request from the top
management, but largely such needs have been identified from requests from line managers.
(a) Organizational Analysis –
Just like any other resources, employees and their competencies have to be managed
and controlled. This implies that management of the human factor must be consistent with
general requirements of the organization such as quality and efficiency. Huselid 34 has said
that ―the effectiveness of the organization depends upon the extent to which human
resource strategies and business strategies fit together.‖

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 (b) Operation Analysis –
Operational analysis includes tasks which have to be performed as the part of the
given job, at the level of which they have to be performed and of the knowledge, skills and
attitudes required to achieve that level. As per Junaid Siddiqui35, the methods for such
analysis are task analysis, job expectation technique, core analysis, key task analysis
questionnaires, interviews, reports, tests, observation, performance standards, job
description and other methods.
(c) Individual Analysis –
Individual analysis is very crucial; if the training is to be supported as closely as
possible to fill gaps in the competence profile of employees and if it is to be matched with
the level of maturity of the participants. An important plan of personal analysis is to find out
performance gaps (i.e. expected performance Vs actual performance). Personal analysis
makes it possible to measure the expectations and learning requirements of trainees.
According to Luc Sels36 sources of information available for individual analysis include
performance evaluation, performance problems (productivity, absenteeism or tardiness,
accidents, grievances, waste, product quality, down time, repairs, equipment utilization, and
customer complaints), observation, work samples, interviews, questionnaires, attitude
surveys, and check lists or training progress charts. All the three levels of needs analysis are
interrelated and the data collected from each level is critical to a thorough and effective need
assessment. As per Punia BK37, the failure to analyse training needs within the organization
will lead to lesser benefits and huge investment in the training programme. Hence it would
be pertinent to analyze the training needs first and then imparting training accordingly.

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 TRAINING METHODS
Introduction
As per Bernardin and Russel38, training methods can be divided into two categories:
(1) Methods that are primarily informational or transmittal in nature. They use primarily
one way communication in which information is transmitted to the learners. Some of
the major methods are: lecture, audio visual, independent study, programmed
instructions.
(2) Methods that are experiential in nature, that is, the learner interacts with the
instructor, a computer/ simulator, or other trainees to practice the skills. Some of the
major methods are – on the job training, computer based training, simulation, games,
case analysis, role playing behavior modeling and sensitivity training.
Training methods are tools which attempt to create learning climate for the
participants. These methods are related to learning objectives for participants. Methods are
the means enabling participants to learn what is expected of them in order to know their
roles and functions in the organization. Methods depend upon three principle components of
the objectives of training, i.e. knowledge, skills and attitude. In some cases of training, it
may be pure information giving that is imparting knowledge. In other cases it may be social
and technical skill development, and in some other it would be an attempt to bring attitudinal
change in the participants. In some programmes these components may be found in varying
degrees. In one the emphasis may be on imparting knowledge, in another knowledge plus
skill development and in some other these two plus attitudinal change. Before selecting
methods of a particular programme, one has to look into the content that is to be delivered,
the learning that is to take place and objectives of the training. Once the content of the
modules are clear, choosing the appropriate methods becomes uncomplicated. The following
is a brief overview of typical methods of training.
ORIENTATIONS
Orientation training is vital in ensuring the success of new employees. Whether the
training is conducted through an employee handbook, a lecture, or a one-on-one meeting with
a supervisor, newcomers should receive information on the company's history and strategic
position, the key people in authority at the company, the structure of their department and how
it contributes to the mission of the company, and the company's employment policies, rules,

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and regulations.
LECTURES
A verbal method of presenting information, lectures are particularly useful in situations
when the goal is to impart the same information to a large number of people at one time. Since
they eliminate the need for individual training, lectures are among the most cost- effective
training methods. But the lecture method does have some drawbacks. Since lectures primarily
involve one-way communication, they may not provide the most interesting or effective
training. In addition, it may be difficult for the trainer to gauge the level of understanding of
the material within a large group.
CASE STUDY
The case method is a non-directed method of study whereby students are provided with
practical case reports to analyze. The case report includes a thorough description of a
simulated or real-life situation. By analyzing the problems presented in the case report and
developing possible solutions, students can be encouraged to think independently as opposed
to relying upon the direction of an instructor. Independent case analysis can be supplemented
with open discussion with a group. The main benefit of the case method is its use of real-life
situations.
ROLE PLAYING
In role playing, students assume a role outside of them and play out that role within a
group. A facilitator creates a scenario that is to be acted out by the participants under the
guidance of the facilitator. While the situation might be contrived, the interpersonal relations
are genuine. Furthermore, participants receive immediate feedback from the facilitator and the
scenario itself, allowing better understanding of their own behavior. This training method is
cost effective and is often applied to marketing and management training.
SIMULATIONS
Games and simulations are structured competitions and operational models that
emulate real-life scenarios. The benefits of games and simulations include the improvement of
problem-solving and decision-making skills, a greater understanding of the organizational
whole, the ability to study actual problems, and the power to capture the student's interest.

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COMPUTER-BASED TRAINING
Computer-based training (CBT) involves the use of computers and computer-based
instructional materials as the primary medium of instruction. Computer-based training
programmes are designed to structure and present instructional materials and to facilitate the
learning process for the student. A main benefit of CBT is that it allows employees to learn at
their own pace, during convenient times. Primary uses of CBT include instruction in computer
hardware, software, and operational equipment. The last is of particular importance because
CBT can provide the student with a simulated experience of operating a particular piece of
equipment or machinery while eliminating the risk of damage to costly equipment by a trainee
or even a novice user.
WEB-BASED TRAINING
(WBT) is an increasingly popular form of CBT. The greatly expanding number of
organizations with Internet access through high-speed connections has made this form of CBT
possible. By providing the training material on a Web page that is accessible through any
Internet browser, CBT is within reach of any company with access to the Web. The terms
"online courses" and "web-based instruction" are sometimes used interchangeably with WBT.
SELF-INSTRUCTION
Self-instruction describes a training method in which the students assume primary
responsibility for their own learning. Unlike instructor- or facilitator-led instruction, students
retain a greater degree of control regarding topics, the sequence of learning, and the pace of
learning. Depending on the structure of the instructional materials, students can achieve a
higher degree of customized learning. Forms of self-instruction include programmed learning,
individualized instruction, personalized systems of instruction, learner-controlled
instruction, and correspondence study. Benefits include a strong support system, immediate
feedback, and systematization.
AUDIOVISUAL TRAINING
Audiovisual training methods include television, films, and videotapes. Like case
studies, role playing, and simulations, they can be used to expose employees to "real world"
situations in a time-and cost-effective manner. The main drawback of audiovisual training
methods is that they cannot be customized for a particular audience, and they do not allow
participants to ask questions or interact during the presentation of material.

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 TEAM-BUILDING EXERCISES
Team building is the active creation and maintenance of effective work groups with
similar goals and objectives. Not to be confused with the informal, ad-hoc formation and use
of teams in the workplace, team building is a formal process of building work teams and
formulating their objectives and goals, usually facilitated by a third-party consultant. Team
building is commonly initiated to combat poor group dynamics, labor-management
relations, quality, or productivity. By recognizing the problems and difficulties associated
with the creation and development of work teams, team building provides a structured,
guided process whose benefits include a greater ability to manage complex projects and
processes, flexibility to respond to changing situations, and greater motivation among team
members.
APPRENTICESHIPS AND INTERNSHIPS
Apprenticeships are a form of on-the-job training in which the trainee works with a
more experienced employee for a period of time, learning a group of related skills that will
eventually qualify the trainee to perform a new job or function. Apprenticeships are often
used in production-oriented positions. Internships are a form of apprenticeship that
combines on-the-job training under a more experienced employee with classroom learning.
JOB ROTATION
Another type of experience-based training is job rotation, in which employees move
through a series of jobs in order to gain a broad understanding of the requirements of each.
Job rotation may be particularly useful in small businesses, which may feature less role
specialization than is typically seen in larger organizations
COUNSELLING
The latest trend catching up in the corporate HR across the world is 'Employee
Counselling at Workplace'. In the world of ever increasing complexity and the stress in the
lives, especially the workplaces of the employees, employee counselling has emerged as the
latest HR tool to attract and retain its best employees and also to increase the quality of the
workforce. Employee counselling can be explained as providing help and support to the
employees to face and sail through the difficult times in life. At many points of time in life
or career people come across some problems either in their work or personal life when it
starts influencing and affecting their performance and, increasing the stress levels of the

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individual. Counselling is guiding, consoling, advising and sharing and helping to resolve
their problems whenever the need arises. Technically, Psychological Counselling, a form of
counselling is used by the experts to analyze the work related performance and behaviour of
the employees to help them cope with it, resolve the conflicts and tribulations and re-enforce
the desired results.
MENTORING
Mentoring is a relationship in which a senior manager in an organization assumes the
responsibility for grooming a junior person. Technical, interpersonal and political skills are
generally conveyed in such a relationship from the more experienced person. A mentor is a
teacher, spouse, counselor, developer of skills and intellect, host, guide, exemplar, and most
importantly, supporter and facilitator in the realization of the vision the young person has
about the kind of life he wants as an adult. The main objective of mentoring is to help an
employee attain psychological maturity and effectiveness and get integrated with the
organization. In a work situation, such mentoring can take place at both formal and informal
levels, depending on the prevailing work culture and the commitment from the top
management. Formal mentoring can be very fruitful, if management invests time and money
in such relationship building exercises.

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