Lecture Note on Training and Development

Prepared By:

Er. Sumit Prasad, Dip TD

1Er. Sumit Prasad, Dip TD

Learning Objectives

Introduction to Training and Development.

Difference between Training and

Development.

Need for Training

Process of Training.

Need for Evaluation of Training.


Training Defined

Training is an instructor lead contentbased intervention used to develop abased intervention used to develop adesired change in the behaviour of anindividual, so that they can perform thesame task repeatedly, more efficientlyand effectively.

It is a systematic development of the It is a systematic development of theattitude and skill behaviour patternrequired by an individual in order toperform adequately a given job.


Education Defined

Where training is work based and it

deals with a shorter time frame geared

to the mastery of specific tasks.

Education is broader based and

traditionally it has dealt with the higher

order knowledge of learning over a

longer time horizon.4Er. Sumit Prasad, Dip TD

Development Defined

Development under traditional view falls

in the middle between training and

education.

Development can cover the present role

or some grooming for future greatness.


Training & Development

Training Present performance

(mainly On the Job)(mainly On the Job)

Development Future Grooming

(Future Job

performance & performance &

off-the-job

behaviour)


Traditional Training System

1. A Training Need Analysis.

2. A Design / Development Stage.

3. An Implementation Stage.

4. Evaluation Stage.


Range of Training Emphasis Simple Motor Skills requires little

knowledge, e.g, stamping documents.

More Complex Skills requires someknowledge, e.g, startup procedures.

Even More Complex Skills requires non-procedural application of knowledge,e.g, developing a training programme.e.g, developing a training programme.

Conceptual Skills merging skill andknowledge, e.g, designing a new bridge.

Interpersonal Skills as well as greaterself awareness.


Need for Training Arises

Because of the changing nature of jobs.

Obsolescence of skills. Obsolescence of skills.

Change management.

Introduction to new technology.

Appointment on the new job.

Induction and orientation training. Induction and orientation training.

To make the trainee well versed with theactual job by providing training.

For future development.9Er. Sumit Prasad, Dip TD

Types of Training:

On-The-Job.

Off-The-Job.


Training Process Defined


1. Analysis of Training Need (AOTN)

AOTN is a process of taking anoverview of the performance of theoverview of the performance of theorganization.

It identifies where training can be amajor contribution to improvingorganizational performance.

It will strengthen proposal for fundingtraining from top management.

It will establish priorities betweentraining needs to be established.


Identification Of Training Gap

A training gap can be said to exist if the performance deficiency is due to lack of performance deficiency is due to lack of knowledge.

Existing KnowledgeSkill and Attitude

Job Required (Required

Training Gap

Attitude (KSA), Competency Domain

(Required Competency)

Gap


Steps Involved in AOTN

1.a. Appoint a responsible person/ team.

1.b. Plan the AOTN activity.

1.c. Collect and analyze information to

identify issue and performance problem.

1.d. Further investigate to separate cause

from effect.


Steps Involved in AOTN continued..

1.e. Prepare: Priority List and Training

Proposal.

1.f. Report the result: Written or

Presentation.

1.g. Implement Proposal.

1.h. Review, Modify, Revise Proposal.


2. Design/Development Stage

There are two main components ofdesigning phase of a trainingdesigning phase of a trainingprogramme are:

Lesson Planning: It helps in classify learninginto categories or taxonomies.

Module Designing: Based on lesson Module Designing: Based on lessonplanning, it is complete description of thetraining programme designing includingmethod, media, trainer, content etc.


2.A. Lesson Planning

Lesson Planning can be done based on:

i. KSA approach.

ii. Long’s spectrum.

iii. CRAMP.

iv. Gagne’s Hierarchy.


Defining Categories

i. KSA approach: Knowledge Skill & Attitude.

Long’s Spectrum:ii. Long’s Spectrum:

Goal Orientation

Tangible Abstract

Skills Knowledge (Use of Social InterpersonalSkills Knowledge (Use of Social Interpersonal

Skill and

Knowledge)


Defining Categories continue..iii. CRAMP: Comprehending, Reflex,

Attitude, Memorizing, Procedural.

iv. Gagne’s Hierarchy:

8. Problem solving.

7. Principles.

6.Concept learning.

5. Multiple discrimination.5. Multiple discrimination.

4. Verbal Chains.

3.Psychomotor chain.

2. Stimulus- response

1. Signal learning19Er. Sumit Prasad, Dip TD

2.B. Module Designing

The Learning Unit Model:

Learning Objective

Entry Behaviour

Assessment

Learning Event


3. Implementation Stage

During this stage following learningcharacteristics must be considered:characteristics must be considered:

i. Motivation.

ii. Knowledge of Result.

iii. Rewards and Punishment.

iv. Trial and Error.iv. Trial and Error.

v. Insight/ Discovery.

vi. Practice/Doing.


3. Implementation Stage continue.

vii. Scale. (Whole or part learning)

Individual Difference.viii. Individual Difference.

ix. Period of Learning.

x. Structured Repetition.

xi. Iterference.

xii. Transfer.xii. Transfer.


4. Training Evaluation

Evaluation is concerned with measuringhow far training has achieved itshow far training has achieved itsobjective.

Internal validation is the process ofdeciding what you are getting andexternal validation is establishingwhether it is what you want.


Methods for Training Evaluation

I. Kirkpatrick (1976):

a) Reaction: Opinion.a) Reaction: Opinion.

b) Learning: KSA.

c) Behaviour: On-the-Job.

d) Result: Cost saving, quality improvement.


Methods for Training Evaluation continue.

II. CIRO (by Warr,Bird and Rackham 1970):

a) Context.

b) Input.b) Input.

c) Reaction.

d) Output.

i. Immediate Outcome.

ii. Intermediate Outcome. {e.g, direct measure, performance grid}performance grid}

iii. Ultimate Outcome. {e.g, cost effective analysis, cost benefit analysis, Human Resourse Value, DIF(Difficulty Importance Frequency) analysis}.

iv. Pay back Time.


Continued..


Lecture Note on Training and Development

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