Lesson 6 Trg & Dev

8/17/2019 Lesson 6 Trg & Dev

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LESSON -6 : TRAINING AND DEVELOPMENT

STRUCTURE OUTLINE

6.1 Learning Objectives

6.2 Meaning of training and development

6.3 Importance and objectives of training and development

6.4 Distinction between training and development

6.5 Metods of training and development

6.6 !ligning training to b"siness needs

6.# $"mmar%

6.& 'lossar%

6.( !nswers to cec) %o"r progress

6.*+ ,eferences

6.** $"ggested readings

6.*2 -erminal and model "estions

6.1 LEARNING OBJECTIVES

• -o "nderstand te need of training and development

• -o define training and development and "nderstand its objectives and

importance

•-o be able to disting"is between training and development anded"cation

• -o ac/"ire an insigt into training need anal%sis

• -o "nderstand different t%pes of trainings

• -o "nderstand competenc% based approaces to training and development


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6.2 INTRODUCTION TO TRAINING

In order to perform te activities in te most s%stematic wa%0 te organi1ation

needs te services of trained persons. In tis fast canging era0 te )nowledge of

te emplo%ees is becoming obsolete. $o in order to remain competitive0 te

organi1ations re/"ire its emplo%ees to cope "p wit te job b% providing temtraining. ow da%s0 it as become te most important tas) of te organi1ation to

provide training to teir emplo%ees.

The emploee! "ho #e$%e '#(&)&)* m( +e ,l(!!&&e &)'o '"o ,('e*o#&e! /

i tose wo ave some precio"s )nowledge of te job and

ii tose wo dont or are new to it.

ot categories of wor)ers are re/"ired to be trained to ac/"aint temselves witte job0 to"g it is more essential for te emplo%ees wo are new to te job or

wo do not possess an% precio"s )nowledge. $o in order to cope "p wit te latest

tecnological advancements0 ever% organi1ation as to provide training to its

emplo%ees.

-raining is a s%stematic and planned process wic as its organi1ational p"rposes

to impart and provide training e7periences tat will bring abo"t improvement in an

emplo%ee and t"s enabling im to ma)e contrib"tion in greater meas"re in

meeting te goals and objectives of an organi1ation. In fact0 it is a process tat

attempts to improve to emplo%ee performance on a c"rrentl% eld job b% providing

te emplo%ee wit te necessar% s)ills and )nowledge needed for teir present job.

In fact 0 an ideal training wo"ld be one tat meets te goals of te organi1ation and

also tat of emplo%ees.

8rom te above definition it ma% be concl"ded tat 9:

• -raining so"ld be well planned and so"ld ave predetermined objectives

to be acieved tro"g training.

• -raining empasi1es learning. -raining process m"st specif% wat is to be

learnt;

• -raining so"ld foc"s on eval"ation . It means training process m"st be

eval"ated to see ow for te training as been effective and s"ccessf"l in te

improvement of te performance of te emplo%ee0 t"s enabling im to


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ma)e is enanced contrib"tion to te acievement of goals of te

organi1ation.

De&)&'&o)! o T#(&)&)*

• A,,o#&)* 'o T%,&%!0 s performance on c"rrent job. In fact it provides te

opport"nit% to all te emplo%ees to "pgrade )nowledge0 cange attit"des 0and

increase s)ill to sow improved performance on present and f"t"re job positions.Development prepares an emplo%ee to adj"st imself in new roles 0 responsibilities

and f"nctions . $"c emplo%ee improve te strategic competence of te

organi1ation to face d%namic and competitive world . It also affords an opport"nit%

for career growt of te emplo%ee. eca"se of its nat"re 0 te word development is

"s"all% associated wit managerial position and ence it is also called as

management development .

6.3AIMS4 OBJECTIVES AND IMPORTANCE O0 TRAINING AND

DEVELOPMENT

-raining benefits bot te emplo%ee and te organi1ation res"lting in win:win

sit"ation. -raining incl"de ever% efforts made witin te organi1ation to teac 0


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coac 0develop emplo%ees old and new bot in tecnical s)ill0 )nowledge 0

principles and tecni/"es and to provide insigt into and attit"des towards te

organi1ation .

I'! (&m () o+5e,'&e &),l%e!

1. -o develop te capacities and te capabilities of te emplo%ees tro"g

enancement in teir s)ills and )nowledge so tat te% ma)e meaningf"l

contrib"tion towards acievement of organi1ation goals.

2. -o elp e7isting emplo%ees improve teir performance on e7isting jobs. 8or

e7ample a tecnicall% /"alified emplo%ee ma% be lac)ing in interpersonal

s)ills. Imparting training in interpersonal s)ills wo"ld ma)e im more

effective on is e7isting job.

3. -o elp newl% recr"ited or promoted emplo%ees to perform specific tas)s as per organi1ation standards sooner tan te% wo"ld oterwise.

. -ecnological advancements are ma)ing fast canges in te nat"re of jobs

and as s"c demand for new s)ills to perform te job s"ccessf"ll% is alwa%s

felt. -raining elps to "pgrade emplo%ee s)ills to meet callenges of

tecnological advancements and prevents managerial ?emplo%ee

obsolescence on te job.

7. -o act as a means of solving problems relating to sced"ling inventor%

sortages0 absenteeism0 "nion management disp"tes etc.

6. -o facilitate emplo%ee movement from is present job to job wit iger responsibilities and f"nctions. Organi1ations> design teir training and

development programs in a wa% to prepare and enable its e7isting emplo%ees

to ac/"ire necessar% s)ill needed for a promotion.

8. -o elp emplo%ees in teir /"est for personal growt tis will directl%

benefit te emplo%ee and indirectl% increase emplo%ee>s effectiveness on te

job.

Be)e&'! 4Impo#'(),e o '#(&)&)* () eelopme)':- -raining anddevelopment offer competitive advantages to a compan% . It elps to remove

emplo%ees performance deficienc% 0 red"ce vol"ntar% level t"rnover 0 ma)ing

emplo%ee sta% longer in te organi1ation 0 red"ce emplo%ee obsolescence 0 ens"res

efficient and economical "se of bot e/"ipment and maciner% and material 0

red"ce cances of wastage 0 improve job satisfaction and elp emplo%ee develop


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capabilities to meet callenges of te d%namic environment . -e training and

development program of an organi1ation pa%s dividend to bot te emplo%ees and

organi1ation in te long r"n.

6. TRAINING AND DEVELOPMENT DISTINGUIS9ED

T#(&)&)* is designed to elp an emplo%ee learn te most appropriate sol"tion to a

given sit"ation. It refers to activities designed to improve te job performance of

non s"pervisor% emplo%ees of an organi1ation. -raining is enancing tecnical

s)ill of an emplo%ee. -raining aims at improving emplo%ee performance on te

present job. -raining is not f"t"re oriented @. -raining is sometimes organi1ation

specific and if te emplo%ee leaves tat organi1ation0 te training becomes

obsolete.

Deelopme)' on te oter and is f"t"re oriented and aims at acieving long r"n

goals of te emplo%ee and is organi1ation. Development is generall% associated

wit managerial personnel and te foc"s of development is to improve

)nowledge0 cange attit"des and enance oter broad s)ills wic will elp te

emplo%ee to ass"me greater responsibilit% in f"t"re.

C9EC ;OUR PROGRESS 1

STATE

DEVELOPMENT


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-raining can be ta)e place in vario"s sit"ations on te job or off te job 0 in

te compan% or o"tside te compan%. Details of vario"s metod and

tecni/"es of training are below9:

? 1 @ O)- 'he- Jo+ '#(&)&)* :-

-e most common form of emplo%ee training is te on te job training

OA- also )nown as $op 8loor -raining . -is is a traditional metod of

imparting s)ill training to an emplo%ee . Bere te emplo%ee is placed in real

life sit"ation and e learns tro"g act"al practice . Be is owever 0 "nder

te s"pervision and g"idance of a trained instr"ctor wo provides?

demonstrates te job and teaces te trainee te tric)s of trade . Cmplo%ee

learns wile doing . -is is designed to elp an emplo%ee learn te best

metod to perform is job . It is te most "sef"l metod of learning for "ns)illed 0 semi:s)illed and tecnical jobs. Bowever 0 te n"mber of

emplo%ee tat can be trained "nder tis metod is ver% limited.

!dvantages of te OA-9:

?&@ -e training is based on < Learning % Doing < wic is te best

metod to impart s)ill training .

?&&@ $ince OA- do not re/"ire an% emplo%ee to move o"t of te

organisation 0 it saves times of te emplo%ees 0 manager and tes"pervisor .

?&&&@ OA- strongl% motivates te trainee beca"se te trainee learns on

act"al e/"ipment in te real environment wic gives im a

feeling of acievement .

?&@ OA- are specific and foc"s trainings wic aim at prod"cing

tangible res"lts.

?@ OA- are economical as te emplo%ee carries o"t prod"ction along

wit learning.

?&@ OA- is also instills te /"alit% conscio"sness and minim"mwastage concept in te trainees .

?&&@ OA-s ta)e care of te specific needs of te trainee in terms of is

bac)gro"nd 0 attit"des 0 needs 0 goals and f"t"re assignments.

Disadvantages 9:


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?&@ In OA-s0 te trainee is wor)ing on act"al macines 0 tere is possibilit% of

disregard to finer details of teor% in favo"r of immediate prod"ction.

?&&@ D"ring te training0 te trainee ma% prod"ce goods of inferior /"alit% 0

ca"ses e7cessive wastage and are prone to accidents.

?&&&@ -rainees ca"ses e7cessive depreciation to macines d"e to wrongandling of te e/"ipments.

Long period of time wor)ing on te job and "nder te direct s"pervision of

e7perts. !pprenticesip training covers e7tensivel% varied trades0 crafts and oter

tecnical fields li)e draftsman0 a macinist0 a constr"ction wor)er0 a painter0 a tool

ma)er0 a pattern designer0 a carpenter0 a weaver0 an engineer and an electrician.

-is s%stem of training is old form of training and was developed in te middle age

b% trade g"ilds. !pprenticesip training is a combination of teor% learning and

act"al learning e7periences as related to a job . -is training is "sed to prepare a

wor)er wo re/"ire a wide range of job s)ills0 )nowledge0 long periods of

practice and seasoned e7perience. -e I-I in India are engaged in apprenticesip

training. -e period of apprenticesip training varies from 3 to 6 %ears incl"ding

c"rric"l"m of class room and sop e7perience .

!dvantages 9:

*. It ens"re a s"ppl% of s)illed wor)force .

2. It is a prod"ctive form of training .

3. It improves wor)mansip greatl%.

4. It red"ces te emplo%ment cost as a res"lt of red"ced t"rnover and lower

prod"ction cost 0 and

5. It create a sense of belongingness and lo%alt% in te minds of emplo%ees and

opens "p opport"nities for teir growt and development.

? 2@ Jo+ Ro'('&o)! :- Aob rotations is )nown as position rotation involves

ori1ontal movements of emplo%ees from job to job and from plant to plant on

some planned basis for te p"rposes of wider e7pos"re and increasing te span of

e7perience . -is metod provides an opport"nit% to %o"ng emplo%ees or


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management trainees to familiarise temselves wit compan% in general and t"s

gain e7perience. Aob rotation is designed to give trainee0 )nowledge and

e7perience of operation in vario"s parts of te organiastion . -e trainee wile

moving tro"g vario"s training positions receives instr"ctions 0gain )nowledge

and e7perience in different sit"ations and is provided wit feedbac) from iss"perior in eac department. -is elps te trainee to gain on te:job e7perience 0

wile so"ldering greater responsibilities in varied b"siness sit"ations0 develop is

talent and elp im discover is own special interest and performance . 8or

e7ample0 'odrej cons"mer prod"cts limited "ses job rotations for elping te

emplo%ees b"ild m"ltiple s)ill li)e0 project management 0 I- 0 $)ills and B,

s)ills .

Aob rotation as bot advantages and disadvantages . $ome trainee considered it a

callenging and e7citing offer wile oter find it a so"rce of tension.

!dvantages 9:

I. It elps in developing generalists rater tan a specialists . It is broaden

to ori1on of specialist 0 so tat te% become adapt in finding sol"tion to

vario"s management problems in social or oters sit"ations .In te

absence of s"c rotation te% remain confined witin te tecnical

aspect of a partic"lar f"nctional field .

II. Aob rotation brings a cange in te monotono"s and stereo t%pe wor)ingof a department . $"c a cange res"lts in improved efficienc% in te

wor)ing of te department.

III. Aob rotation promotes te inter department cooperation and improved

comm"nication between te vario"s departments witin te organisation .

IE. It fosters organi1ational fle7ibilit% tro"g generating fle7ible "man

reso"rce 0 wic elp te organi1ation b"ild "p management strengt.If

tere is s"dden e7pansion in a partic"lar line0 management can

oblivio"sl% depend "pon its emplo%ees wit varied e7perience to ta)e "p

newl% created positions.

EAob rotation tests te individ"al e7ec"tive>s abilit% and an all ro"nd capabilit%

and competenc% as demonstrated in progressive assignments tat indicates

individ"al>s s"itabilit% for promotions to iger level positions and t"s "sing tem

at teir ma7im"m effectiveness.


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Ei It elps accomplising te comparative performance appraisal of individ"als

more objectivel% wic will t"s afford ever% one an e/"al cance of promotions to

iger level jobs.

Disadvantages

* -e job rotation disco"rages e7ec"tive to go deep in teir assignment . -ese

e7ec"tives concentrate on sort range projects onl% as te% are not li)el% to sta% for

long at one job.

2 It becomes diffic"lt for te trainees to adj"st temselves to teir new bosses on

acco"nt of job rotation.

3 Aob rotation proves to be e7pensive for training and development p"rposes.

4Aob rotation "psets te famil% life of te trainee. Fit ever% rotation e as to

move and adj"st to new s"rro"ndings . Bis cildren ave to readapt temselves to

new scool and new friends.

3.I)'e#)!h&p '#(&)&)*

Internsip training is a joint programme of training between a tecnical or

professional scool ? Gollege and te b"siness o"se to enable te st"dents gain a

good balance between teor% and practice. -e teor% learnt in te class rooms can

be better "nderstood against te practical gro"nd in a factor%. Hnder tis metod te

st"dents are offered an opport"nit% to get real world e7perience b% an organi1ation

and st"dents are paid a stipend d"ring te internsip period .8or e7ample Infos%s

periods internsip training to :-ec st"dents 0s"c a training elps te origination

get project done at low cost and also get new ideas from st"dent interns. Interns are

also benefitted as te% get co"rse credits.

@ O) - The-5o+ Co(,h&)*-

On te job coacing metod of providing training is also )now as "nderst"d% or

!ssistant to position training metod. 8or coacing to be effective0 tere so"ld be

ealt% relationsip between te s"perior ? instr"ctor and te trainee based "pon

m"t"al tr"st and confidence. Hnder tis metod0 te s"perior or trainer or instr"ctor

acts as g"ide and e7plains vario"s tas)s tat te trainee m"st perform to e7ec"te a


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job. Be also provides necessar% assistance to facilitate tem in job learning process

and provides necessar% feedbac) in terms of te progress te trainees ave made.

-e objective of coacing is not onl% to teac and g"ide a s"bordinate in

performance of is immediate job b"t also provides im an opport"nit% to prepareim for senior job positions wit greater responsibilities. -is metod as been

"sed wit good res"lts in managerial training and development .-e essence of on

te job coacing is learning b% doing=.Fen tis metod is applied to managerial

development0 it m"st cover9

* Delegation In tis process of coacing0 te s"perior so"ld delegate some

added responsibilit% to te trainee so tat e performs several d"ties "nder te

coac. $"c delegation will provide te trainee an opport"nit% to participate in te

decision:ma)ing process and will learn te tric)s of new assignment.

2 Go"nseling: co"nseling incl"de a ealt% disc"ssion between te s"perior and

te trainee on matters relating to trainee>s fears0 emotions and aspirations. Bere0 te

s"perior performs a passive non directive role. -e aim ere in to elp te

s"bordinate0 learn te tecni/"es of administration. -is ma% cover job related

)nowledge0 s)ill0 competencies and personalit% modification.

3 Mentoring ? ,ole Modeling: s"bordinates learn best tro"g e7amples. $o "nder

coacing0 te s"perior m"st present is best face forward so tat te s"bordinate isenco"raged to grow and develop as seniors.

$ome companies li)e Jrocter 'amble "se coacing metod for teir

management development programmes.

7.Comm&''ee A!!&*)me)'!: :

-is metod is an indirect wa% of managerial development . Gompanies

form"lates reg"lar or temporar% committees to solve a comple7 problem. -e

trainees are assigned to tese committees. -e trainees come face to face wit teir seniors d"ring reg"lar staff meetings ? committee meetings. -e committee

diagnoses te problem0 generates alternative sol"tions0 eval"ates tese alternatives

and finall% recommends te best sol"tion. -e trainee learns te decision ma)ing

b% being a part of decision ma)ing process and watcing oters or job. -e

trainees are allowed to participate and contrib"te teir ideas in te decision


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ma)ing. -is provides tem an opport"nit% to learn0 develop and grow. $"c

participation enables te trainees to gain a firstand )nowledge of te iss"es0

processes and considerations involved in decision ma)ing.

6.C#&'&,(l I),&e)' Me'ho: -

-is metod resolves aro"nd a partic"lar


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participants sit face to face and participants disc"ss topics s"c as labor

management relations0 prod"ctivit% and oter s"bjects.

!dvantages

*.It is ideall% s"ited for anal%1ing problems from deferent view points .

2. It is a good metod for development of concept"al )nowledge and s)ills.

3.-is metod teaces te trainees te spirit of cooperation .

4. -e trainees learn te power of e7pression and ealt% disc"ssion.

-e trainee comes to )now of is strengts and wea)nesses in vario"s areas.

Disadvantages

* -is metod is s"itable for learning in small gro"ps onl%.

2 $ince ever% participant is given an opport"nit% to spea) and e7press is view

point 0te disc"ssion sometimes ma% deviate from te main iss"e to incl"de some

irrelevant matters and learning is slow "nder:tis metod.

3 $ometimes wen te disc"ssion is not foc"sed0 te participants ma% loose

interest and tis metod is not li)el% to meet m"c s"ccess.

?II@ O 'he- 5o+ T#(&)&)* Te,h)&$%e!

Off:te:job training means0 tat training wic is not a part of ever%da% job

activit%. It ta)es place at some e7ternal selected site wic as no connection wit

te compan%. $"c off te job training ma% be cond"cted b% professional training

instit"tes or b% management colleges. off:te:job training is also )nown as

classroom training and aims at imparting te )nowledge or special t%pe of

information to te participant. -is t%pe of training provides for te development

of large n"mber of people in a sort time b% te best instr"ctor "sing te best planned material . -is metod is partic"larl% "sef"l for presentation of

information tro"g lect"res0 demonstrations0 films0 a"diotapes0 videotapes or

comp"ters.

1 T9E le,'%#e Me'ho: -e lect"re metod is a conventional training tecni/"e

tat involves one:wa% presentation of )nowledge. It is a formal organi1ed tal)


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wic aims at imparting s"bstantial )nowledge?concepts to a large gro"p in a

relativel% sort time. -is metod is best "sed in man% t%pes of training incl"ding

orientation programs0 problem solving activities0 and dissemination of information

wic is teoretical in nat"re pilosop% 0safet%0 s"pervisor% etcK

In order to ma)e lect"re metod of training more effective following g"idelines

ma% serve "sef"l p"r pose

* -e instr"ctor?spea)er so"ld be a competent man wit e7cellent st"d% material0

good comm"nication s)ills0 pleasing personalit% and so"ld "se a"dio:video aids0

practical e7amples and see)s to involve te participants in is presentation.

2. -e lect"re so"ld be well planned revolving aro"nd te central idea of training.

It m"st contain information s"itable bot for te advanced learners as well as slow

learners.

3. -e participants m"st be provided wit notes to serve effective learning.

4. In order to )eep te participants involved in te lect"re0 te instr"ctor so"ld

incl"de some relevant case st"dies and practical incidents in is lect"re.

-e main disadvantage of lect"re metod incl"des :

I -is is a one wa% comm"nication were learners are passive

participates.

II -is metod is not applicable is s)ill training were ands: on

e7pensive is essential.

III Lect"re metod is not s"itable for in e7perienced and "ntrained

instr"ctor?

IE -e presentation and contents of lect"re are generall% not "pto te

re/"ired level of )nowledge of te participant as a res"lt te participate

loose interest and motivation in te learning.

E -e lect"re metod is into fle7ible to meet individ"als differences of

te participates.

EI -is metod la%s sores on te memori1ation of facts and fig"res

involved in a lect"re wic is of less relevance to te participants

?2@ Co)e#e),e Me'ho: ! conference is a small gro"p meeting cond"cted

according to an organi1ed plan is wic te leader weter single or m"ltiple see)s


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*-ecni/"es for Improving Decision: ma)ing s)ills of te e7ec"tives. -ese

tecni/"es incl"de9

a Gase st"d% Metod

bManagement 'ames

c Lesson in etical val"esdI: bas)et Metod

e Incident metod.

?(@ C(!e S'% Me'ho: It is a class: room learning metod werein te trainees

are given a written acco"nt of an organi1ational problem. -is metod was first

developed at Barvard Law $cool0 H$!. -is approac is most "sef"l for

imparting anal%tical0 problem solving and critical tin)ing s)ills. Gase st"d%

metod provides a medi"m tro"g wic trainees can st"d% te application of

managerial or beavioral concepts .-e tr"st is on application and anal%sisinstead of memori1ation of concepts. -is metod elp to sarpen te tin)ing of

te gro"p members and improving teir power of sit"ation ? problem anal%sis and

t"s enancing te abilit% to reac better decisions.

-e metodolog% generall% adopted b% te trainees for solving case st"d% problem

involves.

i Identification of te problem based on facts and fig"res given in te case

description .

ii Developing alternative feasible sol"tions to te problem.

iii Cval"ation eac sol"tion in terms of te reso"rces ? sit"ation of an

organi1ation and finding o"t best possible sol"tion. -is sol"tion is

presented before te gro"p were it is disc"ssed and defended.

!dvantages.

i It elp trainees improve teir decision ma)ing s)ills.

ii It enco"rages open mindedness and serves as a good so"rce of pooling te

)nowledge from people of different bac)gro"nds and disciplines.iii Gase st"d% metod motivates trainees to participate in te disc"ssion

relating to real life problem .

iv -is metod enances anal%tical s)ill of te trainees.

v -e trainees "nderstand te )nac) of solving te problem and become

prepared for comple7ities of b"siness.


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vi -e metod can best be "sed in teacing law0 Jersonnel Management 0

B"man ,elations0 Mar)eting0 Jrod"ction Management and "siness polic%.

Disadvantages9:

*. One of te major drawbac) of tis metod is "sing inappropriate case st"d%

material to train te e7ec"tives.

2. -e cases become permanent precedent wic gets printed in te minds of te

trainee and te% "se tat sol"tion indiscriminatel%.

3. !n overl% artificial case st"d% diminises learning e7perience instead of

improving decision ma)ing s)ills.

4. !n ine7perienced and "ntrained trainer ma% allow te disc"ssion to deviate

from main conte7t and trainees accordingl% develop wrong sol"tions to a given

problem. ?+@ M()(*eme)' G(me!- !lso )nown as b"siness games0 it is d%namic

training e7ercise re/"iring te trainees to ta)e a series of disc"ssion in

%potetical organi1ation. In tese games participants are divided into vario"s

teams wic compete wit eac oter in resolving te problems associated

wit tat b"siness sit"ation .$everal environmental and b"siness factors are

b"ilt into te game so tat te trainees get real life problem solving e7perience.

! Management games ens"re ig degree of trainee participation in problem

solving. -ere are variet% of b"siness games available0 commerciall% some of wic are man"al wile oters are comp"ter aided .Most of tese b"siness

games are e7pressed in te form of a matematical model controlled and

manip"lated b% an electronic device i.e comp"ter0 b"t some can be pla%ed

man"all%. -ere is no difference in tese two t%pes of games so far as learning

objective is concerned. Bowever0 te feedbac) mecanism is faster is

comp"ter controlled games as compared to games pla%ed man"all%. -e aims

and objectives of comp"ter games? man"al games is same as in of case st"d%

metod .In addition 0 b"siness games aim at ill"strating te e7istence of

vario"s gro"p processes incl"ding comm"nication 0 te resol"tion of conflicts0

te emergence of relationsips and fostering cooperation and development of

ties friendsip.

A()'(*e!:

i "siness games are motivating in nat"re and create s"bstantial and active

involvement of participants and maintain teir interest in te training.


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ii -is metod elps in developing te awareness of te n"mero"s matters

tat are affected b% broad polic% decisions.

iii -e trainees learn ow to interact effectivel% and participate in te

decision ma)ing process.

iv -is serves as a good tool of assessment.v Hnder tis metod 0 decision are /"ic) 0 feedbac) is prompt and

objective.

vi "siness games foster team cooperation. -e pla%ers learn to organi1e

temselves into smoot f"nctioning teams.

D&!(()'(*e!:

i "siness games are simpler wen compared wit real life0 tese games

ma% not contain all te elements tat are present in real life and ence do

not offer effective learning.

ii It is a time cons"ming and e7pensive metod.

iii Gompetition among different participating gro"ps ma% lead to decreased?

red"ced training e7perience.

iv "siness games alone are not s"fficient for e7ec"tive training. It m"st be

s"pplemented b% oter tecni/"es li)e lect"res0 seminars or conferences

to provide compreensive training to te e7ec"tives.

v $ome management e7perts believe tat b"siness game disco"rage

initiative 0 creativit% and originalit% of te team members as te% ave toadapt temselves to rigid sit"ations as described in te b"siness games.

?C@ T#(&)&)* &) E'h&,(l V(l%e!: Ctics in b"siness as a concept is gaining

pop"larit% d"e to incased corporate sandals. -e e7ec"tives are now being trained

to remain tr"e to teir conviction weter in organi1ed set "p or personal front .

-e% are being trained on ow to ta)e decisions amid te conflicting demands and

temptations te% enco"ntering in ever%da% life. -raining in etical val"es ma% be

imparted tro"g lect"re metod or "sing a"tobiograpies of s"ccessf"l e7ec"tives

? entreprene"rs.

?@ I)- +(!e' me'ho:- -e in:bas)et :metod of training aims at providing

training to te trainees in iss"es li)e

i 8i7ing priorities of wor)?jobs

ii Decision ma)ing and implementation of s"c decisions in limited time

period


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iii Inter personal relationsips and

iv -ime management.

-is metod of training and appraisal is gaining pop"larit% all over te world. In

fact te international labo"r Organi1ation as developed a man"al of tese

e7ercises. -ese e7ercises relate to a variet% of sit"ations wic te trainee migt

face wen promoted to te iger post.

Hnder0 tis tecni/"e te trainee is given materials in te sim"lated organi1ations

incl"ding mail 0 email0 c"stomer feedbac)0 demand for a report from te senior0

filling of a s"dden s"pervisor% vacanc%0 diffic"lt ind"strial relations etc. !ll tis

material is placed in a bas)et or a tra%0 ence te name in:as)et metod. -e

trainee is re/"ired to sced"le is time0 determine priorities0 ta)e decisions and

implement tem witin te given time frame.

-is metod elps to bring to te s"rface te trainee>s latent abilities in different

dimensions. It also elps to test te trainee>s decisions:ma)ing capacit% rater tan

)nowledge alone.

Grompton 'reaves Ltd "ses tis tool for emplo%ee appraisal as well as for

e7ec"tive development.

?e @ C#&'&,(l 4I),&e)' Me'ho-?I' h(! (l#e( +ee) &!,%!!e &) 'he e(#l&e# p(#'

o 'he ,h(p'e#@.

II Me'ho! "h&,h help &) &mp#o&)* 'he '(! () &)'e#-pe#!o)(l p#o,e!!e!:-ere are five metods wic aim at improving te tas) and inter:personal

processes namel%

a $ensitivit% !nal%sis

b,ole pla%ing

c -ransactional !nal%sis

dAoari windows

e Cmotional Intelligence

a Se)!&'&&' A)(l!&!: -is training metods is )nown as - gro"p training

and aims at ma)ing people "nderstand temselves and oters realisticall%.

-is is acieved tro"g social sensitivit% and beavior fle7ibilit%.

$ensitivit% training "ses small n"mber of trainees to develop inters personal

relationsip among tem. -is small gro"p interacts wit a trainer wo acts


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remotel% and comments occasionall%. $"c interactive meetings ave no

fi7ed agenda and are "s"all% eld at a place awa% from te wor) lace.

Disc"ssions are eld on iss"es li)e

- F% participants beave as te% do

-Bow te% perceive one anoter

- Bow to resolve conflicts

- Bow to be fle7ible in dealing wit oters

- Bow to deal wit feelings and emotions generated in te interaction

process.

-e objectives of sensitivit% anal%sis are9

i -o provide te participants wit increase awareness of teir own

beavior and ow oters perceive tem0

ii -o provide insigt into increased "nderstanding of gro"p processes

iii -o improve listening s)ills0 increased tolerance of individ"aldifferences

iv -o improve conflict resol"tion s)ills

$ensitivit% training to be more effective ma% be s"pplemented wit sort

lect"res gro"p e7ercises0 case st"dies and a"dio:vis"al aided co"rses.

-rainee0 temselves are te objects of st"d% in sensitivit% training. $o

eac trainee becomes te main so"rces of "nderstanding imself0 te co:

trainees and inter:personal gro"p and organi1ational processes.

-e main drawbac) of tis metod is tat watever canges occ"r in te

trainees as a res"lt of tis e7ercise ave a tendenc% to vanis wen te%

come bac) to teir same ro"tine wor). Moreover tis t%pe of training is

s"itable for a small gro"p of wor)ers at one time.

+@ Role Pl(&)* Me'ho: ,ole pla%ing is a sim"lation tecni/"e wic as bot

te feat"res: corrective as well as instr"ctive. ,ole pla%ing is defined as an

ed"cational or terape"tic tecni/"e in wic some problem solving "man

interaction real or imaginar% is presented and ten spontaneo"sl% acted o"t .-eenactment is "s"all% followed b% a disc"ssion and?or anal%sis to determine wat

appened and w% and if necessar%0 ow te problem co"ld be better andled in

te f"t"re .= -is metod of training is based on te following principles

* learning b% doing


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2 learning tro"g imitation

3 learning tro"g observation and feedbac) and

4 learning tro"g anal%sis and concept"ali1ation.

Hnder tis metod0 te trainer assigns parts ta)en from case st"dies to gro"p

members. -e trainees tr% to act teir part as te% wo"ld beave in real life

sit"ation. ,ole pla%ing elps promote interpersonal relations0 cange in attit"des

and beavio"r .,ole pla%ing is a commonl% "sed metod in MDJs.

-e main drawbac) of tis metod is tat it is time cons"ming 0 e7pensive

0applicable to small gro"ps and te cases as form"lated b% te trainer ma% not

depict real life sit"ation to provide effective learning e7perience to te trainees.

c T#()!(,'&o)(l ()(l!&! It is a "sef"l and practical metod for anal%1ing and

"nd "nderstanding "man beavior based on tree states of ego in a "man being.

d Emo'&o)(l I)'ell&*e),e- Cmotion is defined as a state of "man beings wic

evo)es p%sical cange li)e increased breating or p"lse or mental state of

e7citement or depression mar)ed b% strong feeling leading towards a definite

beavior or action. Jeople e7perience bot positive and negative emotions at wor)

place. -ese emotions are satisfaction0 pride0 anger0 fr"stration 0fear etc. -ese

emotions res"lt in an action .Bere0 comes te role of emotional intelligence.Cmotional intelligence is defined as an individ"al>s ac)nowledgement of is

instinctive emotional response b"t e doesn>t act on it rater e steps bac) from te

sit"ation and let is rational to"gts infl"ence is actions at all times.

Cmotional intelligence develops over time and as managers?e7ec"tives mat"re0

te% become more effective in andling emotional iss"es. "t an organi1ation

cannot wait for managers to grow old to ta)e decisions0 ence te role of training

in emotional intelligence is accepted. -raining in emotional intelligence cover self:

awareness0 self management 0self motivation0 empat% and social s)ills .-eseareas train te managers to )eep temselves "nder control even in adversit% in

order to ave good relationsip wit teir colleag"es.


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e @ Joh(#& "&)o": -e Aoari window is a grapical model for improving

personal effectiveness . It was developed b% Aosep l"fts and Barr% Ingam. -e

joari window divides an individ"al>s personalit% into fo"r parts namel%:

nown to

self

ot )now to self

nown to

oters

!rena lind

ot )now

to oters

Glosed Dard

*. -at part of te personalit% wic is )nown to self and oter is called as

arena li)e name 0 age0 famil%0 job profile and p%sical appearance etc.

2. -at part of te personalit% wic is )nown to oters b"t not )nown to self is

called as blind li)e certain mannerism abo"t wic te individ"al imself

doesn>t )now b"t oters are aware li)e empat%.

3. ! part of o"r personalit% wic is )nown to self b"t is not )nown to oter is

closed part of o"r personalit% li)e o"r emotions of anger at wor) place b"t not

reflected b% o"r e7pression?words.

4. -e dar) part of te personalit% is "n)nown to self and oters bot.

In order to improve interpersonal s)ills0 an individ"al so"ld tr% to e7pand

arena and decease blind0 and closed part tro"g feedbac) from s"bordinates

and self disco"rse. Bowever noting m"c can be done abo"t te dar) part of

te personalit% e7cept ps%co:anal%sis tecni/"es.

III@ Me'ho! 'h(' (&m (' &mp#o&)* ( m()(*e#! )o"le*e () E'&$%e''e

-ese metod aim at conscio"s and s%stematic improvement of Managerialeffectiveness witin an organi1ation to face international competition0 s"stain

global presence and at te same time acieve organi1ational goals and

strategies.

Fit te rapid e7pansion and advancement of tecnolog% co"pled wit socio:

economic canges0 increased si1e and comple7it% of b"siness0 speciali1ation is


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coming in te forefront wic demands ig /"alification among managers0

good caliber and international eti/"ettes to andle b"siness. Eario"s metods

aimed at improving a manager>s )nowledge and eti/"ettes are9

a Gonferences ?seminars

b !ssistant to position ? Gommittee assignmentsc -raining in comp"ters

d $ort term co"rses in advanced management tecni/"es0 and

e -raining in international attit"de and Cti/"ettes.

6.6 ALIGNING TRAINING TO BUSINESS NEEDS

-e training and development plans of an organi1ation so"ld be oriented and

aligned wit organi1ational goals 0 objectives and strategies . It is tereforeimportant to first identif% and define te organi1ational goals categoricall%. !

misdirected training program will res"lt in drainage of organi1ation reso"rces and

will not bring m"c needed benefits to te organi1ations. ! training and

development program so"ld essentiall% ave # steps namel% 9

*Determining training and development needs.

2Cstablising training and development policies .

3$etting goals and objectives to be acieved tro"g tis program .4Jreparing and finali1ing training and development b"dget.

5Deciding abo"t te place were training and development plan will be

e7ec"ted .

6Deciding abo"t metod and tecni/"es of training 0and

#Cval"ating training and development effectiveness.

8ollowing paragraps provide a detailed acco"nt of tese steps 9:

?1@ De'e#m&)&)* '#(&)&)* () eelopme)' )ee!:- I' &),l%e!

a O#*()&('&o)(l ()(l!&! 9 It means identif%ing specific areas witin te

organi1ation were training and development empasis so"ld be placed .

b Ope#('&o) ()(l!&! 9 It incl"des deciding te t%pe of training tat so"ld

be given to te emplo%ees to enable tem perform teir job effectivel% 0 and


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c M()4I)&&%(l ()(l!&! 9 It aims at identif%ing wo needs trainings and

also te )ind of s)ill training re/"ired.

-e above tree anal%sis involves in dept e7amination and review of te present

and e7pected f"t"re manpower sit"ation bot in terms of n"mber and s)illsre/"ired to meet f"t"re mar)et e7pectations and identif% te gap if an% between te

two . In order to assess te e7isting manpower inventor% te management relies

"pon 9:

a C7isting emplo%ee personnel records wic contains detailed personnel

ed"cational and tecnical s)ills information.

bData generated tro"g emplo%ee performance appraisal process wic

provides a detailed acco"nt of individ"al performance and progress on a

job 0 is s"itabilit% for oters jobs and potential for growt .c Data collected b% observing emplo%ees wor)ing on a job directl%.

d,ecord sowing information on interpersonal conflicts 0 wastage 0

spoilages 0 accidents 0 grievance records etc.

e Hse of assessment center metod to identif% training and development

need tro"g game pla%ing.

!n anal%sis above wo"ld provide ade/"ate information to te management to ta)e

a stoc) of its e7isting manpower sit"ation bot /"antitativel% and /"alitativel%. In

order to access its f"t"re manpower re/"irements an organi1ation will depend

"pon9

?(@ Its f"t"re policies relating to diversification and e7pansion.

?+@Hp gradation of jobs in f"t"re and te vacancies li)el% to fall vacant on

acco"nt of retirements. Bowever0 noting can be predicted abo"t "ncertain

incidental vacancies d"e to deat 0 sic)ness 0resignation or permanent

disablement d"e to accident etc.

?,@ Ganges in te tecnolog% affecting mecani1ation of te e7isting process

and

?@Ganging profile of competitive environment.

$"c as comparative anal%sis wo"ld elp on organi1ation identif% new areas of

s)ills0 )nowledge and abilities 0 attit"des and beavior re/"ired to remain viable in

te ligt of canging condition in its environment ma% be in te str"ct"re or in te


24/28


25/28

development as a contin"o"s learning process and wo"ld terefore frame a polic%

wic aim at all ro"nd development of te organi1ation and te emplo%ees.

3 E!'(+l&!h&)* *o(l! () o+5e,'&e! o '#(&)&)* > eelopme)' pl()9:

Organi1ations "s"all% cond"ct training programmes wito"t deciding in advancewat training objective are and wat te organi1ations wants to acieve tro"g

teir training programmes . Fito"t a well defined objective of training program 0

te -D program t"rn o"t to be ineffective. Fen te goals and objective of te

training are establised0 it elps in 9:

a Cval"ating te effectiveness of te training program based on tose objectives.

b Deciding te contents of te training program.

c Cns"ring tat training is provide in te rigt area to te rigt people for

te rigt iss"es.d 'aining s"pport for training activities in te organisation. -e emplo%ee

also feel motivated and enco"raged to gain training once te% are aware of

te goals and objectives of te training program.

It is important tat te goal and objectives of -D program are meas"rable so tat

te accomplisments of te training programme can be well eval"ated. roadl%0

te sort r"n objectives of training and development is to elp te emplo%ee to

improve teir performance in te present job. Bowever0 long r"n goals are todevelop and g"ide /"alified and capable emplo%ees in teir preparation for

position and greater responsibilities. ! well planned -D program so"ld incl"de

following objectives.

?&@ Operational objectives wic foc"s on improving te efficienc% in

organi1ation li)e 0 red"cing wastage 0 red"cing cost 0 red"cing idle time 0

improved prod"ctivit% 0 e7plaining new mar)et etc.

?&&@Jerformance objective relate to individ"al and gro"p performance of te job

in s"c a wa% tat organi1ational objectives are met. It aims at acieving/"alit% o"tp"t wit limited reso"rces at te disposal of te organi1ation.

?&&&@Instr"ctional objective are important instr"ction and directions tat are

iss"ed d"ring te training process.

?&@ Jersonal growt objective aim at enancing self:confidence0 self

competence0 self image0 and motivation towards effective performance.


26/28

C9EC ;OUR PROGRESS 2

MATC9 T9 E0OLLOs performance on c"rrent job.

O#*()&('&o)(l ()(l!&! 9 It means identif%ing specific areas witin te

organisation were training and development empasis so"ld be placed .

Ope#('&o) ()(l!&! 9 It incl"des deciding te t%pe of training tat so"ld be given

to te emplo%ees to enable tem perform teir job effectivel% 0 and


27/28


28/28

David ! Decen1o $tepen J ,obbins0 Jersonnel ? B"man ,eso"rce

Management0 Jrentice all0 India

Despande0 $. *((2. Gompensation Legislation in India. Fat H$ investors need

to )now. Compensation & Benefits Review, 24(5)0 5#:6+.

6.11 SUGGESTED READINGS

Aon M Ivancevic0 B"man ,eso"rce Management0 -MB

Macael , Gamell0 obert 8 Clbert ,obert D Battfield0 B"man ,eso"rce

Management0 Jrentice all0 India

E$J ,ao0 B"man ,eso"rce Management: -e7t and Gases0 C7cel oo)s

'ar% Dessler0 B"man ,eso"rce Management0 Jrentice all0

6.12 TERMINAL AND MODEL =UESTIONS

*. Define training and Development; Fat is te difference between training0

development and ed"cation;

2. F% is training a critical ?strategic iss"e for te organi1ations; Fat

p"rposes are served b% training development programmers;

3. Disc"ss vario"s metod of on:te:job training; 8or wat t%pe of trainings0 ison:te:job training most appropriate;

4. C7plain training need anal%sis metods ;

5. Describe s%stematic approac to training and development planning and

implementation process ;

6. Bow can te training process be eval"ated in an organi1ation;

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Lesson 6 Trg & Dev

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