1. UNIT 3 TRAINING AND EXECUTIVE DEVELOPEMENT

2. TRAINING Training is typically part of the Human Resource Development.
The role of Human Resource department is to improve the organization’s effectiveness by providing employees with the knowledge, skills and attitudes(KSA) that will improve their current or future job performance.
Training is the act of increasing the knowledge and skills of an employee for performing a particular job.

3. TRAINING DEFINED
It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of employees. 

4. Training and Development need = Std Performance - Actual Performance.

5. Purpose of training:
To increase the knowledge and skills for doing a particular job.
To bridge the gap between job needs and employee skills, knowledge and behaviors.
To enable the employees to perform the tasks given to them in efficient manner i.e. without any wastage.

6. TRAININGS SHOULD AIM AT
EMPOWERING THE EMPLOYEES
INCREASING PRODUCTIVITY
MAKING THE PROCESSES MORE
EFFICENT AND EFFECTIVE
so as to
ENSURE ULTIMATE
CUSTOMER SATISFACTION
IMPROVE THE OVERALL
PERFORMANCE OF THE ORGANISATION.

7. Importance of Training
1.Respond to technology changes affecting job requirements.
2. Respond to organizational restructuring.
3. Adapt to increased diversity of the workforce.
4. Support career development.
5. Fulfill employee need for growth.
6.Integrate new technologies into work
7.Establish standards for work practices
8.Maintain skill levels

8. Benefits of employee training and development
To Organization
Leads to improved productivity
Improves job knowledge and skills at all levels
Improves employee morale
Improves labour management relations
Aids in improving communication
Aids in organizational development
Promotes effective decision making
Helps employee in adjusting to change

9. To Employee
Facilitates better decision making
Fosters a sense of recognition, achievement and growth
Aids in encouraging and achieving self development& self confidence
Helps him in handling stress, conflict etc.
Increases job satisfaction
Satisfies the need of trainer and trainee
Develops a sense of growth in learning

10. The Benefits of Training
Gives the supervisor more time to manage, standardized performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service
Gives the workers confidence to do their jobs, reduces tension, boost morale and job satisfaction, reduces injuries and accidents, gives them a chance to advance.
Gives the business a good image and more profit.

11. Types of training Skills training Refresher training
Cross- functional training
Team training
Creativity training
Diversity training
Literacy training.

12. Skills training
Training in basic skills such as writing, computing, speaking, listening, problem solving, working as a part of team, is given to the employees.
Such training can be given through lectures, on the job, coaching etc.

13. Refresher training
The reason for taking such training is the rapid changes in technology.
Such training can be given by short term courses to make its employees up to date with latest developments through consultants who specialize in a particular area.

14. Cross-functional
Such training is given to perform in operations in areas other than their assigned jobs. It includes:-
Job rotation
Exchange personnel for a certain period.

15. Creativity training Breaking away Generate new ideas
Creativity training works by asking people to deliberately break the normal rules of planning, behavior, decision-making, just to mess up current patterns.
By breaking away, new possibilities will emerge, including the absurd, the inappropriate, even the dangerous. 

16. Diversity training
It considers all diverse dimensions in the workplace like race, gender, age, disabilities, education, ideas and backgrounds while designing a training programme. Diversity training is for the purpose of increasing participants' cultural awareness, knowledge, and skills, which is based on the assumption that the training will benefit an organization and promoting better teamwork

17. Literacy training
Such training focus on the basic skills required to perform a job adequately.
To improve the literacy levels of employees with weak reading, writing and arithmetic skills by providing them tutorials, home assignments, reading and writing exercises, simple mathematical tests.

18. TRAINING NEEDS ANALYSIS
A "training needs assessment", or "training needs analysis", is the systematic method of determining if a training need exists and if it does, what training is required to fill the gap between the standard and the actual performance of the employee
Reasons to conduct training needs analysis
Identify the deficiencies
Determine whether employees lack KSAs
Benchmark for evaluation of training
Makes sure training is provided to the right people
Increases the motivation of training

19. STEPS FOR CONDUCTING A NEEDS ASSESSMENT
The first step is to check the actual performance of our organizations and our people against existing standards, or to set new standards. There are two parts to this:
Current situation: We must determine the current state of KSA of our current and/or future employees.
Desired or necessary situation: We must identify the desired or necessary conditions for organizational and personal success. This analysis focuses on the necessary job tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish these successfully. It is important that we identify the critical tasks necessary, and not just observe our current practices. We also must distinguish our actual needs from our perceived needs, our wants.

20. Step 2. IDENTIFY PRIORITIES AND IMPORTANCE.
The first step should have produced a large list of needs for training and development , now we must examine these in view of their importance to our organizational goals, realities, and constraints.
We must determine if the identified needs are real, if they are worth addressing, and specify their importance and urgency in view of our organizational needs and requirements.
If some of our needs are of relatively low importance, we would do better to devote our energies to addressing other human performance problems with greater impact and greater value.

21. Step 3. IDENTIFY CAUSES OF PERFORMANCE PROBLEMS AND/OR OPPORTUNITIES.
Now that we have prioritized and focused on critical organizational and personal needs, we will next identify specific problem areas and opportunities in our organization. We should ask two questions for every identified need:
Are our people doing their jobs effectively?
Do they know how to do their jobs?
This will require detailed investigation and analysis of our people, their jobs, and our organizations -- both for the current situation and in preparation for the future.

22. Step 4. IDENTIFY POSSIBLE SOLUTIONS AND GROWTH OPPORTUNITIES.
If people are doing their jobs effectively, perhaps we should leave well enough alone.
But if our people ARE NOT doing their jobs effectively:
Training may be the solution, IF there is a knowledge problem.
 Organizational development activities may provide solutions when the problem is not based on a lack of knowledge and is primarily associated with systematic change. These interventions might include strategic planning, organization restructuring, performance management and/or effective team building.

23. TECHNIQUES FOR INVESTIGATING ORGANIZATIONAL AND PERSONAL NEEDS
There are several basic Needs Assessment techniques.
Use a combination of some of these, as appropriate:
direct observation
questionnaires
consultation with persons in key positions, and/or with specific knowledge
interviews
focus groups

24. SUMMARY STEPS IN A NEEDS ANALYSIS
Perform a "gap" analysis to identify the current skills, knowledge, and abilities of your people, and the organizational and personal needs for HRD activities
Identify your priorities and importance of possible activities
Identify the causes of your performance problems and/or opportunities Identify possible solutions and growth opportunities.
and finally:
Compare the consequences if the program is or is not implemented
Generate and communicate your recommendations for training and development, organization development, career development, and/or other interventions

25. TRAINING PROCESS STEP 1: ESTABLISHING A NEED ANALYSIS
This step identifies activities to justify an investment for training.
By determining training needs, an organization can decide what specific knowledge, skills, and attitudes are needed to improve the employee’s performance in accordance with the company’s standards.
The needs analysis is the starting point for all training. The primary objective of all training is to improve individual and organizational performance. Establishing a needs analysis is, and should always be the first step of the training process.

26. Establishing Training Policies
Companies plays very vital role in the formulation & designing of a training programme.
Every org. should have a well established training policy.
Such a policy represents the Top Mgmt’s responsibility for training of its employees & comprises the rules & procedure governing governing the stds. & scope of training & development.

27. Setting Goals & Objectives of Training
Immediate Obj. of Training should be to help an employee to improve performance on his present job.
Operational Objectives:
Mainly concerned with efficiency, in org. working& operations such as enhanced sales, reduced costs & improved productivity.
Performance Objectives:
Related to individual performance in terms of both efficiency & quality, org’s effective performance within allocated funds while also keeping in view the fulfillment of corporate objectives& amount of benefits derived.
Instructional Objectives:
Pertains to trainees grasp & applicability of the lessons or instructions as received during the learning process, which can be generally evaluated at the end of T programme by some sort of obj. tests.
Personal Growth Objectives:
Indicative of stimulating feelings of self- confidence, self competence, self image& other aspects of self realization.

28. Preparing Training Budget
Budget means Allocation of Funds to be provided for Training in order to carry out Training Activities.
Deciding About the Training Venue
The decision about the T Venue depends invariably on the type of T to be given. For in Company & On Job T, the venue naturally is plant itself. While in case of Off Job T & T through external sources, the venue has to be somewhat away from the Trainees’ working environments. The venue of T will be the place where the outside agency is located. Invariably

29. Deciding about the methods & techniques to be deployed in T
T may range from highly specified instructions in the procedures to be adopted while performing a particular job, to very general instructions concerning economy & society:
Factors contribute in selecting T Methods & Techniques:
Depth of Knowledge, nature of skills called for in particular jobs to be filled.
Backgrounds of trainees for assessing their capacities & potential & ascertaining their aptitudes.
Consideration of facilities by way of cost , time, material, equipments etc. as available for particular T & for particular situation.
No. of persons to be trained & developed.

30. Determining methods of evaluating T
Evaluation is the measurement of the effectiveness of performance after T & collecting useful feedback for future T:
Judging & Measuring Reactions of Participants in various aspects as outlined in the T Programme.
Assessing & Measuring how far the Learning has been gainful & effective, that is, what exactly has been achieved by the way of new knowledge , understanding& skills by the participants. This is done by the means of tests.
Follow up
Follow up process reinforces the learning process. It brings the effectiveness in T Programme. It helps the mgmt to design future T Programmes. The feedback is generated through follow up to reveal weakness or errors, if any. “ The supervisor has to keep strict vigil on the person under T & his performance. If any doubts are there in the mind of employee, supervisor have to ask these doubts from employees & provide them solutions.”

31. Knowledge Management
Knowledge management (or “KM”) is the management of knowledge within organizations

32. ‘Knowledge Management (KM) is the set of professional practices which improves the capabilities of the organization’s human resources and enhances their ability to share what they know.’

33. Sources of knowledge
There are two types of knowledge in any organization. Formal or explicit knowledge and informal or implicit knowledge.
Formal knowledge is that which is available in notes, manuals, reports, memos etc.
Informal knowledge is that which is gathered and maintained through informal means which is more crucial as it is in this context that the formal knowledge exists.

34. Knowledge Life Cycle
Knowledge in business can be seen to have a lifecycle of its own.
It must be created either within or outside the organization. This is typically comprised of iterative tacit and explicit loops until the knowledge is ready for distribution to those outside the creating group.
It can then be stored somewhere, either tacitly or explicitly so that it is accessible for others to find and use.
Those who need the specific knowledge must then find out where it is, when they need it, by searching in the right places and / or asking the right people.
Once the knowledge source is found, the user will then go through the act of actually acquiring it. This will involve gaining personal knowledge from other humans or documented sources.
Once acquired, the knowledge can be put to use towards some productive purpose.
Having been used, perhaps repeatedly, the user will learn what worked well and not so well as a result of applying the knowledge gained. This can then be taken as significant input into further iterations of the knowledge creation and distribution process.

35. A key contributor to the effective management of this cycle is the concept of learning. Without the learning component, the cycle is devoid of knowledge.
The application of the delivered knowledge to operating the business (Find, Acquire and Use) will have some initial value but the delivered knowledge will be immediately out of date unless continuously renewed with the latest lessons learned from the application of the delivered knowledge (Learn, Create and Store).
Knowledge Management is the management of this cycle for optimal performance across all aspects of the Knowledge six pack.

36. Benefits of KM Increased productivity Improved quality of production
Reduced cost
Better coordination in the working of an organization
Improved work environment of organization
Promotes innovations, opens the way for creative thinking

37. TRAINING METHODS Behavioral Methods Cognitive Methods (or)
METHODS OF TRAINING
Cognitive Methods
(or)
Off the job training
Behavioral Methods
On the Job Training

38. Cognitive Methods
Cognitive methods provide information orally or in written form, demonstrate relationships among concepts, or provide the rules for how to do something.
They stimulate learning through their impact on cognitive processes and are associated most closely with changes in knowledge and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies are cognitive methods. These types of methods can also be called as off-the-job training methods.

39. Behavioral Methods
Behavioural methods allow trainee to practice behaviour in real or simulated fashion. They stimulate learning through behaviour and are best for skill development and attitude change. These methods can be called as on-the-job training methods.
Business games, role plays, the in-basket technique, behavior modeling
Cognitive methods are best for knowledge development and behavioural methods for skill development

40. II. Off-the-Job Methods
I. On-the-Job Methods
1. Coaching
2. Understudy assignment
3. Mentoring
4. Job rotation
5. Multiple management
6. Committee Assignment
7.Job instruction Training
II. Off-the-Job Methods
1. Seminars & lectures
2. Conference training
3. Incident method
4. Role playing
5. Sensitivity Training
6. Simulation
7.Case Study
8. In-basket
9.Management games

41. Coaching
Coaching is a process of providing one-on-one guidance and instruction to improve the work performance of the person being coached in a specific area.
Usually, coaching is directed at employees with performance deficiencies, but it can also serve as a motivational tool for those performing adequately.
Typically the supervisor acts as the coach.
The coach must be skilled both in how to perform the task(s) and how to train others to do them.
The superior plays the role of the guide and instructor
The coach sets upon some mutually agreed upon goals and tells the trainee what he wants to be done, suggests how it might be done, follows up suggestions , and corrects errors
It can be information coaching or formal coaching.

42. Understudy
An understudy is a person who acts as an assistant to someone else.
He works with the with a mentor i.e. manager on daily basis to learn how the job is done.
During manager s absence he will perform non critical activities.
It is also known as assistance to positions method or attachment method

43. Mentoring
It is a relationship in which a senior person convey the technical, interpersonal and political skills.
A mentor is a teacher, counselor, supporter, facilitator in the realization of the young person has about the kind of life he wants as an adult.
Its like guru-shishya relationship where the guru would do everything to develop the personality of the shishya offering emotional support and guidance.

44. MULTIPLE MANAGEMENT
Top management integrating lower and middle level managers in the planning and administration of corporate affairs.
Multiple-management plans provide an enhanced opportunity for an on-the-job training and assessment process whereby future top level managers are chosen and trained.

45. Job rotation
It represents an excellent method for broadening the manager or potential manager for turning specialists into generalists
It refers to the transfer or movement of executives from one job to another and from one plan to another on some planned basis for educational learning purposes
It is often designed for beginning level managers while planned progression is more likely to occur at higher managerial levels
The rotation may continue for a period ranging from 6 months to 24 months. It can be horizontal or vertical.
It means the movement of trainee from one job to another.
It provides the trainee with greater understanding of different functional areas as well as better sense of their own career objectives and interests.
It also it help to build up rapport with wide range of individuals.

46. Committee Assignment
It is a technique whereby juniors are assigned to board or committees, by the chief executive
They are asked to participate in deliberations of these boards and committees .
In these sessions, real life actual problems are discussed, different views are debated and decisions are taken
The juniors get an opportunity to share in managerial decision making, to learn by watching others and to delve into specific organizational problems
In such programme, talented employees are assigned to important committees to work with them which will give these employees a broadening experience and can help them to understand the personalities and processes governing the organizations.
In such training the trainees are asked to solve an actual organizational problem and trainees have to work together and offer solutions to the problem.

47. Job Instruction Training
It focuses on skill development, although there are usually some factual and procedural-knowledge objectives as well.
There are four steps in the JIT process:
Plan – This step includes a written breakdown of the work to be done because the trainer and the trainee must understand that documentation is must and important for the familiarity of work. A trainer who is aware of the work well is likely to do many things and in the process might miss few things. Therefore, a structured analysis and proper documentation ensures that all the points are covered in the training program. 
Plan
Present
Trial
Follow up

48. Present – In this step, trainer provides the synopsis of the job while presenting the participants the different aspects of the work. When the trainer finished, the trainee demonstrates how to do the job and why is that done in that specific manner. Trainee actually demonstrates the procedure while emphasizing the key points and safety instructions.
Trial – This step actually a kind of rehearsal step, in which trainee tries to perform the work and the trainer is able to provide instant feedback. In this step, the focus is on improving the method of instruction because a trainer considers that any error if occurring may be a function of training not the trainee. This step allows the trainee to see the after effects of using an incorrect method. The trainer then helps the trainee by questioning and guiding to identify the correct procedure.
Follow-up – In this step, the trainer checks the trainee’s job frequently after the training program is over to prevent bad work habits from developing.

49. Off-the-job methods
Vestibule Training involves the virtual duplication of work environment in an off-site setting.
It utilizes equipment which closely resemble the actual ones used on the job.
It places the trainee in an artificial environment that closely imitates actual working conditions where the trainer demonstrates on the same kind of machine and using the same procedures that trainees will use on the job.

50. Lectures
Straight lecture method consists of presenting information, which the trainee attempts to absorb.
In this method, the trainer speaks to a group about a topic.
However, it does not involve any kind of interaction between the trainer and the trainees.
Thus, an effective lecture should not contain too many learning points. Trainees will forget information in direct proportion

51. Simulation
Simulations are designed to mimic the processes, events, and circumstances of the trainee's job. Equipment simulators, business games, in-basket exercises, case studies, role playing, and behavior modeling, are types of simulations.
It is a training technique which indicates the duplication of the organizational situations in a learning environment
It is a mock up of a real thing.

52. In-Basket Method
In –Basket Exercises are form of simulation in which participants are asked to prioritize problems, messages, reports, and other items that might be found in manager’s in-basket .
As a training tool, in basket exercises aim to clarify; how to identify which issues require the most immediate response, to teach participants how to delegate those problems which do not require personal attention and to instruct employees how to work on several problems simultaneously .
This means, in basket technique focuses primarily on decision making and allows an opportunity for both assessing and developing decision making knowledge, skills and attitudes.
The in-basket exercise has been around forever and is one of my favorites. A candidate is given a list of items that must be addressed within a certain time frame. He or she is asked to prioritize the items and justify his reasons to the panel. It’s up to the candidate to determine what is important, and what is urgent. The exercise gives the department a snapshot of the candidate’s ability to perform the administrative functions of the position. 

53. Case study
It provides details of series of events, either real or hypothetical, which take place in a business environment.
This method presents a trainee with a written description of an organizational problem. The person then analyzes the case, diagnoses the problem, and presents his or her findings and solutions in a discussion with other trainees.
Written and oral responses to the case are evaluated by the trainer

54. Role Playing
Role playing is the concept of creating a more realistic situation, usually one of human problems and conflicts, and then acting out various parts
The role assuming closely approximate a real situation and affords the participants the experiences that enhance their sensitivity, growth and development
Trainees who are actors in the role play are provided with a general description of the situation, a description of their roles (e.g., their objectives, emotions, and concerns) and the problem they face.

55. Behavior modeling
Behavior modeling is used primarily for skill building and almost always in combination with some other technique.
Interpersonal skills, sales techniques, interviewee and interviewer behavior, and safety procedures are among the many types of skills that have been successfully learned using this method.
Behavior modeling involves
showing trainees the right (or “model”) way of doing something
letting trainees practice that way, and
then giving feedback on the trainees’ performance.

56. Business Games
Business games are classroom simulations exercises in which teams of individuals compete against one another or against an environment in order to achieve a given objective
These games are designed to be representative of real life conditions
An atmosphere is created in which the participants play a dynamic role, and enrich their skills through involvement.
Usually, management games consist of several teams which represent competing companies.
Each team consists of 2 to 6 members
Business games are intended to teach each trainees how to take management decisions in an integrated manner
These participants learn by analyzing problems and by making trial-and-error decisions

57. Discussion method 
Discussion method is used with proper sequence i.e. lectures, followed by discussion and questioning, can achieve higher level knowledge objectives, such as problem solving and principle learning. 
The Discussion method consists a two-way flow of communication i.e. knowledge in the form of lecture is communicated to trainees, and then understanding is conveyed back by trainees to trainer.

58. Sensitivity training
Sensitivity training is about making people understand about themselves and others reasonably, which is done by developing in them social sensitivity and behavioral flexibility. Social sensitivity in one word is empathy. It is ability of an individual to sense what others feel and think from their own point of view. Behavioral flexibility is ability to behave suitably in light of understanding.
In this method small groups of managers who are generally strangers to each others are grouped together and assisted by trainer.
They discuss themselves, their feelings and group process. It causes psychological stress and the skill transfer is minimal.

59. Executive Development Program
It is a systematic process of training and growth by which managerial personnel gain and apply skill, knowledge, attitudes and insights into managing the work in their organization effectively and efficiently.
It is aimed at providing leadership skills they need to do their jobs. The aim is to enhance future performance of the organization itself.
An activity designed to improve the performance of existing managers and to provide for a planned growth of managers to meet future organizational requirements.
It is the process by which manager s require not only the skills and competency in their present jobs but also the capabilities for future managerial task of increasing difficulty and scope

60. Benefits
It helps the manager to require KSAs required to successfully tackle with complex changes in environment and technologies.
It make the executives to realize their own career goals and aspirations in a planned way.
Executives can better perform their work. Also they become more useful, versatile and productive.
It helps managers to broader their outlook.
It help the managers to have a feel of how to discharge their duties without rubbing people.