Training plays an important role in developing employees' skills and knowledge. There are differences between training, which focuses on current job skills, and management development, which prepares employees for future roles. Effective training requires identifying needs, designing programs with clear objectives, and using various methods like on-the-job and off-the-job approaches. Organizations benefit from improved performance, while training also develops employees' abilities and job satisfaction. Regular needs assessments and program evaluations ensure training continuously meets organizational and individual goals.

1. WELCOME

2. MANAGEMENT TRAINING &DEVELOPMENT
Training plays an important role in manpower
development. Employees need training to perform
their duties effectively, eliminate wastage and reduce
accident.
While training is directed towards maintaining and
improving current job, managerial development seeks
to develop skills for future jobs.
DEFINITION : i. Training is a learning experience that seeks a
relatively permanent change in an individual that will
improve his ability to perform on the job. (D. De Cenzo and
S Robbins).
ii. Training is the act of increasing the knowledge and skill
of an employee for doing a particular job( Edwin Flippo)

3. TRAINING-OBJECTIVES
1. To impart the basic knowledge and skills needed for
an intelligent performance of a definite task.
2. To assist employees to function more effectively in
their present positions by exposing them to the latest
concepts, information and techniques and developing
the skills needed in their fields of work.
3. To build up a second line of competent officers and
prepare them to occupy more responsible positions.
4. To broaden the minds of senior managers by providing
them with opportunities for an interchange of
experiences within and outside with a view to
correcting the narrowness of the outlook that may arise
from over-specialization.
5. To impart customer education for the purposes of
meeting the needs of the customers effectively.

4. TRAINING-ADVNTAGES
TO THE ORGANIZATION
• It improves the job knowledge and skills at all levels of
the organization.
• It improves the morale of the workforce and helps people
to identify with organizational goals.
• It fosters openness and trust by improving the
relationship between superiors and subordinates.
• It leads to improved profitability.
• It helps development for promotion from within.
• It helps in developing leadership skill, motivation, loyalty
and better attitudes.
• Facilitate conflict handling, adjust to change.
• It helps to improve corporate image & reduce outside
consulting cost.

5. TRAINING-ADVNTAGES
TO THE EMPLOYEES
• Encourages self-development and self-
confidence.
• Facilitate employees to handle stress, tension
&conflict.
• Helps in better decision making and problem
solving.
• Improves leadership skills, communication &
attitude.
• Encourages to take job involves risk.
• Enhances group cohesiveness.
• Increases job satisfaction, reduce labour
turnover & absenteeism.
• It helps in avoiding accidents, waste elimination
and damage to equipments.

6. NEED FOR TRAINING
• To increase productivity
• To improve quality
• To help fulfill future manpower
requirements.
• To improve work environment.
• To improve safety to prevent accidents.
• To achieve personal growth.
• To improve creativity and initiatives of
employees.

7. MANAGEMENT TRAINING AND DEVELOPMENT
NECESSITY
• Shortage of skills: As skilled and knowledgeable people
are on short supply it is advisable to improve skill and
knowledge of existing employees.
• Technological Obsolescence: There is a great need to
update technology as it obsolete over a period and
hence need to update through training.
• Personal Obsolescence: As time passes knowledge
and skill of employees become obsolete and there to up
date it through training.
• Organizational obsolescence: To prevent
obsolescence of organization, employees must be
exposed to modern techniques of management through
training.

8. MANAGEMENT TRAINING AND DEVELOPMENT
• Upgrading ability: New employees require
extensive training to bring them up to the
minimum level of performance standard.
• Conversion of Agrarian labour to industrial
worker: Employees coming from
agrarian/farming background need to be trained
to industrial culture or workshop ethos.
• Coercive training by Govt.: Apprenticeship
training conducted by Govt. of India.
• Human Capital: The latest thinking is to treat
employees as human capital. The expenses
involved in training and development are now
considered as investment.

9. MANAGEMENT TRAINING AND DEVELOPMENT
LEARNING PROCESS
• Personal experience: Learn by own mistake.
Self-study method.
• Discussions: Lectures, seminars and meetings.
• Observations: Learning by watching persons
doing a job and demonstrating skill/knowledge
on the work.
• Simulation: Trainees learning in a simulated
environment reflecting a real situation. One
learns by role playing or game playing.
• Intellectual process: By synthesis or by analysis.

10. MANAGEMENT DEVELOPMENT DEFINED
• Management development is a systematic process of
training and growth by which managerial personnel gain
and apply skill, knowledge, attitudes and insights to
manage the work in their organizations effectively and
efficiently.
• It is a process of:
• Transforming the organizational climate in which
knowledge will be appreciated.
• Providing experiential learning for the improvement of
performance by self-study.
• Self-development through culturisation.
• Acquiring skills by tapping hidden talents.
• Self-realization.

11. Training, Development, Education
Training
• “Training is a short-term process
utilizing a systematic and organized
procedure by which non-managerial
personnel learn technical knowledge
and skill” (Steinmez)
• Training involves changing of skills,
knowledge, attitude or social
behaviour.”( S P Robbins)

12. Training, Development, Education
EDUCATION
• “Education is the understanding and
interpretation of knowledge “(Mamoria)
DEVELOPMENT
• “Development is an inclusive process with
which both managers and individual
employees are involved. It offers
opportunities to learn skills, but also
provide an enviornment designed to
discovering and cultivating basic attitudes
and capabilities and facilitating continuing
personal growth” (Dale Yoder).

13. PRINCIPLES OF LEARNING
• Training must be well planned, pre-designed and
ably executed.
• Training must meet objectives of the organization.
• All employees must enjoy equal opportunity to
derive benefit out of such training.
• Training must be appropriate to suit the needs of the
organization as well as the individual.
• Training content must be balanced between theory
and practice.
• To be reviewed periodic intervals in order to make
them update in terms of knowledge and skills.
• Top management support is essential.
• T & D must have motivational aspects like
increment, promotion etc.

14. LEARNING CURVE
Increasing rate saturation plateau
Socializing decreasing rate
100
80
50
25
Level of
Perform-
ance
Time
duration

15. DIFFERENCES BETWEEN TRAINING & DEVELOPMENT
TRAINING DEVELOPMENT
Short-term process Long-term process
Knowledge & skills for specific For overall development
Purpose.
Primarily related to technical Related to managerial,
skills learning behavioural & attitudinal
development

16. LINKAGE OF TRAINING WITH ORGANIZATIONAL GOAL
ORGANIZATION GOAL
IDENTIFY TRAINING NEEDS
DECIDE TYPE OF TRAINING
ON THE JOB OFF THE JOB
FOLLOW-UP
DEVELOP TRG
OBJECTIVES
DESIGN TRG
CURRICULUM
TRAINING CYCLE
MEASURING
IMPACT OF TRG.
CONDUCT
TRAINING
SELECT TRG
METHODS

17. FIVE KEY METHODS OF LEARNING
• DIRECT INPUT BY THE TRAINER
• LEARNING THROUGH SHARING WITHIN THE TRAINING
GROUP.
• LEARNING THROUGH PRACTICE AND EXERCISE.
• FORMAL OR INFORMAL METHODS OF OBSERVATION.
• OUT-OF-SESSION EXCHANGES WITH PARTICIPANTS
AND TRAINERS.

18. Identification of Training Needs/Training Need Analysis
• The need for training should be considered when:
• New methods or work procedures are introduced.
• Production targets are not met.
• Employees lack a sense of purpose and commitment to the
company.
• Cost of operations are increasing without apparent reasons.
• Quality of the product or service is declining.
• Accidents are increasing.
• Pride in the job and company is missing.
• Complaints and grievances are excessive.
• Workers are asking numerous questions about the job.
• High turnover and absenteeism are prevalent.
• Frequent stoppage of work and rampant indiscipline among
employees.
• Late coming and poor time keeping by employees.

19. Identification of Training Needs/Training Need Analysis
To determine the type of training required by
employees, the following efforts on the part of
management, help to determine the same:
• A detailed discussion between the supervisor and
manager will help to determine his training needs.
• The counseling session at the time of performance
review and feedback.
• The exit interview at the time of leaving the job by
the employee and detail discussion by superiors.
• Promotion/selection interview for higher position.

20. TRAINING NEEDS
TRAINING NEEDS CAN BE IDENTIFIED BY
THE FOLLOWING METHODS:
• 1. Views of the line manager.
• 2. Performance Appraisal & Feedback.
• 3.Company & departmental plans.
• 4.Views of Training Manager.
• 5.Analysis of job difficulties. (Organization
analysis, Task analysis, Man analysis)

21. TRAINING NEEDS
ORGANIZATION ANALYSIS
• Organization structure
• Objectives
• Strength & quality of human resources
• Future plan of the organization (short-term & long term)
• Organization culture.
Task Analysis
• Detailed examination of a job, its components, its various
operations and the conditions under which it has to be
performed. (This process will help to identify the skills
and training required as per the standards)

22. TRAINING NEEDS
MAN ANALYSIS
• Individual employee’s abilities, skills, input
required for performance, growth and
development in terms of career planning.
• Observation at the place of work, job schedules,
wastages, inter-personal relations.
• Interviews with superiors & employees.
• Comparity study of good vs. poor employees.
• Personnel records.
• Production reports.

23. TRAINING NEEDS-THE KAS GAP
K
A
S
required
KAS
GAP
K
A
S
Available
Training Need
K =Knowledge
A =Attitude
S =Skill

24. TRAINING NEEDS-WHEN TO TRAIN ?
Gap in the level of performance, behaviour and
attitude.
Need for Training arises
Training Needs Assessed
Training imparted as per assessment.

25. TRAINING METHODS
OBJECTIVES
• To impart the basic knowledge and skill to the new entrants
and enable them to perform their job well;
• To equip the employee to meet the changing requirements
of the job and the organization;
• To teach the employee the new techniques and ways of
performing the job.
• To prepare employees for higher level tasks and build up a
second line of competent managers.
ON THE JOB TRAINING METHODS
• Job rotation
• Apprenticeship and coaching
• Job instruction Training.

26. TRAINING METHODS
OFF THE JOB TRAINING
• Class room lectures
• Conferences/seminars
• Group discussions/case study analysis
• Vestibule training
• Role playing/games
• T Group training
• Audio-visual/film shows
• Simulation

27. TRAINING METHODS
• APPRENTICESHIP TRAINING: Theoretical knowledge
and practical learning are given to trainees in training
institutes. It is normally given to artisans, electricians,
plumbers, fitters etc. for a duration of 2-5 years. It is
carried out under the guidance of an experienced worker
or supervisor. The apprentice is paid a stipend by the
organization they undergo training.
• JOB INSTRUCTION TRAINING (JIT): JIT proved very
successful, effective and popular. It consists of the
following steps:
• Prepare trainees
• Present the training programme
• Try-out knowledge and skill learned
• Follow-up by assigning work to the trainee under close
supervision.

28. OFF THE JOB TRAINING
• Class room training: It is to convey rules, policies, procedures. It is
simple and efficient, have only minimum cost and time. The
disadvantages are: One way communication, passive participation.
• Conferences, seminars , workshops: Discuss points of common
interest for enriching knowledge and skill. This is a group activity.
• Group discussions/case study analysis: “ Case study is based on
the belief that managerial competence can be best attained through
the study, contemplation and discussion of concrete cases” (Bass).
Experience is the best teacher is the principle used in this method.
• Vestibule Training: Employees are trained on the equipment they
are employed, but the training is considered away from the work
place. For training a machine shop operator necessary equipment
required in an actual machine are duplicated.
• Simulation: Any training activity in which actual working environment
is artificially created as near and realistic as possible.

29. TRAINING METHODS-Off the job training.
• Role playing/Games: A real life situation is simulated by
a group of trainees in which each take up the role of
different persons-customers, vendors, accountants,
supervisors as the case may be.
• T Group Training: T stands for training. This is also
known as Sensitivity Training or Laboratory Training. It is
originated in 1940s. In this programme, an attempt is
made to change attitude and behaviour of people in the
group. It is a small discussion group without any leader.
Trainer raises a question and encourage open
discussion, which is unstructured, without any set task or
agenda. In T group the members train one another.

30. TRAINING METHODS-Off the job training.
• In Basket Exercise: This is for developing decision making
skills among the trainees. The trainee is provided with a basket or tray of
papers/files related to his functional area. The trainee is expected to
study and make recommendations on the problem situation.
• Programmed Instruction: It incorporates a prearranged
and proposed acquisition of some specific skills or general knowledge. It
includes teaching machines, instructions and programmed learning. The
core feature of this method is participation by the trainee and immediate
feedback by him. Programmed Instruction include film, tapes,
programmed books, illustrations, printed materials etc.
• Management games: It is a classroom exercise, in which
teams of students compete each other to achieve certain common
objectives. In this method the trainee learn by analyzing problems by
using some intuition and by taking trial and error type of decisions.

31. DESIGNING A TRAINING PROGRAMME
• Once training objectives and policies are decided, an appropriate training
programme can be designed and conducted. The training programme will
consist of the following steps:
• Responsibility for training: To be effective , a training programme must be
properly organized and the responsibility of training may be shared among
the following :
• (a) The Top Management should frame and authorise the basic training
policy, review and approve the training plan and budgets.
• (b) The HR Department should plan, establish and evaluate instructional
programme.
• The line manager should implement and apply the various developmental
plans.
• The employees should provide feedback, revision and suggestions for
improvement in the programme.

32. DESIGNING A TRAINING PROGRAMME
• Selection and motivation of the
trainees.
• Preparation of trainer.
• Training material
• Training period
• Performance tryout.
• Follow-up.

33. EXECUTIVE DEVELOPMENT
On the job techniques
• Coaching
• Understudy
• Job rotation
• Spl. Project assignments.
• Committee assignments.
• Selective readings
• Multiple management
• Programmed instructions.
Off the job techniques
• Special courses
• Case studies
• Role playing
• Conferences
• Management games
• Syndicate method
• Sensitivity training.
• In basket exercises.

34. THANK YOU