Chapter 1 Introduction

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INTRODUCTION

Hospitality sector is growing at a very fast rate in India. The sector is growing at a rate of

approximately 8%. This sector can be classified into hotel industry, travel and tourism,

restaurants, pubs, clubs and bars, contract catering, and aviation. Other than that,

opportunities also exist in universities, sporting venues, exhibition centers and smaller

events management companies.

The major challenge of this sector is shortage of skilled employees along with the

challenge of attrition rate. Skilled chefs and managers are in great demand. Managers

require huge range of competencies such as, people management, viable skills, business

insights, analytic skills, succession planning, and resource development in order to get

success in this sector. In addition to that, employees are not enough trained on Business

Etiquettes, Courtesy, and Business Communication. Hospitality is all about handling

people. So an employee must have right attitude, tolerance, and listening skills in order to

move up the hierarchy. There is still a long way to go to inculcate good public relation,

interpersonal skills.

With the increase in competition due to the coming up of major players like Four

Seasons, Shangri-La, Aman Resorts, etc the need to train employees has increased more

than ever before. The major players are now strategizing to increase the turnover of the

customers by training their employees on Communication, Dining and Business

etiquettes, etc. Some of the essentials required by this sector are:

Good infrastructure

Trained trainer

Quality of content

Certification of training course

Effective Training evaluation

Training and Development Programs are available for the following areas:

Food Production

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Food and Beverage Service

Front Office

Housekeeping

1.1: Training and Development

It is a subsystem of an organization. It ensures that randomness is reduced and learning or

Behavioral change takes place in structured format.

1.2: Traditional and Modern Approach of Training and Development

Traditional Approach – Most of the organizations before never used to believe in

training. They were holding the traditional view that managers are born and not made.

There were also some views that training is a very costly affair and not worth.

Organizations used to believe more in executive pinching. But now the scenario seems to

be changing.

The Modern Approach of training and development is that Indian Organizations have

realized the importance of corporate training. Training is now considered as more of

retention tool than a cost. The training system in Indian Industry has been changed to

create a smarter workforce and yield the best results.

1.3: Training Definition

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. Training is activity leading to skilled behavior

It’s not what you want in life, but it knows how to reach

It’s not where you want to go, but it’s knowing how to get there

It’s not how high you want to rise, but it’s knowing how to take off

It may not be quite the outcome you were aiming for, but it will be an outcome

It’s not what you dream of doing, but it’s having the knowledge to do it

It's not a set of goals, but it’s more like a vision

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It’s not the goal you set, but it’s what you need to achieve it

Training about knows where you stand no matter how good or bad the current situation

looks at present, and where you will be after some point of time. Training is about the

acquisition of knowledge, skills, and abilities KSA through professional development.

Figure: 1 Learning Process

1.5: Importance of Training and Development

Optimum Utilization of Human Resources – Training and Development helps

in optimizing the utilization of human resource that further helps the employee to

achieve the organizational goals as well as their individual goals.

Development of Human Resources – Training and Development helps to

provide an opportunity and broad structure for the development of human

resources’ technical and behavioral skills in an organization. It also helps the

employees in attaining personal growth.

Development of skills of employees – Training and Development helps in

increasing the job knowledge and skills of employees at each level. It helps to

expand the horizons of human intellect and an overall personality of the

employees Productivity – Training and Development helps in increasing the

Business Environment

Changes and Challenges

lerning & Implementation

Business Excellence

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productivity of the employees that helps the organization further to achieve its

long-term goal

Team spirit – Training and Development helps in inculcating the sense of team

work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to

learn within the employees

Organization Culture – Training and Development helps to develop and

improve the organizational health culture and effectiveness. It helps in creating

the learning culture within the organization.

Organization Climate – Training and Development helps building the positive

perception and feeling about the organization. The employees get these feelings

from leaders, subordinates, and peers.

Quality – Training and Development helps in improving upon the quality of work

and work-life.

Healthy Work Environment – Training and Development helps in creating the

healthy working environment. It helps to build good employee, relationship so

that individual goals aligns with organizational goal.

Health and Safety – Training and Development helps in improving the health

and safety of the organization thus preventing obsolescence.

Morale – Training and Development helps in improving the morale of the work

force.

Image – Training and Development helps in creating a better corporate image.

Profitability – Training and Development leads to improved profitability and

more positive attitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization gets

more effective decision making and problem solving. It helps in understanding and

carrying out organizational policies.

Training and Development helps in developing leadership skills, motivation, loyalty,

better attitudes, and other aspects that successful workers and managers usually display.

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1.6: Training and Development Objectives

The principal objective of training and development division is to make sure the

availability of a skilled and willing workforce to an organization. In addition to that, there

are four other objectives: Individual, Organizational, Functional, and Societal.

Individual Objectives – Help employees in achieving their personal goals, which in turn,

enhances the individual contribution to an organization. Organizational Objectives –

Assist the organization with its primary objective by bringing individual effectiveness.

Functional Objectives – Maintain the department’s contribution at a level suitable to the

organization’s needs.

Societal Objectives – Ensure that an organization is ethically and socially responsible to

the needs and challenges of the society.

1.7: Importance of Training Objectives

Training objective is one of the most important parts of training program. While some

people think of training objective as a waste of valuable time. The counterargument here

is that resources are always limited and the training objectives actually lead the design of

training. It provides the clear guidelines and develops the training program in less time

because objectives focus specifically on needs. It helps in adhering to a plan. Training

objectives tell the trainee that what is expected out of him at the end of the training

program. Training objectives are of great significance from a number of stakeholder

perspectives.

1-Trainer

2-Trainee

3-Designer

4-Evaluator

Trainer – The training objective is also beneficial to trainer because it helps the trainer to

measure the progress of trainees and make the required adjustments. Also, trainer comes

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in a position to establish a relationship between objectives and particular segments of

training.

Figure: 2 Beneficiaries of Training Objectives

Trainee – The training objective is beneficial to the trainee because it helps in reducing

the anxiety of the trainee up to some extent. Not knowing anything or going to a place

which is unknown creates anxiety that can negatively affect learning. Therefore, it is

important to keep the participants aware of the happenings, rather than keeping it

surprise. Secondly, it helps in increase in concentration, which is the crucial factor to

make the training successful. The objectives create an image of the training program in

trainee’s mind that actually helps in gaining attention. Thirdly, if the goal is set to be

challenging and motivating, then the likelihood of achieving those goals is much higher

than the situation in which no goal is Set. Therefore, training objectives helps in

increasing the probability that the participants will be successful in training.

Designer – The training objective is beneficial to the training designer because if the

designer is aware what is to be achieved in the end then he’ll buy the training package

according to that only. The training designer would then look for the training methods,

training equipments, and training content accordingly to achieve those objectives.

Beneficiaries of Training Objectives

Evaluator

Trainer Designer

Trainee

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Furthermore, planning always helps in dealing effectively in an unexpected situation.

Consider an example; the objective of one training program is to deal effectively with

customers to increase the sales. Since the objective is known, the designer will design a

training program that will include ways to improve the interpersonal skills, such as verbal

and non verbal language, dealing in unexpected situation i.e. when there is a

defect in a product or when a customer is angry. Therefore, without

any guidance, the training may not be designed appropriately.

Evaluator – It becomes easy for the training evaluator to measure the progress of the

trainees because the objectives define the expected performance of trainees. Training

objective is an important to tool to judge the performance of participants.

Training and Human Resource Management

The HR functioning is changing with time and with this change, the relationship between

the training function and other management activity is also changing. The training and

development activities are now equally important with that of other HR functions. Gone

are the days, when training was considered to be futile, waste of time, resources, and

money. Now-a-days, training is an investment because the departments such as,

marketing & sales, HR, production, finance, etc depends on training for its survival. If

training is not considered as a priority or not seen as a vital part in the organization, then

it is difficult to accept that such a company has effectively carried out HRM. Training

actually provides the opportunity to raise the profile development activities in the

organization. To increase the commitment level of employees and growth in quality

movement (concepts of HRM), senior management team is now increasing the role of

training. Such concepts of HRM require careful planning as well as greater emphasis on

employee development and long term education.

Training is now the important tool of Human Resource Management to control the

attrition rate because it helps in motivating employees, achieving their professional and

personal goals, increasing the level of job satisfaction, etc. As a result training is given on

a variety of skill development and covers a multitude of courses.

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1.8: Role of HRD Professionals in Training

This is the era of cut-throat competition and with this changing scenario of business; the

role of HR professionals in training has been widened. HR role now is:

Active involvement in employee education

Rewards for improvement in performance

Rewards to be associated with self esteem and self worth

Providing pre-employment market oriented skill development education and post

employment support for advanced education and training Flexible access i.e.

anytime, anywhere training.

1.9: Models of Training

Training is a sub-system of the organization because the departments such as, marketing

& sales, HR, production, finance, etc depends on training for its survival. Training is a

transforming process that requires some input and in turn it produces output in the form

of knowledge, skills, and attitudes (KSAs).

1.10: The Training System

A System is a combination of things or parts that must work together to perform a

particular function. An organization is a system and training is a sub system of the

organization. The System Approach views training as a sub system of an organization.

System Approach can be used to examine broad issues like objectives, functions, and

aim. It establishes a logical relationship between the sequential stages in the process of

training need analysis (TNA), formulating, delivering, and evaluating. There are 4

necessary inputs i.e. technology, man, material, time required in every system to produce

products or services. And every system must have some output from these inputs in order

to survive. The output can be tangible or intangible depending upon the organization’s

requirement. A system approach to training is planned creation of training program. This

approach uses step-by-step procedures to solve the problems. Under systematic approach,

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training is undertaken on planned basis. Out of this planned effort, one such basic model

of five steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and external

forces, that poses threats and opportunities, therefore, trainers need to be aware of these

forces which may impact on the content, form, and conduct of the training efforts. The

internal forces are the various demands of the organization for a better learning

environment; need to be up to date with the latest technologies.

The three model of training are:

System Model

Instructional System Development Model

Transitional model

1.11: System Model Training

The system model consists of five phases and should be repeated on a regular basis to

make further improvements. The training should achieve the purpose of helping

employee to perform their work to required standards. The steps involved in System

Model of training are as follows:

Figure: 3 System model training

Analyze Design Develop

Execute Evaluate

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Analyze and identify the training needs i.e. to analyze the department, job, employees

requirement, who needs training, what do they need to learn, estimating training cost, etc

The next step is to develop a performance measure on the basis of which actual

performance would be evaluated. Design and provide training to meet identified needs.

This step requires developing objectives of training, identifying the learning steps,

sequencing and structuring the contents.

Develop- This phase requires listing the activities in the training program that will assist

the participants to learn, selecting delivery method, examining the training material,

validating information to be imparted to make sure it accomplishes all the goals &

objectives. Implementing is the hardest part of the system because one wrong step can

lead to the failure of whole training program. Evaluating each phase so as to make sure it

has achieved its aim in terms of subsequent work performance. Making necessary

amendments to any of the previous stage in order to remedy or improve failure practices

1.12: Instructional System Development (ISD) Model

Instructional System Development model was made to answer the training problems.

This model is widely used now-a-days in the organization because it is concerned with

the training need on the job performance. Training objectives are defined on the basis of

job responsibilities and job description and on the basis of the defined objectives

individual progress is measured.

This model also helps in determining and developing the favorable strategies, sequencing

the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:

Analysis – This phase consist of training need assessment, job analysis, and target

audience analysis.

Planning – This phase consist of setting goal of the learning outcome, instructional

objectives that measures behavior of a participant after the training, types of training

material, media selection, methods of evaluating the trainee, trainer and the training

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program, strategies to impart knowledge i.e. selection of content, sequencing of content,

etc.

Development – This phase translates design decisions into training material. It consists

of developing course material for the trainer including handouts, workbooks, visual aids,

demonstration props, etc, course material for the trainee including handouts of summary.

Execution – This phase focuses on logistical arrangements, such as arranging speakers,

equipments, benches, podium, food facilities, cooling, lighting, parking, and other

training accessories.

Evaluation – The purpose of this phase is to make sure that the training program has

achieved its aim in terms of subsequent work performance. This phase consists of

identifying strengths and weaknesses and making necessary amendments to any of the

previous stage in order to remedy or improve failure practices.

.

Figure: 4 Instructional System Development (ISD) Model

Value

Relization

Vision

Mission

Unstructure

Experimentation

Objectives

Plan

Implement

Evaluate

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The ISD model is a continuous process that lasts throughout the training program. It also

highlights that feedback is an important phase throughout the entire training program. In

this model, the output of one phase is an input to the next phase.

Transitional model focuses on the organization as a whole. The outer loop describes the

vision, mission and values of the organization on the basis of which training model i.e.

inner loop is executed.

Vision – focuses on the milestones that the organization would like to achieve after the

defined point of time. A vision statement tells that where the organization sees itself few

years down the line. A vision may include setting a role model or bringing some internal

transformation, or may be promising to meet some other deadlines

Mission – explain the reason of organizational existence. It identifies the position in the

community. The reason of developing a mission statement is to motivate, inspire, and

inform the employees regarding the organization. The mission statement tells about the

identity that how the organization would like to be viewed by the customers, employees,

and all other stakeholders.

Values – is the translation of vision and mission into communicable ideals. It reflects the

deeply held values of the organization and is independent of current industry

environment. For example, values may include social responsibility, excellent customer

service, etc.

The mission, vision, and values precede the objective in the inner loop. This model

considers the organization as a whole. The objective is formulated keeping these three

things in mind and then the training model is further implemented.

1.13: Learning and Training

Irrespective of the type or method of training, a trainer has to keep in mind some of the

principles of learning or motivation, which would enhance internationalization of what is

taught.

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Motivation

A trainee needs to have a desire to learn and benefit from the program. If the is not

interested, or is de-motivated, the learning outcome is going to be insignificant and the

company will have spent its money badly. On the other hand, being too intense about

learning and outcome may result in setting over ambitious goals for the individual.

Reinforcement

Following on the concept of motivation is that of reinforcement. For learning to take

place and be internalized to the desired extent, a trainee is rewarded or given some

encouragement. This reinforcement, or the acknowledgement that what has been acquired

is desirable, can be either an extrinsic or intrinsic reward-external praise or some tangible

reward, or the individual’s feeling of a sense of progress. Current stress is on positive

support and helpful behavior, even when mistakes are made.

Feedback

During the training process, it is useful for the trainee to be told how he is progressing.

Several researchers have confirmed that knowledge of results is an effective motivator.

Constant and periodic feedback has positive effects on the trainee’s learning. Unless the

trainee knows how close his performance comes to the desired standard, he will not have

an opportunity to improve. Feedback therefore provides a basis for correcting oneself.

Secondly, feedback helps to sustain the trainee’s interest in the task, or in each learning

that is taking place, by bringing greater involvement with the learning process. If

feedback is to be meaningful, it should follow a learning segment as quickly as possible.

1.14 Transfer of Learning

The maximum use of training can be made if the trainee is able to transfer his learning to

his actual work role. This is possible if identical elements are incorporated in the training

situation from the job role, either existing or proposed. The more similar the learning

situation is to the job situation, the higher the degree of transfer the trainee can expect,

and hence the grater the relevance of the training program.

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Repetition

Repetition etches a pattern into our memory, e.g., when one studies for an examination, it

is necessary to repeatedly to over ideas so that they can be recalled later.

Relevance

Relevance relates to the meaningful fuse of material, which aids learning, e.g., trainers

usually explain in the overall purpose of a job to trainees before assigning them a

particular task.

1.15: Training Inputs

There are three basic types of inputs:

A-Skills B-Attitude C-Knowledge

The primary purpose of training is to establishing a sound relationship is at its best when

the workers attitude to the job is right, when the workers knowledge of the job is

adequate, and he has developed the necessary skills.

Training activities in an industrial organization are aimed at making desired

modifications in skills, attitudes and knowledge of employee so that they perform their

jobs most efficiently and effectively.

1.16: Best Time to Impart Training to Employee

New recruits to the company

These have a requirement for induction into the company as a whole in terms of its

business activities and personnel policies and provisions, the terms, conditions and

benefits appropriate to the particular employee, and the career and advancement

opportunities available.

Transferees within the company

These are people who are moved from one job to another, either within the same work

area, i.e. the same department or function, or to dissimilar work under a different

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management. Under this heading we are excluding promotions, which take people into

entirely new levels of responsibility.

Promotions

Although similar to the transferee in that there is a new job to be learned in new

surroundings, he is dissimilar in that the promotion has brought him to a new level of

supervisory or management responsibility. The change is usually too important and

difficult to make successfully to permit one to assume that the promotes will pick it up as

he goes along and attention has to be paid to training in the tasks and the responsibilities

and personal skills necessary for effective performance.

New plant or equipment

Even the most experienced operator has everything to learn when a computer and

electronic controls replace the previous manual and electro-mechanical system on the

process plant on which he works. There is no less a training requirement for the

supervisors and process management, as well as for technical service production control

and others.

New procedures

Mainly for those who work in offices in commercial and administrative functions but also

for those who we workplace is on the shop floor or on process plant on any occasion on

which there is a modification to existing paperwork or procedure for, say the withdrawal

of materials from stores, the control of customer credit the approval of expense claims,

there needs to be instruction on the change in the way of working in many instances, a

note bringing the attention of all concerned the change is assume to be sufficient, but

there are cases, such as when total new systems in corpora ting IT up dates are installed,

when more thorough training is needed.

New standards, rules and practices

Changes in any one these are likely to be conveyed by printed note or by word of mouth

by the manager to his subordinates, and this can be the most satisfaction way of dealing

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with the change from the point of view of getting those affected to understand their new

responsibility. However not all changes under this heading can be left to this sort of

handling. Even the simplest looking instruction may be regarded as undesirable or

impracticable by whoever has to perform it he may not understand the purpose behind the

change and lose confidence in a management which he now believes to be ‘messing

about’, or he may understand the purpose and have a better alternative to offer if it is not

too late.

New relationship and authorities

These can arise, as a result of management decisions, in a number of ways. In examples,

the recognition of the accounts department can result in a realization of responsibilities

between the section leaders of credit control, invoicing and customer records, although

there is no movement of staff between the sections (i.e. no transfers). Although the

change in work content for each clerk and supervisor is defined clearly for each person in

the new procedures, there is nevertheless a need for each person to know where he stands

in the new set up, which is responsible for what, and where to direct problems and

enquiries as they arise in the future.

Maintenance of standards

We are here concerned with maintenance of standards through training, for it must be

remembered that supervision and inspection and qualify control are continuously

responsible for standards and exercise their own authorities to this end. Although it is

generally agreed that some retraining from time to time, taking varied forms even for the

on group of employees, does act as both a reminder and a stimulus, there is not much

agreement on the next frequency and form that such retraining should take, of there is as

yet little scientific knowledge on this subject which is of much use in industrial

situations.

The maintenance of adaptability

Again, whilst there is little scientific study of the loss of ability to learn new skills in

those cases where people spend a long time without change, and without the need to

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learn, there is increasing evidence in current experience to suggest that this is the case in

industrial employment. Add, of course, there is the inference arising from the laboratory

experiments of psychologists.

The maintenance of management skills and standards

Skills in supervising, employee appraisal, communications, leadership etc are important

in all companies. Some of these skills are seen to be critical to major developments in

company organization, culture, employee empowerment and so on. Initial training in

these skills is not uncommon in the largest companies on appointment into management

and supervision. But continuous training and performance monitoring is rare, despite the

common knowledge that standards are as varied as human nature.

Retirement and redundancy

Employees of any position in the company who are heading towards retirement will

benefit from learning about health, social life, work opportunities money management

etc. Internal or external courses are best attended a year or two before retirement date, in

a few companies a member of Personnel will act as a counselor as required.

1.17: Benefits of Training

Employees and the organization need to realize the importance of contribution and

learning for mutual growth and development. Training is the answer to deal with

stagnation stage by constantly updating it in every field. Other benefits of training

include:

Hiring appeal: companies that provide training attract a better quality Workforce.

Assessing and addressing any performance deficiency, enhancing workforce flexibility.

Cross-cultural training is essential for them for better adjustment in the new environment.

Increasing commitment: Training acts as a loyalty booster. Employee motivation is also

enhanced when the employee knows that the organization would provide them

opportunities to increase their skills and knowledge. It gives the organization a

competitive edge by keeping abreast of the latest changes; it acts as a catalyst for change.

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Higher customer satisfaction and lower support cost results through improved service,

increased productivity and greater sufficiency. Training acts as benchmark for hiring

promoting and career planning. It acts act as a retention tool by motivating employee to

the vast opportunities for growth available in an organization.

1.18: The Evaluation of Training

There are a number of expressions used to describe steps taken by management and by

training offices at the conclusion of training and during the days or weeks afterwards.

These expressions include validation, evaluation, follow-up and implementation, as well

as cost benefit, which have appeared in more recent years. We are interested in all of

these and have already tackled one of the, implementation, and we start by giving our

definitions in order to establish a clearer picture of what each is, and how they relate to

each other. Evaluation of training, or, indeed of anything, consists simply of putting a

value to it. To evaluate training means undertaking a search for the effect that it has had

on the people and the situations, which it influences, and then trying to measure or

estimate whether this is advantageous or disadvantageous.

We shall see that at the level of pure training there is an evaluation to be made, but that

the principal evaluation is at a higher level in the chain.

First the chain of intentions is clear at the outset

The forecourt attendants were to receive training to a defined level of competence.

They were then to apply their new capability correctly during the service that they gave

to motorists.

The motorists would respond to this with a reaction of pleasure and would tend to use

that particular station rather more, thus increasing the amount of gasoline sold.

The increased sales, and negligible increased costs, would improve the revenue and the

profits.

1.19: A Training Tool: Inspiring Others

In the new era new era, challenges for the trainer are to create learning environment.

Trainer needs to innovate new ways design and deliver the training inputs. Wide range of

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technique like interactive methods like teaching, experiential learning cases inventories

games, including humor. Where as we have the ancient way of storytelling as a powerful

tool to create learning for adult managers of industry. Sharing one own perception,

experience and ideas learning value can be increased exponentially.

1.20: Methods of Training

There are various methods of training, which can be divided in to cognitive and

behavioral methods. Trainers need to understand the pros and cons of each method, also

its impact on trainees keeping their background and skills in mind before giving training.

Cognitive methods are more of giving theoretical training to the trainees. The various

methods under Cognitive approach provide the rules for how to do something, written or

verbal information, demonstrate relationships among concepts, etc. These methods are

associated with changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

Lectures – A Method of Training

It is one of the oldest methods of training. This method is used to create understanding of

a topic or to influence behavior, attitudes through lecture. A lecture can be in printed or

oral form. Lecture is telling someone about something. Lecture is given to enhance the

knowledge of listener or to give him the theoretical aspect of a topic. Training is basically

incomplete without lecture. When the trainer begins the training session by telling the

aim, goal, agenda, processes, or methods that will be used in training that means the

trainer is using the lecture method. It is difficult to imagine training without lecture

format. There are some variations in Lecture method. The variation here means that some

forms of lectures are interactive while some are not.

Straight Lecture: 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.

A lecture may also take the form of printed text, such as books, notes, etc. The difference

between the straight lecture and the printed material is the trainer’s intonation, control of

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speed, body language, and visual image of the trainer. The trainer in case of straight

lecture can decide to vary from the training script, based on the signals from the trainees,

whereas same material in print is restricted to what is printed. A good lecture consists of

introduction of the topic, purpose of the lecture, and priorities and preferences of the

order in which the topic will be covered.

1.21: Main Features of Lecture Methods

Some of the main features of lecture method are:

Inability to identify and correct misunderstandings

Less expensive

Can be reached large number of people at once

Knowledge building exercise

Less effective because lectures require long periods of trainee inactivity

1.22: Demonstration Training Method

This method is a visual display of how something works or how to do something. As an

example, trainer shows the trainees how to perform or how to do the tasks of the job. In

order to be more effective, demonstration method should be should be accompanied by

the discussion or lecture method. To carry out an effective demonstration, a trainer first

prepares the lesson plan by breaking the task to be performed into smaller modules,

easily learned parts. Then, the trainer sequentially organizes those modules and prepares

an explanation for why that part is required. While performing the demonstration, trainer:

Demonstrates the task by describing how to do, while doing

Helps the focusing their attention on critical aspects of the task

Tells the trainees what you will be doing so they understand what you will be

showing them

Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the

level of involvement of the trainee. In the lecture method, the more the trainee is

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involved.

The financial costs that occur in the demonstration method are as follows:

Cost of training facility for the program

Cost of materials that facilitate training

Food, travel, lodging for the trainees and the trainers

Compensation of time spent in training to trainers and trainees

Cost related to creating content, material

Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and

or negative, give the trainee the opportunity to do the task and describe what he is

doing and why.

1.23: Discussion Training Method

This method uses a lecturer to provide the learners with context that is supported,

elaborated, explains, or expanded on through interactions both among the trainees and

between the trainer and the trainees. The interaction and the communication between

these two make it much more effective and powerful than the lecture method. If the

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. Understanding is conveyed in the form of verbal

and non-verbal feedback that enables the trainer to determine whether the material is

understood. If yes, then definitely it would help out the trainees to implement it at their

workplaces and if not, the trainer may need to spend more time on that particular area by

presenting the information again in a different manner.

Questioning can be done by both ways i.e. the trainees and the trainer. When the trainees

ask questions, they explain their thinking about the content of the lecture. A trainer who

asks questions stimulates thinking about the content of the lecture. Asking and

responding questions are beneficial to trainees because it enhance understanding and

keep the trainees focused on the content. Besides that, discussions, and interactions allow

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the trainee to be actively engaged in the material of the trainer. This activity helps in

improving recall.

1.24: Computer-Based Training (CBT)

With the world-wide expansion of companies and changing technologies, the demands

for knowledge and skilled employees have increased more than ever, which in turn, is

putting pressure on HR department to provide training at lower costs. Many organizations

are now implementing CBT as an alternative to classroom based training to accomplish

those goals.

Figure: 5 Benefits of CBT

Some of the benefits of Computer-Based Training are:

According to a recent survey, about 75% of the organizations are providing training to

employees through Intranet or Internet. Internet is not the method of training, but has

become the technique of delivering training. The growth of electronic technology has

created alternative training delivery systems. CBT does not require face-to-face

interaction with a human trainer. This method is so varied in its applications that it is

difficult to describe in concise terms.

Benefits of CBT

Allows learning at an

indivisual pace

Allows the trainee to

master learning

Reduces the cost of training

Provide the instructional consistency Reduces

trainee learning time

Increases access to training

Affords of learning

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Intelligent Tutorial System (ITS)

Programmed Instruction (PI)

1.25: Virtual Reality

Behavioral methods are more of giving practical training to the trainees. The various

methods under Behavioral approach allow the trainee to behavior in a real fashion. These

methods are best used for skill development.

The various methods that come under Behavioral approach are:

Games And Simulations

Behavior-Modeling

Business Games

Case Studies

Equipment Stimulators

In-Basket Technique

Role Plays

Both the methods can be used effectively to change attitudes, but through different

means.

Another Method is MANAGEMENT DEVELOPMENT METHOD –

1.26: Coaching

Coaching is one of the training methods, which is considered as a corrective method for

inadequate performance. According to a survey conducted by International Coach

Federation (ICF), more than 4,000 companies are using coach for their executives. These

coaches are experts most of the time outside consultants.

A coach is the best training plan for the CEO’s because

It is one-to-one interaction

It can be done at the convenience of CEO

It can be done on phone, meetings, through e-mails, chat

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It provides an opportunity to receive feedback from an expert.

It helps in identifying weaknesses and focus on the area that needs improvement

This method best suits for the people at the top because if we see on emotional

front, when a person reaches the top, he gets lonely and it becomes difficult to

find someone to talk to.

It helps in finding out the executive’s specific developmental needs. The needs

can be identified through 60 degree performance review.

1.27: Procedure of the Coaching

The procedure of the coaching is mutually determined by the executive and

coach. The procedure is followed by:

Successive counseling and meetings at the executive’s convenience by the coach.

Understand the participant’s job, the knowledge, skills, and attitudes, and

resources required to meet the desired expectation

Meet the participant and mutually agree on the objective that has to be achieved

Mutually arrive at a plan and schedule

At the job, show the participant how to achieve the objectives, observe the

performance and then provide feedback

Repeat step 4 until performance improves.

For the people at middle-level management, coaching is more likely done by the

supervisor; however experts from outside the organization are at times used for up-and-

coming managers. Again, the personalized approach assists the manger focus on definite

needs and improvement

1.28: Mentoring

Mentoring is an ongoing relationship that is developed between a senior and junior

employee. Mentoring provides guidance and clear understanding of how the organization

goes to achieve its vision and mission to the junior employee. The meetings are not as

structured and regular than in coaching. Executive mentoring is generally done by

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25

someone inside the company. The executive can learn a lot from mentoring. By dealing

with diverse mentee’s, the executive is given the chance to grow professionally by

developing management skills and learning how to work with people with diverse

background, culture, and language and personality types Executives also have mentors. In

cases where the executive is new to the organization, a senior executive could be

assigned as a mentor to assist the new executive settled into his role. Mentoring is one of

the important methods for preparing them to be future executives. This method allows the

mentor to determine what is required to improve mentee’s performance. Once the mentor

identifies the problem, weakness, and the area that needs to be worked upon, the mentor

can advise relevant training. The mentor can also provide opportunities to work on

special processes and projects that require use of proficiency.

Some key points on Mentoring:

Mentoring focus on attitude development

Conducted for management-level employees

Mentoring is done by someone inside the company

It is one-to-one interaction

It helps in identifying weaknesses and focus on the area that needs improvement

Job Rotation

For the executive, job rotation takes on different perspectives. The executive is usually

not simply going to another department. In some vertically integrated organizations, for

example, where the supplier is actually part of same organization or subsidiary, job

rotation might be to the supplier to see how the business operates from the supplier point

of view. Learning how the organization is perceived from the outside broadens the

executive’s outlook on the process of the organization. Or the rotation might be to a

foreign office to provide global perspective.For managers being developed for executive

roles, rotation to different functions in the company is regular carried out. This approach

allows the manger to operate in diverse roles and understand the different issues that crop

up. If someone is to be a corporate leader, they must have this type of training. A recent

study indicated that the single most significant factor that leads to leader’s achievement

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was the variety of experiences in different departments, business units, cities, and

countries. An organized and helpful way to develop talent for the management or

executive level of the organization is job rotation. It is the process of preparing

employees at a lower level to replace someone at the next higher level. It is generally

done for the designations that are crucial for the effective and efficient functioning of the

organization.

Benefits of Job Rotation

Some of the major benefits of job rotation are:

It provides the employees with opportunities to broaden the horizon of

knowledge, skills, and abilities by working in different departments, business

units, functions, and countries

Identification of Knowledge, skills, and attitudes (KSAs) required

It determines the areas where improvement is required

Assessment of the employees who have the potential and caliber for filling the

position.

1.29: Off the Job Training

There are many management development techniques that an employee can take in off

the job. The few popular methods are:

Sensitivity training

Transactional analysis

Straight lectures/ lectures

Simulation exercises

1.30: Training Needs Analysis (TNA)

An analysis of training need is an essential requirement to the design of effective training.

The purpose of training need analysis is to determine whether there is a gap between

what is required for effective performance and present level of performance.

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Why training need analysis?

Training need analysis is conducted to determine whether resources required are

available or not. It helps to plan the budget of the company, areas where

training is required, and also highlights the occasions where training

might not be appropriate but requires alternate action.

Figure: 6 Training Need

Corporate need and training need are interdependent because the organization

performance ultimately depends on the performance of its individual employee and its

sub group.

Organizational Level – Training need analysis at organizational level focuses on

strategic planning, business need, and goals. It starts with the assessment of internal

environment of the organization such as, procedures, structures, policies, strengths, and

weaknesses and external environment such as opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training interventions,

while strengths can further be strengthened with continued training.

Threats can be reduced by identifying the areas where training is required. And,

opportunities can be exploited by balancing it against costs. For this approach to be

successful, the HR department of the company requires to be involved in strategic

Training Need

Organizational Level

Individual Level

Operational Level

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planning. In this planning, HR develops strategies to be sure that the employees in the

organization have the required Knowledge, Skills, and Attributes (KSA’s) based on the

future KSA’s requirements at each level.

Individual Level – Training need analysis at individual level focuses on each and every

individual in the organization. At this level, the organization checks whether an employee

is performing at desired level or the performance is below expectation. If the difference

between the expected performance and actual performance comes out to be positive, then

certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods that

are used to analyze the individual need are:

Appraisal and performance review

Peer appraisal

Competency assessments

Subordinate appraisal

Client feedback

Customer feedback

Self-assessment or self-appraisal

Operational Level – Training Need analysis at operational level focuses on the work that

is being assigned to the employees. The job analyst gathers the information on whether

the job is clearly understood by an employee or not. He gathers this information through

technical interview, observation, psychological test; questionnaires asking the closed

ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing

over the time. Employees need to prepare for these changes. The job analyst also gathers

information on the tasks needs to be done plus the tasks that will be required in the future.

Based on the information collected, training Need analysis (TNA) is done.

1.31: Training Design

The design of the training program can be undertaken only when a clear training

objective has been produced. The training objective clears what goal has to be achieved

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by the end of training program i.e. what the trainees are expected to be able to do at the

end of their training. Training objectives assist trainers to design the training program.

The Trainer – Before starting a training program, a trainer analyzes his technical,

interpersonal, judgmental skills in order to deliver quality content to trainers

The Trainees – A good training design requires close scrutiny of the trainees and

their profiles. Age, experience, needs and expectations of the trainees are some of

the important factors that affect training design.

Training Climate – A good training climate comprises of ambience, tone, feelings,

positive perception for training program, etc. Therefore, when the climate is

favorable nothing goes wrong but when the climate is unfavorable, almost

everything goes wrong.

Trainees’ Learning Style – the learning style, age, experience, educational

background of trainees must be kept in mind in order to get the right pitch to the

design of the program

Training Strategies – Once the training objective has been identified, the trainer

translates it into specific training areas and modules. The trainer prepares the

priority list of about what must be included, what could be included.

Training Topics – After formulating a strategy, trainer decides upon the content to

be delivered. Trainers break the content into headings, topics, ad modules. These

topics and modules are then classified into information, knowledge, skills, and

attitudes.

• From simple to complex

• Topics are arranged in terms of their relative importance

• From known to unknown

• From specific to general

• Dependent relationship

Sequence the contents – Contents are then sequenced in a following manner;

Training Tactics – Once the objectives and the strategy of the training program becomes

clear, trainer comes in the position to select most appropriate tactics or methods or

techniques.

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Figure: 7 Availability of Facilities and Resources

The method selection depends on the following factors:

• Trainees’ background

• Time allocated

• Style preference of trainer

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• Level of competence of trainer

Support Facilities – It can be segregated into printed and audio visual. The various

requirements in a training program are white boards, flip charts, markers, etc.

Constraints – The various constraints that lay in the trainers mind are:

• Time

• Accommodation, facilities and their availability

• Furnishings and equipments

• Budget

• Design of the training, etc

1.32: Training Implementation

To put training program into effect according to definite plan or procedure is called

training implementation. Training implementation is the hardest part of the system

because one wrong step can lead to the failure of whole training program. Even the best

training program will fail due to one wrong action.

Training implementation can be segregated into:

Practical administrative arrangements

Carrying out of the training

Implementing Training

Once the staff, course, content, equipments, topics are ready, the training is implemented.

Completing training design does not mean that the work is done because implementation

phase requires continual adjusting, redesigning, and refining. Preparation is the most

important factor to taste the success. Therefore, following are the factors that are kept in

mind while implementing training program:

The Trainer – The trainer need to be prepared mentally before the delivery of content.

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Trainer prepares materials and activities well in advance. The trainer also set grounds

before meeting with participants by making sure that he is comfortable with course

content and is flexible in his approach.

Physical Set-Up – Good physical set up is pre-requisite for effective and successful

training program because it makes the first impression on participants. Classrooms should

not be very small or big but as nearly square as possible. This will bring people together

both physically and psychologically. Also, right amount of space should be allocated to

every participant. Establishing Rapport With Participants – There are various ways by

which a trainer can establish good rapport with trainees by:

• Greeting participants – simple way to ease those initial tense moments

• Encouraging informal conversation

• Remembering their first name

• Pairing up the learners and making them familiarized with one another

• Listening carefully to trainees’ comments and opinions

• Telling the learners by what name the trainer wants to be addressed

• Getting to class before the arrival of learners

• Starting the class promptly at the scheduled time

• Using familiar examples

• Varying his instructional techniques

• Using the alternate approach if one seems to bog down

Reviewing The Agenda – At the beginning of the training program it is very important to

review the program objective. The trainer must tell the participants the goal of the

program, what is expected out of trainers to do at the end of the program, and how the

program will run. The following information needs to be included:

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• Kinds of training activities

• Schedule

• Setting group norms

• Housekeeping arrangements

• Flow of the program

• Handling problematic situations

1.33: Training Evaluation

The process of examining a training program is called training evaluation. Training

evaluation checks whether training has had the desired effect. Training evaluation ensures

that whether candidates are able to implement their learning in their respective

workplaces, or to the regular work routines.

1.34: Purposes of Training Evaluation

The five main purposes of training evaluation are:-

Feedback: It helps in giving feedback to the candidates by defining the objectives

and linking it to learning outcomes.

Research: It helps in ascertaining the relationship between acquired knowledge,

transfer of knowledge at the work place, and training.

Figure: 8 Purpose of Training Evaluation

Purpose of Training

Evaluation Intervantion

Power

Control

Feedback

Research

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Control: It helps in controlling the training program because if the training is not

effective, then it can be dealt with accordingly.

Power games: At times, the top management (higher authoritative employee) uses

the evaluative data to manipulate it for their own benefits.

Intervention: It helps in determining that whether the actual outcomes are aligned

with the expected outcomes.

1.35: Process of Training Evaluation

Before Training: The learner’s skills and knowledge are assessed before the training

program. During the start of training, candidates generally perceive it as a waste of

resources because at most of the times candidates are unaware of the objectives and

learning outcomes of the program. Once aware, they are asked to give their opinions on

the methods used and whether those methods confirm to the candidates preferences and

Learning style.

Figure: 9 The Point at which Instruction is stated

In Process Training: It is the phase at which instruction is started. This phase usually

consist of short tests at regular intervals

•What the learner 's skills & knowledge are before training

Training is a waste of resources

The point at which instruction is started

•what the learner's skills and knowledge are after training?

Training Causes

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Post Training Evaluation: It is the phase when learner’s skills and knowledge are

assessed again to measure the effectiveness of the training. This phase is designed to

determine whether training has had the desired effect at individual department and

organizational levels.

There are various evaluation techniques for this phase.

Techniques of Evaluation

The various methods of training evaluation are:

• Observation

• Questionnaire

• Interview

• Self diaries

• Self recording of specific incident.

1.36: Types of Training Methods Adopted By Hotels

The training methods which are generally used in an organization are classified into two

i.e. on Job and off Job.

On -the -Job: On-the-job training places the employees in an actual work situation and

makes them appear to be immediately productive. It is learning by doing. For jobs, that

either are difficult to simulate or can be learn quickly by watching and doing on-the-job

training makes sense.

One of the drawbacks to on-the-job training can be low productivity while the employees

develop their skills. When the damage the trainees can do is minimal, where training

facilities and personnel are limited or costly, and where it is desirable for the workers to

learn the job under normal working conditions, the benefits of on-the-job training

frequently offset its drawbacks.

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Job Instruction Training: JIT consists of four basic steps:

(a) Preparing the trainees by telling them about the job and overcoming their

uncertainties.

(b) Presenting the instruction, giving essential information in a clear manner.

(c) Having the trainees try out the job to demonstrate their understanding.

(d) Placing the workers into the job, on their own, with a designated resource person to

call upon should they need assistance.

Off The Job: Off-the-job training covers a number of techniques – classroom lectures,

films, demonstrations, case studies and other simulation exercises, and programmed

instruction. The facilities needed for each of these techniques vary from a small make

shift classroom to an elaborate development center with large lecture halls, supplemented

by small conference rooms with sophisticated audiovisual equipment, two-way mirrors,

and all the frills.

(i)Classroom lectures/conferences: The lecture or conference approach is well adapted

to conveying specific information – rules, procedures, or methods. The use of

audiovisuals or demonstrations can often make a formal classroom presentation more

interesting while increasing retention and offering a vehicle for more interesting while

increasing retention and offering a vehicle for clarifying more difficult points. The

lecture’s liabilities include possible lack of feedback and the lack of active involvement

by the trainees.

(ii) Simulation exercises: Any training activity that explicitly places the trainee in an

artificial environment that closely mirrors actual working conditions can be considered a

simulation. Simulation activities include case exercises, experimental exercises, complex

computer modeling, and vestibule training.

(iii)Vestibule training: In vestibule training, employees learn their jobs on the

equipment they will be using, but the learning is conducted away from the actual work

floor. In the 1980s many large retail chains train cashiers on their new computer cash

registers – which are much more complex because they control inventory and perform

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37

other functions in addition to ringing up orders – in specially created vestibule labs that

simulated the actual checkout-counter environment.

Training, as a process of long term learning is essentially a developmental tool. By

effectively utilizing this tool, the organization expects to achieve career objectives.

Contribute towards the career progressions of the employees by importing knowledge of

an additional or reinforcing nature, developing skills and bringing about desired

attitudinal changes among them. This would not merely prove effective in assisting them

to achieve organizational goals but also enable enhancement of their self esteem and self

confidences to face external challenges. Ours is a changing and dynamic organization

which has to pay considerable emphasis on training and retraining its employees to

enable them to be competent, committed and has the capacity to change according to the

external and internal demands and pressures.

Training of employees is not merely the responsibility of the management or the training

cell alone, but the responsibility of department managers as well. The human resource

department must enable the involvement of the department managers in the process of

employee training and development.

1.37: Assessment of Training Needs

There are five steps towards the assessment and analysis of training and development of

the organization.

Collection of information through interviewing and discussing with key personnel

both inside and outside the organization or specific departments; observing the

work place, working conditions, processes and outcomes; examining records,

other written information and annual employee appraisal.

Compare performances of each department and each employee against objectives,

targets and standards set for them and keeping in mind future work requirements

in the organization.

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Identify cause of problems faced by the organization to enable the management to

train the employees in handling the problems as well as solving the problem in a

satisfactory manner.

Segregate identified problems into problems requiring staff development action

such as training and into problems requiring other management actions, so that

these problems are accurately addressed.

Prioritize training actions in accordance to where the training need is more urgent.

1.38: Factor influencing Training and Development

Entry training involving new recruits and employees required to take a new job. Problem

resolution training to meet a shortfall or deficiency in job performance. Training for

change to prepare employees for job identified in near future. Development to equip

employees to meet the organizational changes in future.

1.39: Culture - Factor in Global Training Program

Communicating the information to different people from different cultures and different

nationalities can give rise to many problems. Many simple things that seem simple and

straightforward to communicate become difficult when it comes to communicating in

different environment. Giving training in one’s own culture is quite different from giving

training in different culture. Being a good trainer is not the only requirement but

understanding socio-economic and cultural backgrounds has now become an important

part.

1.40: Age, Gender, and Professional Status

Different cultures give different regard to age, gender, and professional qualification. For

example, people give high regard to older people. Older people are regarded as having

greater knowledge, skills, wisdom, and abilities. Respect in the sense that people are

more willing to listen to and seriously consider the information. In such a culture, a

young trainer might have to work harder to gain attention and face problems in executing

the program and transfer of training. Similarly, some countries are also biased about the

gender. Like in the country, women’s role is limited to households only. In such a

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39

culture, it is not possible for women trainers to undergo training programs because people

will not be as receptive as in other culture. Same is with high professional status- the

higher the qualification of the trainer, the more will be the importance attached to the

information.

1.41: Language problem in international training and development

programs

Language comprises of both spoken and unspoken means of communication. Best of the

best training program will fail if trainer is not well versed in communicating trainees’

language. Language is one of the most important ingredients of culture.

Spoken Language

Trainees’ receiving training prefers to speak in their own language and trainer being able

to speak the local language can help establishing rapport among trainees, which may be

very important for the transfer of training. Language is one of the major barriers when it

comes to giving training in cross-cultural environment. Chinese is the mother tongue of

the largest number of people (shown below), followed by English and Hindi.

Table No: 1 Percentage of the people speaking their first language

Language No of Respondent

Chinese 16

Hindi 200

Spanish 24

English 116

Other 20

Russian 24

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40

Graph No :1 Percentage of the people speaking their first language

Non-verbal communication, a very important part of communication. It is a

communication that uses body movements and gestures such as, raising eyebrows,

smiling, hand movements, facial expressions, etc. A failure to understand unspoken

language can lead to a failure of communication because body language is not the same

in every culture. For instance, raising eyebrows is a sign of recognition in most cultures,

but in some cultures, it’s not. Similarly, making a circle with the thumb and forefinger is

a friendly gesture in the hotels, Also, thumbs-up gesture is used to indicate that “its fine”

in the in NCR hotels.

Another case of unspoken language is the amount of distance between the persons talking

to each other. In Latin America, the distance adopted by parties in a business discussion

is 3 to 5 feet while in the US, it is 5 to 8 feet. In the training context, if the trainer gives

training in Latin America and maintains a much larger distance than desired in their

culture, then in turn, it may result in a regrettable lack of rapport between the trainer and

the trainee. Therefore, using the right body language is very important in cross-cultural

training.

4%

55%

7%

22%

5% 7%

Spoken Language

Chinese

Hindi

Spanish

English

Other

Russian

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41

1.42: Training Class – Social Structure

Social Structure refers to basic social organization. It consists of many aspects such as,

the degree to which the social organization laid emphasis on the individual, as opposed to

the group.

Individualism

Some countries emphasizes on individual achievement. Western countries emphasize on

individual performance, this in turn, leads to high level of creativity, high degree of

managerial mobility, entrepreneurial activity, etc. On the other hand, encouraging

individualism also make it difficult to work in teams. It may be difficult for them to co-

operate which may serve as an obstruction in smooth flow of training.

Group– In most of the countries, group is the primary unit of organizations. Like in India,

the social status of an individual is determined as much as in by standing of the group.

This may lead to better cooperation; on the other hand it suppresses entrepreneurial

activity, individual creativity, etc. This in turn, may result, in loss of recognition of

individual achievement at work after training. Therefore, trainer has to keep in mind the

factor of the individual and the group while giving training because encouraging a

particular individual in India might be considered as impolite or vice-versa.

Assumptions

We all make assumptions every day. It may be positive or negative, good or bad.

Assumptions influence our attitudes, perceptions. Most people see what they want to see

and believe what they want to believe. It sometimes leads to coinciding and some time

clashes. This tendency to make assumptions and forming attitudes regarding certain

things can be a big problem in a cross-cultural training. Differences in assumptions can

sometimes be very problematic. As an example, trainer may believe that if the trainees do

not question, they understand the content. On the other hand, trainees may believe that if

they will ask question, the trainer might think they are dull.

Presumptions can sometimes result in disrespect, distrust or resistance to change behavior

after training. For instance, trainees might misinterpret trainer because of his different

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42

accent, appearance, style, or anything. Lack of interest of trainees de motivates trainer to

transfer expertise and skills. This can lead to discomfort and misjudging the other’s

motives and goals.

It is important to analyze the audience on the factors of customs, values, and language in

as of cross-cultural training.

1.43 Stakeholders in Training

There are three major stakeholders in training program:

The Organization

The Trainee

The Trainer

Figure: 10 Role of Organization in Training and Development

Stakeholders in the training take a training plan forward, perhaps over a period of one

year, and sets parameters and priorities for the implementation stage. General Questions,

which are asked in relationships to the training systems, are:

What type of training is required?

Why the training is required?

What is the budget of the training?

Stake holders in Training & Development

The training

The Organisation

The Trainer

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43

What are the most sensitive and critical areas?

How the training will be carried out?

By whom the training program will be carried out?

Where and when will the training program be carried out

1.44: Questionnaire on Study on Effectiveness of Training &

Development

An organization has a very close relationship with the trainee and the trainer because it is

the first contact for both.

Figure :11 Identifying Training Needs

The demand for the training in the organization increases when the organization wants:

• To hire new people – training as a means of training new recruits

Identifying Training Needs

Selecting Participants

Defining Expectations from the program

Monitoring Trainees Prograss

Transferring training to the field

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• To Expand – When the company wants to increase its headcount

• To increase certain number of staff (in position) by a certain date

• To enhance the performance of employees

• Organization’s name to be a part of training unit.

Demand for training also increases when there is change in the nature of job, change in

taste of consumer, change in methods of product development, etc. The organization

goes through the following steps for the transfer of training to the field.

1.45: Role of Trainee in Training

But the problem arises when the organization outsource the training process. In this

situation the organization assumes that the trainer must be aware of the type of training

need s of the participants and their organization and their content will meet those needs.

This leads to failure of the program, which results in collusion. Therefore, it’s a foremost

duty of the organization to make the trainer and their organization aware of their culture,

climate, responsibilities of organization, etc. The trainee is a major stakeholder in a

training program. The whole training program is developed for the trainees only. Each

candidate plays an important role in the transfer of training because one participant’s

attitude regarding the training influence the other participants and also each participant

can assist by advancing the learning process to realize the training objectives.

Participant’s willingness to invest in the program is directly proportional to the benefits

of the learning that the trainee could expect. Each participant forms their own perception

towards training. Some perceptions remain the same during the program, while some

faded depending upon the assessment of a program by the participant

Some personal factors that affect the trainee’s learning are:

Family Situation

Personal Problems

Relation between the training program and personal objective

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Level of self esteem

Benefits expected from training

Comfort level with the trainer

Learning style of trainee

Knowledge ,skill & Attitude of trainee

Previous training experiences

Desire for professional growth and development

Some environmental factors that affect the trainee’s learning are:

Relationship with colleagues and subordinates

Training team

Trainer team

Training objective

Content of training

Training design i.e. methods, techniques, and strategies

Environment in the program

Composition of training group

Infrastructure i.e. eating facilities, tea/coffee breaks

No matter how good the training program is, in the end it is the participant only who

decides whether to change his behavior or not. Trainees do not change their behavior

merely because someone tells them to do. They change when they feel there is a need of

it. They do it with their own learning style. The trainer and the organization can only try

to remove the mental blocks of the trainee, rest depends on trainee itself.

1.46: Importance of Trainer, Role of Trainer

The effective transfer of training depends a lot on the trainer because it is the trainer only

who can remove the mental block of trainee, motivate the trainee to learn, delete the

negative perception of the trainee regarding the training. Besides all that, a lot depends on

personality of trainer also.

The major competencies that are required to be present in a trainer are:

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46

Presentation Skills

Business Skills i.e. budgeting, time management, negotiation, etc.

Content Development i.e. material production, graphics, layouts, etc

Self development i.e. interpersonal skills, good listening skills, flexible, accepting

the share of accountability, etc

Trainer’s Skills:- The skills that need to be present in a trainer are:

Training Design

Evaluating the training program

Training need analysis

Worksheet design

Exercises design

Figure: 12 Role of Trainer

1.47: Facilitation of Training

Facilitation of Transfer of Training through Focus on Trainee and Organization

Intervention

Assending training needs of individuals

Designing training programs

Planning & coordinating the resources required

Evaluating the training program

Administrative & record keeping

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47

Focus on Trainee

Focus on Organization Intervention

Focus on Trainee

Training is successful not only with good training design and training objectives but also

with the readiness and willingness of the trainees. For the training to be successful, three

things are required,

1. Motivation

2. Knowledge, Skills, and Attitudes (KSAs)

3. Expectations towards Training

Expected Performance is directly proportional to the multiplication of motivation,

required KSAs, and expectations towards training i.e.

Figure: 13 Facilitation of Training

Motivation – If the trainee is not motivated to learn, no learning is likely to occur no

matter how good the training methods are, or how talented the trainees are. Therefore, it

is important to intervene before training and provide them the information about the

learning outcome that they can expect and how the learning outcome will help in

achieving the objectives. This increases the motivation to learn and to be successful in

training.

Expectations – Positive expectations matter a lot in a training program. If the trainee

perceives the training as waste of time, and waste of resources, no learning is likely to

Expectations KSAs Motivation

(M)

Expected performance

(P)

Chapter 1 Introduction

48

occur. No learning is possible with negative perception. On the other hand, if the trainee

believes and expects that the training would help him to improve upon his professional

skills and would further help him in achieving his personal goals, the probability of

training to meet the objective increases.

Knowledge, Skills, and Attitudes (KSAs) – It is important that the selected trainees

should have the right KSAs for the training because even if the methods and contents of

the training is good but the candidates do not have the right KSAs, the training program

will fail. Also the training methods would not be effective if the candidates are lacking

the desired skills. Therefore, proper selection technique is must that would ensure that

hired have the requisite KSAs to be successful in training.

1.48: Facilitation of Training through Organization Intervention

Failure of training is not always because of lack of KSAs but sometimes it is because of

the organizational forces also. These forces also hold back the transfer of training, and

learning. Therefore, it is important to keep in check those forces. For the successful

transfer of training, it is necessary to have supervisor support, trainer support, peer

support, reward system, climate and culture Organization.

Figure: 14 Facilitation of Training through Organization Intervention

Facilitation of training

through Organisation

Peer support

Supervisor support

Trainer support

Culture

Climate

Reward system

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49

Peers Support – Peer support can also help in transfer of training, for example, if the

trainee is the only one who is receiving training in the department then probably the

experienced peers might put pressure on trainee to forget the training and work. This

situation also hampers in transfer of training. However, this situation can be avoided by

involving the entire department in training also by encouraging the learning culture in the

Supervisor Support – can affect their employees’ learning in number of ways, for

example, if the trainee is motivated to learn and receives full support from their

supervisor, then this support in turn encourages the employee to learn as much as

possible. Also, supervisor can also reduce the negative factors of training, such as, the

work that piles up during training that makes the employee uncomfortable and

employees’ negative perception about the training program.

Trainer Support – can also have a positive impact on the transfer of training. Gone are

the days, when the trainers’ role used to get over once the training program is done.

Trainers’ role is now extended to the work place also. Besides training, trainer’s role is to

keep a check on how trainees are performing and help them and discuss with them if they

encounter any problem in the workplace.

Climate – Apart from supervisor support, peers support, trainer support, Climate factor

also comprises of company polices, attitude of upper management towards employee,

towards training. If these factors are positive then the climate will also support the

transfer of training. It is the organizations foremost duty to make the employees realize

through these factors that adequate amount of time and resources are spent on them for

their professional and personal development.

Culture – also have the impact over the transfer of training. If the culture of the

organization provides enough opportunities to its employees to implement what they

have learnt in the workplace and provide them variety of others factors such as, social

support, challenging jobs, etc then the likelihood of the transfer of training increases.

Reward Systems – If the learning outcome that helps in achieving the objectives is

linked to reward system then the probability of the success of training would increase

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50

1.49: New Electronic Technologies in Training

Interactive computer video technology:

The use of computers and videotapes in the field of training is now well established.

Some leading institution like Hyderabad is using this technology in training program.

Broadcast television / cable television:

Televisions system in which program is sent out by radio wave and are seen on

television. Indira Gandhi National Open University (IGNOU) is very well using this

technology its educational and training program.

Computer aided instruction:

An educational concept which places the students in a conversational mode with a

computer which has programmed study plans. The programmed course selects the next

topic or phase of study according to previous responses from the student allowing each

student to progress at pace directly to his or her learning capability.

Interactive video /interactive compute:

The phrase ‘interactive video’ refers to a video program with which user (trainee) can

interact. Interactivity takes place between user and the system, something for IC also, the

system composed of four basic components.

Monitor or video display unit

Video tape or video disc

A computer

A disc drive, the computer controls the video or video disc. Disc drive loads a

program into the computer.

Tele-conferencing: A two way audio and one way video system. It is used nowadays by

many institutions for education and training purpose.

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51

1.50: Training Effectiveness

Cutting edge of competition today demands every organization, to measure its activities

in terms of effectiveness, efficiency, excellence (triple E). To achieve this triple C a lot

of investment is made by the organization but the sword of sure short success hangs on

the head of the HRD manager, this is because he has to handle the most complex

resource i.e. human resource. The next toughest thing is to maintain is the ROI (return on

investment) of training and development. It is not only the ROI but the performance

management, retention level, motivation, morale, creativity, innovation conflicts, loyalty

and commitment etc. of the manpower which are not easy to handle. Keeping all these

factors in mind the focus of vision falls on training and development. The training

effectiveness is obviously in terms of enhanced skill and knowledge to achieve the

present goals, through the increased learnt behavior. In the process of training

effectiveness is the most important /vital area, where by the individual and organizational

goals are integrated to bring about the desired performance levels.