V semester Industrial Psychology notes

Training
Why we ‘train’  a Workforce…. 

• To maintain a viable & knowledgeable workforce
• Training is the process of learning a sequence of programmed behavior.
• It is an application of knowledge
• An awareness of the rules & procedures to guide behavior.
• Improve performance on current job or prepare employee for an intended job.

To Train or to Develop…? 

• .

    Training : improve job performance
   Development : directed growth : personality ,maturity & potential actualisation

Vs.. 

Training 
Development 

• Short term process
• Utilizes systematic & organized procedures
• Non managerial personnel learn technical knowledge & skills for a definite purpose
• >Technical & Operations based
• Non-Managers

 

• Long term ‘educational’  process
• Learn conceptual & theoretical knowledge
• > Philosophical & Theoretical
• Managerial Personnel

   What is learnt
   Who is learning
   Why such Learning – Growth vs. Productivity
   When such Learning  Occurs
Purposes of Training 

• Increase Productivity
• Improve Quality
• Future Personnel Needs
• Improve Organizational Climate
• Improve Health & Safety
• Obsolescence Prevention
• Personal Growth

Need for Training 

• Organizations as Economic Entity
• Productivity
• Efficiency
• Instruction to new workers
• Refresher Training

    Training
      Operative Skills
      Interpersonal Skills
      Decision Making Sills
Steps in Training Program  

• Preparation
• Presentation
• Performance Try-out
• Follow up Feedback
• Evaluation of Program

Steps in Training Program  
   Discovering or Identifying  “Training Need”
      Organisational
      Operations or Task description analysis
      Man analysis
   Getting Ready for the Job
      ‘Who’ needs to be trained
      Checklists/performance/performance appraisals
   Preparation of Learner
      Create Desire to be ‘trained’
   Presentation of Operations & Knowledge
   Performance Try Out
   Follow up
      Feedback from trained
      Evaluate Program

Training Techniques 

   Training
      On-the –job [OJT]: Learning by doing
      Off the Job –Class room Based

On the job	Where  Used Best	Merit	Demerit
	“As many jobs as employees “–  Division of labour High degree of specialisation	Learns on actual equipment True environment Gets feel of actual production conditions Economical :no additional personnel or facilities required	1.Haphazard way of training2.No clear way to gauge degree of learning imparted 3. Shopfloor distractions 4. Motivational Issues
1.Job Instruction Training  [JIT]	Skilled Trainers	Immediate Feedback Quick Correction of Errors Provision of Extra Practice	Demands a skilled TrainerInterferes with Production
2.Vestibule /Training Centre training	Duplicate work situations.Semi skilled Large Number to be trained	Less distractions Trained Instructor Non interruption of production Allows for Practice	Large Additional Investments of Manpower & Resources Artificial conditions
3.Experienced Workmen4.Demonstrations & Examples	Specific SkillsTeaching by Example	Effective to show than ‘tell’	High Time  CostsBetter in combination with other methods
5.Apprenticeship	2-3 yrs work with Expert	Loyalty, workmanship intricacies,interest, lower turnover
6.Simulations	Duplicates work conditionsHigh Safety Environs of aero/maritime industries.	High interest & motivation	Expenses Involved

Off-the –job  “Training not part of everyday activity”- Adjunct Function 

Technique	Used When	Merit	Demerit
1.Lectures	Large Numbers to be trained in short time	In depth conceptual knowledge and rigourous depth imparted. Less in cost & time	Passive learning Limited by Speaker knowledge & communication Small attention spans Differences in level of knowledge of those being trained
2.Conference Method:Directed Conference Training Conference Seminar Conference	‘confer’-participative group centered, formal meeting where organiser decides plan.	Better for analysing problems from different viewpoints   Develops conceptual knowledge Attitude modification	Limited by small group Slow progress Limited by knowledge of participants Size of group

Technique	Used When	Merit	Demerit
3.Seminar  or Team Discussion	Critical Discussion around a particular area /problem	Conceptual Clarity Indepth Examination of Issues	No way of evaluating learning Participatory issues Not suitable for fresh learners
4.Case Studies [Learning by Doing?!]Critical incident Live Case	Past ‘concrete’  cases used to disseminate know-howCase = set of data, real or fictional in nature .	Encourages independent critical analystical thinking Integrating knowledge & Openmindedness Help arrive at principles & Generalisations Real-Life Cases Increases Awareness of on-job intricacies	Only as good as wht is taken from a case- degenerates to text book knowledge Method of analysis used importance Permanent Precedents – ‘one case fits all’ Preparation of Case-illustrative of dynamic
5. Role Playing[Moreno-psychiatrist]	‘Method of human interaction involving realistic behavior in imaginary situations’ Employee-Employer Relationships	Emphasizes learning by ‘doing’ Stress on human sensitivity & interactions Knowledge of results is immediate High trainee interest & involvement	Objective of Training  may not be met Suitable for soft skill training

Technique	Used When	Merit	Demerit
6.Programmed Instruction[Teaching by Machine Method]	Sequence of steps  which guide performance in an operationInfo broken down into meaningful units  to acquire particular skill/knowledge Text book - computers	Learning at own pace Small manageable units Immediate feedback Active learner participation Individual differences accounted for Can be conducted in odd times &places High worker motivation	Impersonal instructional setting Advanced training not possible until preliminary garnered Best for Factual matters Concepts/Philosophies/attitudes not imparted High costs in creating such a program
7. T-group Training	AV aides ,Planned Reading Programs Associations	New techniques/Breakthroughs learnt Journals  keep employees informed	Limited for older /experienced professionals

Retraining… 

Older Employees 

• Knowledge Refreshers
• Technological Upgradations
• Economic Upswings or downturns
• Change Management

Effective Training Program 

• Motivates employee to improve job Performance
• Develops a willingness to Change
• Provides for Active Participation in Learning process
• Knowledge of Results[KOR] –Feedback

Assessing & Evaluating  Training Programs 
Interviews
Questionnaires 

• Experimental & Control Groups

 

• Longitudinal –Time Series Analysis

 

• Pre-Post Training

    Employee learning
      Reactions
   Behaviors
      Change vs. static
   Results
      Efficiency Increased?
      Productivity