TRAINING DEVELOPMENT &

EDUCATION
 MEANING OF TRANING

Training refers to the teaching and leaning activities

carried on for the primary propose of helping members of
an organisation acquire and apply the knowledge , skill ,
abilities and attitudes needed by a particular job and
organisation .
 IMPORTANCE OF TRANING

1. Reduce accidents at work place

2. Increasing organisational stability and
flexibility
3. Increase in productivity
4. Economical use of resources
5. Reduced supervision and direction
 MEANING OF
DEVELOPMENT

Development refers to learning opportunities

designed to help employees grow .

➢ Development is not primary skill oriented Instead , its

provide general knowledge and attitudes which will be
helpful to employees in higher positions .
➢ Development activities , such as those supplied by
management development programmes are generally
voluntary
 IMPORTANCE OF DEVELOPMENT

➢ Employee development is important for employees to

enhance their skills and upgrade their existing knowledge in
order to perform better .
➢ Employees development is important not only for
professional but also personal growth of employees.
➢ Employees development is essential for extracting the best
out of employees .
➢ Employee development help an employee to do a self
analysis of himself / herself.
➢ Employee development also goes a long way in
strengthening the relationship among employees.
 MEANING OF EDUCATION

● Education is theoretical learning in classroom.

● Education has broader aim sight an its purpose is to
development the individual .
● The purpose of education is to teach theoretical concept
and develop a sense of reasoning and judgement
 DIFFERENCE BETWEEN TRANING AND
EDUCATION

BASIS TRANING EDUCATION

•NATURE •PRACTICAL •THEORETICAL

•CONTENTS •JOB ORIENTED •GENERAL

•PARTICIPANTS •NON –MANAGEMENT •BOTH WORKERS AND

•DURATION •SHORT MANAGERS

•COST PAID •BY THE EMPLOYEE •LONG

•BY GOVERNMENT AND THE

INDIVIDUAL
 DIFFERENCE BETWEEN TRANING AND
DEVELOPMENT

BASIS TRANING DEVELOPMENT

•To improve the work
•Purpose performance of the •To prepare employees for
employee future challenges.
•Term
• Short Term
•Focus on •Long Term
• Present •Future
•Orientation
• Job oriented •Career oriented
•Aim
•Specific job related •Conceptual and general
knowledge
 RESPONSIBILTY
FOR TRAINING
Top Personal
Supervisors Employees
management department
 PRINCIPLES OF TRAINING

● Clear Objective
● Training Policy
● Motivation
● Preparing the instructor
● Feedback

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NINE STEPS IN THE TRAINING &
DEVELOPMENT PROCESS

➢ Assessing training needs

➢ Preparing training plan
➢ Specifying training objectives
➢ Designing the training program(s)
➢ Selecting the instructional methods
➢ Completing the training plan
➢ Implementing the training program
➢ Evaluating the training
➢ Planning future training
14
TRAINING METHODS

Traditional training
Presentation methods.
Hands-on methods.
Group building methods.

Technology-based training
Synchronous learning.
Asynchronous learning.

Blended learning

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ELEMENTS OF PROMOTION POLICY

Policy statement Assessing performance Promotion routes

Employee training Maintaining service records

 BASIS OF PROMOTION
Organisations adopt different basis of promotion
depending upon their nature , size , management etc.
The well established basis of promotion are -
DEMOTION
MEANING OF
DEMOTION

Demotion is just opposite to promotion. In demotion, the

employee is shifted to a job lower in status , grade and
responsibilities .“Demotion refers to the lowering down
of status, salary and responsibility of the employee.”Dale
Yoder," Demotion is the shift to a position in which
responsibilities are decreased. Promotion is , in a sense, an
increase in rank and demotion is decrease in rank.”
CAUSES OFDEMOTION
 Demotion may take place due to the following
reasons:

1. Breach of Discipline
2. Inadequacy of Knowledge
3. Unable To Cope With Change
4. Organisational Re-Organisation
5. Organisational staff reductions
6. Wrong promotion
7. Poor health
POLICY OR PRINCIPLES OF
DEMOTION
Demotion is very harmful for
the employees morale. It is
an extremely pain for action,
impairing relationships
between people
permanently. While,effecting demotions, a
manager should be extremely careful not to
place himself on wrong side of the fence. It is
,therefore, very necessary to formulate a
demotion policy so that there may be no
grievance on the part of the trade unions.
➢A clear list of rules along withpunishable offences be
madeavailable to all the employees.
➢Any violation be investigatedthoroughly b a competent
authority
➢.In case of violations, it is better tostate the reasons for
taking such apunitive step clearly and elaborately
➢Once violations are proved, there should be a consistent
and equitable application of the penalty.
➢There should be enough room for the review.
 DEFINITION OF TRANSFER

• Transfer Involves the shifting of an employee from

one job to another without special reference to
changing responsibilities or compensation.

• Transfer is a horizontal or lateral movement of an

employee in a company which does not involve
the promotion or demotion related to change in
responsibility or compensation.
.
PURPOSE OF TRANSFER

a) To satisfy the needs of an organization

b) To meet an employee’s own request
c) To utilize services of an employee properly
d) To increase the versatility of the employee
e) To adjust the workforce of one plant with that of another
f) To replace a new employee by an employee
g) To help employee work according to their convenience
h) To penalize the employee
ATRANSFER POLICY
good transfer policy should-

● Clarify the type of transfer and the conditions under which these will
be made.
● Locate the authority in some officer who may initiate and implement
transfers.
● Indicate whether transfers can be made only within a sub-unit or
between departments, division or plant.
● Indicate the basis for transfer i.e. whether it will be based on seniority
or on skill and competence or any other factor.
● Decide the rate of pay to be given to the transferee.
● Intimate well in advance the fact of transfer to the person concerned.
● Be in writing and duly communicated to all concerned.
● Not be made frequent and not for the sake of transfer only.
TYPES OF TRANSFERS
• Production Transfer
• Personnel Transfer
• Versatility transfer
• Remedial Transfer
• Replacement Transfer
• Shift Transfer
• Plant Transfer
• Temporary and Permanent Transfer
 SEPARATION

DEFINITION:

● The end of an employment relationship in a

number of ways that virtually mean the same
thing to a person that the employee no longer
works for the company.
● Separation is a situation when the service
agreement of an employee with his/her
organization comes to an end and employee
leaves the organization.
TYPES OF EMPLOYEE SEPARATIONS

TYPES OF
EMPLOYEE
SEPARATION
VOLUNTARY INVOLUNTARY

QUITS RETIREMENTS LAYOFF’S DISCHARGES RETRENCHMENT

 PERFORMANCE APPRAISAL

• “It is the process of evaluating the performance and

qualifications of the employees in terms of the requirements of
the job for which he is employed, for purposes of
administration including placement, selection for promotions,
providing financial rewards and other actions which require
differential treatment among the members of a group as
distinguished from actions affecting all members equally.

• Others regard it as a “process of estimating or judging the

value, excellence, qualities or status of some object, person or
thing”. Individually and collectively, it is a part of all the
other staffing processes, viz. recruitment, selection, placement
and indoctrination.
 FUNCTIONS OF PERFORMANCE APPRAISAL

• It seeks to provide an adequate feedback to each individual for

his or her performance.

• It purports to serve as a basis for improving or changing

behavior toward some more effective working habits.

• It aims at providing data to managers with which they may

judge future job assignments and compensation. He stresses
the fact that the existing systems of performance appraisal do
not serve any of these functions effectively but focus on
‘outcome of behavior’.
 APPROACHES TO PERFORMANCE
APPRAISAL
• A casual, unsystematic, and often haphazard appraisal: This method
was commonly used in the past, but now it has given place to a more
formal method, the main basis being seniority or quantitative measures of
quantity and quality of output for the rank-and-file personnel.
• The traditional and highly systematic measurement of (i) employee
characteristics, and (ii) employee contributions, or both. It evaluates all
the performances in the same manner, utilizing the same approach, so
that the ratings obtained of separate personnel are comparable.
• The behavioral approach, emphasizing mutual goal-setting: in the
traditional approach, the supervisor is placed in the position of ‘Playing
Gods”. He judges and at times criticizes the personal worth of his men.
Therefore, emphasis has been laid upon providing mutual goal-setting
and appraisal of progress by both the appraiser and the appraise. This
approach is based on the behavioral value of fundamental trust in the
goodness, capability and responsibility of human beings.
 THE EVALUATION PROCESS
• The process of performance appraisal follows a set pattern, viz., a man’s
performance is periodically appraised by his superiors. Questions are raised
– Is his potential the greatest as a manager or as a staff specialist? Where
can he make his great contribution? Next, sometimes in consultation with the
man himself, tentative decisions are made on what might be done to advance
his development.
• “Usually, the resulting plan is then reviewed at a higher echelon of
management, where it may be challenged, changed or added to. But out of
the discussion and debate emerges a development plan tailored to the
individual’s unique needs”.
• The process of evaluation begins with the establishment of ‘performance
standards’. At the time of designing a job and formulating a job description,
performance standards are usually developed for the position. These
standards should be clear and not vague, and objective enough to be
understood and measured. These standards should be discussed with the
supervisors to find out which different factors are to be incorporated, weights
and points to be given to each factor and these then should be indicated on
the Appraisal Form, and later on used for appraising the performance of the
• Next to communicate these standards to the employees, for the employees left
to themselves, would find it difficult to guess what is expected of them. To
make communication effective, ‘feedback’ is necessary from the subordinate to
the manager. Satisfactory feedback ensures that the information
communicated by the manager has been received and understood in the way it
was intended.
• The third step is the ‘measurement of performance’. To determine what actual
performance is, it is necessary to acquire information about it. It is concerned
with how we measure and what we measure. Four sources of information are
frequently used to measure actual performance; personal observation,
statistical reports, oral reports and written reports.
• The fourth step is the comparison of actual performance with standards. The
employee is appraised and judged of his potential for growth and
advancement. Attempts are made to note deviations between ‘standard
performance’ and ‘actual performance’.
• At the next stage, results of appraisal are discussed periodically with the
employees, where good points, weak points, and difficulties are indicated and
discussed so that performance is improved. The information that the
subordinate receives about his assessment has a great impact on his self-
esteem and on his subsequent performance
• The final step is the initiation of corrective action when
necessary; immediate corrective action can be of two types.
• One is immediate and deals predominantly with symptoms. The
other is basic and delves into causes.
• Immediate corrective action is often described as “putting out
fires, “whereas basic corrective action gets to the source of
deviation and seeks to adjust the difference permanently.
Coaching and counseling may be done or special assignments
and projects may be set; persons may be deputed for formal
training courses, and decision-making responsibilities and
authority may be delegated to the subordinates.
• Attempts may also be made to recommend for salary increases or
promotions, if these decisions become plausible in the light of
appraisals.
WHO PERFORMS THE APPRAISAL?
• Immediate Supervisor • Evaluation Teams
• Higher Management • Customers
• Self-Appraisals • “360° Appraisals”
• Peers (Co-Workers)
THE 360º APPRAISAL INTERVIEW
Supervisor

Other Superiors Other Superiors

Individual Staff
Peers Customers
Self-Assessment

Teams Teams

Sub-Ordinates
PERFORMANCE APPRAISAL PROBLEMS

• Popularity Contest
• Punitive Implications
• Control Relinquishment
• Stereotypes
• Poor Training of Raters