NEED FOR TRAINING

1. Trainer.
2. Trainee.
3. Equipment for training.
4. Duration of training.

Trainer: The trainer must have the knowledge about the specific
area for which he is giving the training and have the ability to
import the knowledge to the concerned trainees and also have some
specific time to clear their doubts.

Trainee: Trainees are the main persons in the training programme.

The trainees should have concerned to that job for which they have
been inducted and they must have the interest for learning at the
time of training.

Equipment for training: As training are of different types. It is given

at the different area. Therefore if one has to give training into
mechanical area the there must be equipment related to that area.
So that it will become easier to the trainees to understand it easily.

Duration of training: Training time is fixed according to the job

demand. But approximately 6 months to one year is sufficient and is
inducted employee training to familiar with the job.

TRAINING AND DEVELOPMENT

Training Needs Analysis:

Training Needs Analysis process of identifying ‘The Gap’ i.e.- what will the
employees know or be able to do after the learning that they did not know or
were not able to do before the intervention? These learning outcomes should be
described in plain terms and in sufficient detail so as to be readily recognizable
when employees demonstrate the desired performance. The analysis should as
comprehensive as possible in order to promote perfect judgment in identifying
the needs in core areas, supportive functions, and for the development needs of
the individual, department and the organization and should facilitate a precise
plan, which is in line with the business plan and also facilitate strategic
development of training modules for various roles and organization related needs
to support the business plan.

The following elements will aid in doing an effective TNA:

 • Performance appraisal,
• Department/ functional recommendations
• Problems/ failures in the organization
• Surveys (including business, opinion and leadership surveys)
• Benchmarking and business competition exercises.
• Recommendations of experts/ OEMs

The basic framework of TNA will consist of:

• Assessment of present situation

• Where organization stands now
• Why we require training
• Envisioning Future
• Gathering information
• So Sharing results
• Sharing results

Training Need Identification:

Training need identification is a tool utilized to identify what interventions should

be provided to employees to improve their work productivity/ culture. Here the
focus should be placed on needs as opposed to desires of the employees for a
constructive outcome. In order to emphasize the importance of training need
identification we can focus on the following areas:

• To pinpoint if learning will make a difference in productivity and the bottom

line.
• To decide what specific learning each employee needs and what will
improve his/ her job performance.
• To differentiate between the need for training and organizational issues
and bring about a match between individual aspirations and organizational
goals.

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We can use the following matrix for further clarity.

BALCO: Training Needs Analysis Matrix

The Five Pillars
Pillar
Pillar 1: Pillar 2: Pillar 3: 4: Pillar 5:

Technical Processes Personal & Knowledge Training

Competence People

Contains Contains Contains all the Contains the

everything everything Personal Skills, such Contains learning
to do with as Solving Problems, everything to
to do with the Managing Time and do with solutions to
Technical Processes Training Others, as communication the training
Competence, and well as the of best needs
Skills, Procedures knowledge & practices within identified will
for example understanding a work process be
and the Quality concerned with First at every
Equipment System, the Aid, Industrial Safety, process step recorded. It
such procedures Equal Opportunity preceding does not
for Ordering etc. action. Also contain
as New contains training skills,
Machines, Materials or creation of as these are
New Methods Monitoring knowledge, in pillar 3,
of operating, converting it Personal and
Maintaining Resources into viable People.
Machinery, and the products and
processes services and a
or using New for synergistic
Techniques. Maintaining application of
and the same in the
Improving business.
production
or output.

Process of Training Need Identification

• Define and chart part of the organization in which the work has to be done.
It is to have a focused approach of the study. It could either be a particular
department, a section, a unit, a specific group or a staff category.
• Use various data collection measures to collect both qualitative as well as
quantitative data.
 • Analyze the entire data collected in order to find out causes of problem
areas and prioritize areas, which need immediate attention.
• Prioritize the different learning interventions according to the responses
collected.
• Record the entire data so that it can be used for future reference while
designing the learning interventions / L&D Calendar.

Individual Development Plan (IDP)

Individual Development Plan (IDP) is a formal document that identifies an

individual's learning and developmental goals. The HR Line Executive, SBU
Head and the individual jointly develop the IDP. This plan contains training,
education, and development activities (formal and informal) to acquire the
competencies needed to meet IDP goals.

IDPs are an excellent tool that can be used to develop and motivate. By
encouraging a focused approach to each individual's training/developmental
needs, we can help our employees enhance their job skills and become more
effective and productive. By promoting the use of IDPs we can also send a clear
message to our employees that we view each person's professional development
as a priority and it tends to be a good motivator for most employees.

The ideal IDP should primarily focus on two things:

1) Leveraging each employee's strengths/talents and

2) Providing new skills and knowledge that will help the employee perform better
in his job.

Faculty

Faculty is the backbone of any Learning Centre for Quality Assurance in

professional learning. While very attempt is being made in order to sign up
best-in-class external faculty/ institutes for in-company/ out-company
interventions, internal faculty development work should be institutionalized
in BALCO as a process to harness the potential of associates. And in this
context we should be able to attract, train, motivate, and retain talented
faculty.

For training and development of faculty, the focus areas would be:

o Learning content development and management

 o Effective Teaching Techniques
o Basic Facilitation Skills
o Communication skills
o Leadership and command skills
o Subject knowledge
o Research aptitude
o Application of knowledge to real life problems even at learning
stage.

Generating integrity and belongingness for the organization

TRAINING FOR DIFFERENT EMPLOYEES

Different levels of training to the employees.

1. Unskilled workers: 3 to 6 weeks given by

immediate supervisors, foreman for
training.
2. Semi-skilled workers: It is given by more
efficient workers or immediate boss or
inspectors that last for a few hours or
weeks.
3. Skilled workers: It is given mechanical type
of training and the duration period is 6
months to one year.

IMPORTANCE OF TRAINING

 Increased Productivity.
 Reduction in learning time.
 Better performance.
 Reduced supervision.
 Standardization.
 High morale.
 Organizational stability & flexibility.
 Improves labour management relationship.

PURPOSE OF TRAINING
The major purposes of training are listed below:

1) Training facilitates achievement of organization’s business objectives

and mission.

2) Training programmes are derived from the organizations overall

performance objectives and specific job requirements.

3) Training programmes are developed with participative input from

management, supervisors, and employees.

4) Training objectives, contents and delivery methods reflect the

organizational needs, structure, technology, and its ethos.

5) Training addresses both occupational skill requirements and the

academic or foundational knowledge, skills, and behaviours that underlie
them.

6) Training supports broadening of employee’s skills and empowering

them.

7) Training activities are interactive and experiential, and include regular

opportunities to integrate the knowledge and skills learned into solving
problems commonly encountered on the job.

8) Training is modular so it can be adapted to workplace schedules.

9) Training is reinforced on the job once trained employee’s return to their

workplace.

10) Training is tailored to learning needs and styles of individual

employees or group of employees.

11) Training is developed based upon an assessment of the target

employee’s knowledge, skills and abilities.

12) Training meets individual skill development needs as reflected in an

individualized development plan (based on each trainee’s own skill levels
and training goals).

13) Training builds employee’s understanding that learning is an integral

part of successful job performance.
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