Overview of Training& Development
Overview of Training& Development
Overview of Training& Development
1. Introduction
In the field of human resource management, training and development is the field which is
concerned with organizational activity aimed at bettering the performance of individuals and
groups in organizational settings. It has been known by several names, including human resource
development, and learning and development. (Rosemary Harrison 2005)
“Training & Development is any attempt to improve current or future employee performance by
increasing an employee’s ability to perform through learning, usually by changing the
employee’s attitude or increasing his or her skills and knowledge.”
Training and development encompasses three main activities: training, education, and
development. Garavan, Costine, and Heraty, of the Irish Institute of Training and Development,
note that these ideas are often considered to be synonymous. However, to practitioners, they
encompass three separate, although interrelated, activities. (Thomas N. Garavan, Pat Costine,
and Noreen Heraty 1995)
As Gary Dessler defines training, refers to the method used to give new or present employees the
skills they need to perform their job.
Noe,Hollenbeck, Gerhart, Wright also define training as, training consists of an organizations
planned efforts to help employees acquire job related knowledge, skills, abilities and behaviors
with the goal of applying these on the job.
According to J.Kenney, E.Donnelly, and M.Reid training is helping an individual to learn how to
carry out satisfactorily the work required of him in his present job.
This activity is both focused upon, and evaluated against, the job that an individual currently
holds.
1.1.2. Education:
Both training and education are instructional process designed to modify human behavior. As
such, their basic foundations are independent on learning and transfer process. In the past,
professionals emphasized differences between training and education based on the specificity of
their program objectives. Thus, industrial training objectives were easily specified and were
designed to produce uniform terminal behavior. But as society becomes more concerned with
providing services and managing human resources, as well as with nuts-and-bolts machinery,
management has begun to recognize that uniform behavior by all trainees is not necessarily a
A number of writers including Tamehill (1970) and String fellow (1968) have discussed the
nature of education and training in industry and have pointed to the problems which arise from
the different meanings attributed to these two words. The word education, for example, narrowly
used to mean the formal process of studying a syllabus of work, which usually involves
attendance at educational institution. It is also used in the very much broader sense of ‘life itself
is the best educator’, where the meaning conveyed is that of developing an individual’s
personality, attitudes, and knowledge of self. Similarly the word training is used both as a
synonym for education and, in our view more appropriately, in the restricted sense of learning
behavior which is usually capable of precise definition. (J.Kenney, E.Donnelly, and M.Reid,
1979)
Also education and training are both concerned with promoting and guiding learning, we can
consider how training and education differ and yet can complement each other. They differ in
four main areas: in the degree to which their objectives can be specified in behavioral terms, in
the time normally needed to achieve these objectives, in their method of learning, and in the
learning material involved. (J.Kenney, E.Donnelly, and M.Reid, 1979)
As Noe, Hollenbeck, Gerhart, and Wright employee development is the combination of formal
education, job experience, relationship, and assessment of personality and abilities to help
employees prepare for the future of their careers.
Whereas J.Kenney, E.Donnelly, and M.Reid define development as preparing the individual for
a future job.
Development implies learning that is not necessarily related to the Employees current job.
Instead it prepares employees for other positions in the organization, and increases their ability to
move in the jobs that may not yet exist. Development also helps employees prepare for changes
in their current job. ( Hollenbeck, Gerhart, Wright, 2007)
• Skills
• Education
• Development
• Ethics
• Problem Solving Skills
• Decision Making
•Attitudinal Changes
Research has shown specific benefits that a small business receives from training and developing
its workers, including:
• Increased productivity.
• Reduced employee turnover.
Prepare materials
Schedule program
Interpret results
Implement program
Training and human resource development model (David M.Harris and Randy L.De
Simon, 1994)
This phase of the training process provides the information necessary to design the entire
program. An examination of the model indicates that the training and evaluation phases are
dependent up on the input from the development phase. Unfortunately, many programs are
doomed to failure because trainers are more interested in conducting the training program than in
assessing the needs of the organization. (Goldstein, 1974)
The needs assessment phase consists of organizational analysis, task analysis, and
persons/individual analysis.
Usually, the needs assessment begins with the organization analysis. This is a process or
determining the appropriateness of training by evaluating the characteristics of the organization.
The organization analysis looks at training needs in light of the organization’s strategy, resource
available for training, and managements support for training activities. Anyone planning a
training program must consider whether the organization has the budget, time and expertise for
training.
Even if training fits organizations strategy and budget, it can be viable only if the
organization is willing to support the investment in training. (Gerhart et al, 2007))
Person’s analysis is a process for determining individuals’ needs and readiness for
training. It involves answering several questions
Do performance deficiencies result from a lack of knowledge, skill, or ability? (If so,
training is appropriate; if not, other solutions are more relevant.)
Who needs training?
Are these employees ready for training?
The answers to these questions help the manager identify whether training is appropriate
and which employees need training. In certain situations, such as the introduction of new
technology or service, all employees may need training. However when needs assessment is
conducted in response to performance problem training is not always the best solution. The
person analysis is therefore critical when training is considered in response to a performance
problem. (Gerhart et al, 2007)
Formally establishing objectives for the training program has several benefits. First a
training program based on clear objectives will be more focused and more likely to succeed. In
addition, when trainers know the objectives, they can communicate them to the trainees.
As Michael Armstrong (2010) points out, it is essential to be clear about what the program or
event is required to achieve its training objectives and outcomes. These are defined by reference
to established training needs, and provide the basis for planning content and evaluating results.
Objectives can be defined as criterion behavior (the performance standards or changes in
behavior on the job to be achieved if a learning process is to be regarded as successful) and
terminal behavior (what actually happened following the training event).Any gap between
criterion and terminal behavior will indicate deficiencies in the program.
If possible the objectives should include measurable performance standards. Finally,
training objectives should identify any resources required to carry out the desired performance or
outcome. This helps the organization ensure that employees will be able to apply what they have
learned. (Gerhart et al, 2007)
Learning permanently changes behavior. For employees to acquire knowledge and skills
in the training program and apply what they have learned in their jobs, the training program must
be implemented in a way that applies what we know about how people learn.
Employees are most likely to learn when training is linked to their current job
experiences and tasks. There are a number of ways trainers can make this link. Training sessions
should present material using familiar concepts, terms, and examples. As far as possible, the
training context-such as the physical setting or the images presented on a computer- should
mirror the work environment.
3. 4 Evaluation of Training
Trainee satisfaction
Return on investment
Performance improvements
New skills and knowledge
Transfer of training
Formal training research an effort is need to obtain the most valid measures
available. Thorough evaluations of available measures usually precede their use in the research.
Action research less rigorous evaluation of measures than in scientific research.
Participants often lack training in the use and evaluation of educational measures but can do
satisfactory job with help of a consultant.
Group assinment Page 16
MANAGING TRAINING & DEVELOPMENT 2013
Casual or “common sense” approach usually no evaluation is made except for the
casual observations of the trainers participating. (Goldstein, 1974)
4. 1. Training Technique
After determining the employees’ training needs, created a perceived need, and set
training objectives, you can design, validate, and implement a training program. Popular training
techniques are described in this section. Training in organizations is offered in many different
areas. Some of this training is conducted primarily in-house, whereas other types of training
make greater use of external (off-house) training resources. (Mathis ,p 313)
1. On-the-job training
One of the most common and least expensive methods of training is on-the-job training (OJT).
OJT refers to the process of learning skills while working where workers-especially new workers
Obtain the knowledge and skills they need to complete their tasks through a systematic training
program ( Bernatek,2010).
On-the-job training is delivered to employees while they perform their regular jobs. In this way,
they do not lose time while they are learning. After a plan is developed for what should be
taught, employees should be informed of the details. A timetable should be established with
periodic evaluations to inform employees about their progress. On-the-job techniques include
orientations, job instruction training, apprenticeships, internships and assistantships, job rotation
and coaching.
i) Orientations: are for new employees. The first several days on the job are crucial in the
success of new employees. Orientation is the planned introduction of new employees to their
jobs, coworkers, and the organization. Orientation training should emphasize the following
topics:
The key members in the department, and how the department helps fulfill the mission of the
company.
ii) Job rotation: Involves moving an employee through a series of jobs so he or she can get
a good feel for the tasks that are associated with different jobs. It is usually used in training
for supervisory positions. The employee learns a little about everything. Through job
rotation, companies can create a flexible workforce capable of performing a variety of tasks
and working for multiple departments or teams if needed. Furthermore, employees can
cultivate a holistic understanding of a company through job rotation and can learn and
appreciate how each department operates. Effective job rotation programs entail more than a
couple of visits to different departments to observe them. Rather, they involve actual
participation and completion of actual duties performed by these departments. In addition,
job rotation duties encompass typical work performed under the same conditions as the
employees of the departments’ experience. Because of the value some companies place on
job rotation, they establish permanent training slots in major departments, ensuring ongoing
exposure of employees to new tasks and responsibilities
iii) Apprenticeship - A method of training where an unskilled person understudies a skilled
person develop employees who can do many different tasks. They usually involve several
related groups of skills that allow the apprentice to practice a particular trade, and they take
place over a long period of time in which the apprentice works for, and with, the senior
skilled worker.
iv.) Internships and Assistantships: are usually a combination of classroom and on-the-job
training. They are often used to train prospective managers or marketing personnel.
Internships: An internship is a form of on-the-job training that usually combines job training
with classroom instruction in trade schools, high schools, colleges, or universities
vi.) Committees: Committees are part of every-day activity in any organization. They can
also be effective learning tools, with the right focus. Committees made up of staff from
a) Role playing and simulation: : Simulation is a training approach that uses a training site set up
to be identical to the work site. In this setting, trainees can learn under realistic conditions but be
away from the pressures of the production schedule. One type of simulation is called vestibule
training, which occurs in special facilities that replicate the equipment and work demands of
jobs. Examples of vestibule training include airlines that use simulators to train pilots
b) Audiovisual methods: such as television, videotapes and films are the most effective means of
providing real world conditions and situations in a short time. One advantage is that the
presentation is the same no matter how many times it's played. This is not true with lectures,
which can change as the speaker is changed or can be influenced by outside constraints.
c) Programmed Learning: computer-aided instruction and interactive video all have one
thing in common: they allow the trainee to learn at his or her own pace. Also, they allow
material already learned to be bypassed in favor of material with which a trainee is having
difficulty. After the introductory period, the instructor need not be present, and the trainee
can learn as his or her time allows. These methods sound good, but may be beyond the
resources of some small businesses.
d) Classroom Lectures and Conference Training: Training seminars, courses, and
presentations can be used in both skills-related and developmental training. Lectures and
discussions are a major part of this training. The numerous management development
courses offered by trade associations and educational institutions are examples of
conference training. Company-conducted short courses, lectures, and meetings usually
consist of classroom training, whereas company sales meetings are a common type of
conference training. Both classroom and conference training frequently make use of training
techniques such as case discussions, films, and tapes to enhance the learning experience.
Particularly important in classroom training is to recognize that adults in classroom training
have different expectations and learning styles than do younger students. (Barb Berquam
1998)
Lectures present training material verbally and are used when the goal is to present a great
deal of material to many people. It is more cost effective to lecture to a group than to train
people individually. Lecturing is one-way communication and as such may not be the most
effective way to train. Also, it is hard to ensure that the entire audience understands a topic
on the same level; by targeting the average attendee you may under train some and lose
others. Despite these drawbacks, lecturing is the most cost-effective way of reaching large
audiences. (Zeromillion.com2002-2011)
f) Case studies: The case study is a classroom-oriented development technique that has been
widely used. Cases provide a medium through which trainees can study the application of
management or behavioral concepts. The emphasis is on application and analysis, not mere
memorization of concepts. One common complaint is that cases sometimes are not
sufficiently realistic to be useful. Also, cases may contain information inappropriate to the
kinds of decisions that trainees would make in a real situation.
g) Computer-based training
In computer-based training (CBT), computers and computer-based instructional materials are the
primary medium of instruction. Computer-based training programs are designed to structure and
present instructional materials and to facilitate the learning process for the student. Primary uses
of CBT include instruction in computer hardware, software, and operational equipment. The last
is of particular importance because CBT can provide the student with a simulated experience of
operating a particular piece of equipment or machinery while eliminating the risk of damage to
costly equipment by a trainee or even a novice user. At the same time, the actual equipment's
operational use is maximized because it need not be utilized as a training tool. The use of
computer-based training enables a training organization to reduce training costs, while improving
the effectiveness of the training. Costs are reduced through a reduction in travel, training time,
and amount of operational hardware, equipment damage, and instructors. Effectiveness is
improved through standardization and individualization. In recent years, videodisc and CD-ROM
(Compact Disk-Read Only Memory) have been successfully integrated into computer platforms
allowing low-cost personal computers to serve as multimedia machines, increasing the flexibility
and possibilities of CBT
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