Training and development

Training and development refers to educational activities within a company created to enhance
the knowledge and skills of employees while providing information and instruction on how to
better perform specific tasks.

Training constitutes a basic concept in human resource development. It is concerned with

developing a particular skill to a desired standard by instruction and practice. ...

Training is the act of increasing the knowledge and skill of an employee for doing a particular
job.

Types of Training

There are several types of training we can provide for employees. In all situations, a variety of
training types will be used, depending on the type of job.

 Technical training addresses software or other programs that employees use while
working for the organization.
 Quality training is a type of training that familiarizes all employees with the means to
produce a good-quality product. The ISO sets the standard on quality for most production
and environmental situations. ISO training can be done in-house or externally.
 Skills training focuses on the skills that the employee actually needs to know to perform
their job. A mentor can help with this kind of training.
 Soft skills are those that do not relate directly to our job but are important. Soft skills
training may train someone on how to better communicate and negotiate or provide good
customer service.
 Professional training is normally given externally and might be obtaining certification or
specific information needed about a profession to perform a job. For example, tax
accountants need to be up to date on tax laws; this type of training is often external.
 Team training is a process that empowers teams to improve decision making, problem
solving, and team-development skills. Team training can help improve communication
and result in more productive businesses.
 managerial training to get someone ready to take on a management role, this might be
given.
 Safety training is important to make sure an organization is meeting OSHA standards.
Safety training can also include disaster planning.

The importance of training

Training presents a prime opportunity to expand the knowledge base of all employees, but many
employers in the current climate find development opportunities expensive. Employees attending
training sessions also miss out on work time which may delay the completion of projects.
However despite these potential drawbacks, training and development provides both the
individual and organisations as a whole with benefits that make the cost and time a worthwhile
investment.
Improved employee performance – the employee who receives the necessary training is more
able to perform in their job. The training will give the employee a greater understanding of their
responsibilities within their role, and in turn build their confidence. This confidence will enhance
their overall performance and this can only benefit the company. Employees who are competent
and on top of changing industry standards help your company hold a position as a leader and
strong competitor within the industry.

Improved employee satisfaction and morale – the investment in training that a company
makes shows employees that they are valued. The training creates a supportive workplace.
Employees may gain access to training they wouldn’t have otherwise known about or sought out
themselves. Employees who feel appreciated and challenged through training opportunities may
feel more satisfaction toward their jobs.

Addressing weaknesses – Most employees will have some weaknesses in their workplace skills.
A training program allows you to strengthen those skills that each employee needs to improve. A
development program brings all employees to a higher level so they all have similar skills and
knowledge. This helps reduce any weak links within the company who rely heavily on others to
complete basic work tasks. Providing the necessary training creates an overall knowledgeable
staff with employees who can take over for one another as needed, work on teams or work
independently without constant help and supervision from others.

Consistency – A robust training and development program ensures that employees have a
consistent experience and background knowledge. The consistency is particularly relevant for the
company’s basic policies and procedures. All employees need to be aware of the expectations
and procedures within the company. Increased efficiencies in processes results in financial gain
for the company.

Increased productivity and adherence to quality standards – Productivity usually increases

when a company implements training courses. Increased efficiency in processes will ensure
project success which in turn will improve the company turnover and potential market share.

Increased innovation in new strategies and products – Ongoing training and upskilling of the
workforce can encourage creativity. New ideas can be formed as a direct result of training and
development.

Reduced employee turnover – staff are more likely to feel valued if they are invested in and
therefore, less likely to change employers. Training and development is seen as an additional
company benefit. Recruitment costs therefore go down due to staff retention.

Enhances company reputation and profile – Having a strong and successful training strategy
helps to develop your employer brand and make your company a prime consideration for
graduates and mid-career changes. Training also makes a company more attractive to potential
new recruits who seek to improve their skills and the opportunities associated with those new
skills. Training can be of any kind relevant to the work or responsibilities of the individual, and
can be delivered by any appropriate method.

For example, it could include:

 On-the-job learning
 Mentoring schemes
 In-house training
 Individual study

Blended learning is becoming more and more popular and as a company we have seen a definite
increase in this method of training over the last year. Blended Learning is the effective
combination of online learning and classroom learning. Many of 20|20’s clients prefer their staff
to learn on-site rather than attend off-site training programmes – especially in industries like oil
and gas where it is often very impractical to attend off-site courses. On-site learning programmes
like the blended learning approach, allow 20|20 to train more people working across a larger
international footprint than just the UK. This makes it much more cost-effective and allows for
greater process consistency.

Training Methods

Many methods of training are available- each has certain advantages and disadvantages. Here we
list the different methods of training...you can comment on the pros and cons and make the
examples concrete by imagining how they could be applied in training truck drivers.

1. Technology-Based Learning

Common methods of learning via technology include:

 Basic PC-based programs

 Interactive multimedia - using a PC-based CD-ROM
 Interactive video - using a computer in conjunction with a VCR
 Web-based training programs

The forms of training with technology are almost unlimited. A trainer also gets more of the
learner''s involvement than in any other environment and trainees have the benefit of learning at
their own pace.

Example: In the trucking industry one can imagine interactive multimedia training on tractor-
trailers followed by a proficiency test to see how well the employee knows the truck.

2. Simulators

Simulators are used to imitate real work experiences.

Most simulators are very expensive but for certain jobs, like learning to fly a 747, they are
indispensable. Astronauts also train extensively using simulators to imitate the challenges and
micro-gravity experienced on a space mission. The military also uses video games (similar to the
"shoot-em-up" ones your 14-year old plays) to train soldiers.

Example: Truck drivers could use simulators to practice responding to dangerous driving
situations.

3. On-The-Job Training

Jumping right into work from day one can sometimes be the most effective type of training.

Here are a few examples of on-the-job training:

 Read the manual - a rather boring, but thorough way of gaining knowledge of about a
task.
 A combination of observation, explanation and practice.
 Trainers go through the job description to explain duties and answer questions.
 Use the intranet so trainees can post questions concerning their jobs and experts within
the company can answer them.

On-the-job training gives employees motivation to start the job. Some reports indicate that
people learn more efficiently if they learn hands-on, rather than listening to an instructor.
However, this method might not be for everyone, as it could be very stressful.

Example: New trucking employees could ride with experienced drivers. They could ask
questions about truck weigh stations, proper highway speeds, picking up hitchhikers, or any
other issues that may arise.

4. Coaching/Mentoring

Coaching/mentoring gives employees a chance to receive training one-on-one from an

experienced professional. This usually takes place after another more formal process has taken
place to expand on what trainees have already learned.

Here are three examples of coaching/mentoring:

 Hire professional coaches for managers (see our HR.com article on Understanding
Executive Coaching)
 Set up a formal mentoring program between senior and junior managers
 Implement less formal coaching/mentoring to encourage the more experienced
employees to coach the less experienced.

Coaching/mentoring gives trainees the chance to ask questions and receive thorough and honest
answers - something they might not receive in a classroom with a group of people.

Example: Again, truck drivers could gain valuable knowledge from more experienced drivers
using this method.
5. Lectures

Lectures usually take place in a classroom-format.

It seems the only advantage to a lecture is the ability to get a huge amount of information to a lot
of people in a short amount of time. It has been said to be the least effective of all training
methods. In many cases, lectures contain no form of interaction from the trainer to the trainee
and can be quite boring. Studies show that people only retain 20 percent of what they are taught
in a lecture.

Example: Truck drivers could receive lectures on issues such as company policies and safety.

6. Group Discussions & Tutorials

These most likely take place in a classroom where a group of people discuss issues.

For example, if an unfamiliar program is to be implemented, a group discussion on the new

program would allow employees to ask questions and provide ideas on how the program would
work best.

A better form of training than lectures, it allows all trainees to discuss issues concerning the new
program. It also enables every attendee to voice different ideas and bounce them off one another.

Example: Truck drivers could have group discussions and tutorials on safety issues they face on
the road. This is a good way to gain feedback and suggestions from other drivers.

7. Role Playing

Role playing allows employees to act out issues that could occur in the workplace. Key skills
often touched upon are negotiating and teamwork.

A role play could take place between two people simulating an issue that could arise in the
workplace. This could occur with a group of people split into pairs, or whereby two people role
play in front of the classroom.

Role playing can be effective in connecting theory and practice, but may not be popular with
people who don´t feel comfortable performing in front of a group of people.

Example: Truck drivers could role play an issue such as a large line-up of trucks is found at the
weighing station and one driver tells another that he might as well go ahead and skip the whole
thing. Or role play a driver who gets pulled over by a police officer and doesn´t agree with the
speeding charge.

8. Management Games

Management games simulate real-life issues faced in the workplace. They attract all types of
trainees including active, practical and reflective employees.

Some examples of management games could include:

  Computer simulations of business situations that managers ´play´.
 Board games that simulate a business situation.
 Games surrounding thought and creativity - to help managers find creative ways to solve
problems in the workplace, or to implement innovative ideas.

Example: In a trucking business, managers could create games that teach truckers the impact of
late deliveries, poor customer service or unsafe driving.

9. Outdoor Training

A nice break from regular classroom or computer-based training, the usual purpose of outdoor
training is to develop teamwork skills.

Some examples include:

 Wilderness or adventure training - participants live outdoors and engage in activities like
whitewater rafting, sailing, and mountain climbing.
 Low-impact programming - equipment can include simple props or a permanently
installed "low ropes" course.
 High-impact programming - Could include navigating a 40-foot "high ropes" course, rock
climbing, or rappelling.

Outgoing and active participants may get the most out of this form of training. One risk trainers
might encounter is distraction, or people who don´t like outdoor activities.

Example: As truck drivers are often on the road alone, they could participate in a nature-training
course along with depot personnel to build esprit de corps.

10. Films & Videos

Films and videos can be used on their own or in conjunction with other training methods.

To be truly effective, training films and videos should be geared towards a specific objective.
Only if they are produced effectively, will they keep the trainees attention. They are also
effective in stimulating discussion on specific issues after the film or video is finished.

Films and videos are good training tools, but have some of the same disadvantages as a lecture -
i.e., no interaction from the trainees.

A few risks to think about - showing a film or video from an outside source may not touch on
issues directly affecting a specific company. Trainees may find the information very interesting
but irrelevant to their position in the company.

Some trainers like to show videos as a break from another training method, i.e. as a break from a
lecture instead of a coffee break.

This is not a good idea for two reasons. One: after a long lecture, trainees will usually want a
break from any training material, so a training film wouldn´t be too popular. Two: using films
and videos solely for the purpose of a break could get expensive.
Example: Videos for truckers could show the proper way to interact with customers or illustrate
preventive maintenance techniques.

11. Case Studies

Case studies provide trainees with a chance to analyze and discuss real workplace issues. They
develop analytical and problem-solving skills, and provide practical illustrations of principle or
theory. They can also build a strong sense of teamwork as teams struggle together to make sense
of a case.

All types of issues could be covered - i.e. how to handle a new product launch.

Example: Truck drivers could use case studies to learn what issues have been faced in the
trucking industry in the past and what they could do if a similar situation were to occur.

12. Planned Reading

Basically planned reading is pre-stage preparation to more formal methods of training. Some
trainees need to grasp specific issues before heading into the classroom or the team-building
session.

Planned reading will provide employees with a better idea of what the issues are, giving them a
chance to think of any questions beforehand.

Example: Here we may be stretching if we think that truckers are going to read through a lot of
material the training department sends them.

Difference between training and development

Points Training Development

Management development refers to

Training is the process of teaching
teaching managers and professionals
1. Definition employees the basic skills they
to increase knowledge, skills, attitude,
need to perform their jobs.
needed for future jobs.

2. Present/Future Training is present-day oriented. Development is future day oriented.

Training programs are arranged Development programs are arranged

3. Participant
for employees. for executives.

It is the lower level learning

4. Level It is a higher level learning program.
program.
 Training is used for enhancing Development is used for enhancing
5. Area much more skills and knowledge specific skills and knowledge to the
to the employees. executives.

Skill level is changed through Behavior level is changed through

6. Change
Training. Development.

Training is a narrower concept Development is a broader concept

7. Focused
focused on job-related skills focused on personality development.

Training is aimed at improving The development aims at overall

8. Aimed job-related efficiency and personal effectiveness including job
performance. efficiencies.

Training refers only to instruction Development refers to the

9. Instruction in technical and mechanical philosophical, theoretical and
operations. educational concept.

Training courses are typically Development involves a broader

10. Period
designed for a short-term period. education for long term purposes.

Career Management and Career Planning

Career is a sequence of attitudes and behaviours associated with the series of job and work
related activities over a person’s lifetime.

Effective HRM encompasses career planning, career development and succession planning. An
organization without career planning and career development initiatives is likely to encounter the
highest rate of attrition, causing much harm to their plans and programmes. Similarly without
succession planning managing of vacancies, particularly at higher levels, become difficult. There
are examples of many organizations that had to suffer for not being able to find a right successor
for their key positions. With the increase scope for job mobility and corporate race for global
headhunting of good performers, it is now a well established fact that normal employment span
for key performers remains awfully short.

The term career planning and career developments are used interchangeably in most of the
organizations. It is also correct that but for their subtle difference in the definitional context, their
process remains the same.

Career management is a process by which individuals can guide, direct and influence the
course of their careers. In the course of our career we move from one stage to another setting and
implementing appropriate goals at each stage. Our goals differ from getting established on job at
early career stage to career reappraisal, moving away from technical areas & becoming more of a
generalist. Movement form one career stage to another will require individuals to update self &
to appropriate change goals. When required danger exist that individuals may too long stay in a
job they don’t like or miss career opportunity

Career planning is the process by which one selects career goals and the path to these goals.
The major focus of career planning is on assisting the employees achieve a better match between
personal goals and the opportunities that are realistically available in the organization. Career
programmers should not concentrate only on career growth opportunities. Practically speaking,
there may not be enough high level positions to make upward mobility a reality for a large
number of employees. Hence, career-planning efforts need to pin-point and highlight those areas
that offer psychological success instead of vertical growth. Career planning is not an event or end
in itself, but a continuous process of developing.

Employee and employer contribution in development

Employee development is defined as a process where the employee with the support of his/her
employer undergoes various training programs to enhance his/her skills and acquire new
knowledge and skills.

Employee's Role in Career Management

For its part, the employer should provide career-oriented training, development, and
promotional opportunities, offer career information and career programs, and give employees a
variety of career options.

The Employee’s Role in Career Management

We will see that the employee, the manager, and the employer all have roles in the employee’s
career development. For example, the manager should provide timely and objective performance
feedback, offer developmental assignments and support, and have career development
discussions with the employee.

He or she should act as a coach, appraiser, advisor, and mentor, listening to and clarifying the
employee’s career plans, giving feedback, generating career options, and linking the employee to
organizational resources and career options.

For its part, the employer should provide career-oriented training, development, and promotional
opportunities, offer career information and career programs, and give employees a variety of
career options.

Ultimately, however, it is the employee who must shoulder responsibility for his or her own
career; assess interests, skills, and values; seek out career information resources; and generally
take those steps that must be taken to ensure a happy and fulfilling career. For the employee,
career planning means matching individual strengths and weaknesses with occupational
opportunities and threats.

In other words, the person wants to pursue occupations, jobs, and a career that capitalize on his
or her interests, aptitudes, values, and skills. He or she also wants to choose occupations, jobs,
and a career that make sense in terms of projected future demand for various occupations.
Ideally, he or she should create in his or her mind an ideal future “self” to strive for.
The Employer’s Role in Career Management

Along with the employee, the person’s manager and employer have career management
responsibilities. These depend partly on how long the employee has been with the firm.

For example, before hiring, realistic job interviews can help prospective employees more
accurately gauge whether the job is a good fit for them. Especially for recent college graduates,
the first job can be crucial for building confidence and a more realistic picture of what he or she
can and cannot do: providing challenging first jobs and having an experienced mentor who can
help the person learn the ropes are important.

Some refer to this as preventing reality shock, reality shock is Results of a period that may occur
at the initial career entry when the new employee’s high job expectations confront the reality of a
boring or otherwise unattractive work situation.

A phenomenon that occurs when a new employee’s high expectations and enthusiasm confront
the reality of a boring,
unchallenging job. Periodic job rotation can help the person develop a more realistic picture of
what he or she is good at, and thus the career moves that might be best.

Thus, Intuit offers new graduates entrée into its Rotational Development Programs. These are
comprehensive, 2-year programs in which employees first learn about Intuit’s products,
customers, employees, strategies, and values. Next the employees complete four 6-month
rotations, getting experience in a range of Intuit business units and a variety of functions, for
instance, product management, marketing, and human resources.

All Rotational Development Program participants are paired with an executive advisor, who
provides career coaching and mentoring.

Finally, we will see that once the person has been on the job for a while, career-oriented
appraisals are important. Here the manager not only appraises the employee but helps the person
to match his or her strengths and weaknesses with a feasible career path.

Training Process in HRM – Steps, Process and Phases

A training is not a one sort affair; rather it is a step-by-step process that will completed only after
successful completion of given sequential activities.

Step # 1. Identifying Training Needs:

Training need is a difference between standard performance and actual performance. Hence, it
tries to bridge the gap between standard performance and actual performance. The gap clearly
underlines the need for training of employees. Hence, under this phase, the gap is identified in
order to assess the training needs.

Step # 2. Establish Specific Objectives:

After the identification of training needs, the most crucial task is to determine the objectives of
training. Hence, the primary purpose of training should focus to bridge the gap between standard
performance and actual performance. This can be done through setting training objectives. Thus,
basic objective of training is to bring proper match between man and the job.

Step # 3. Select Appropriate Methods:

Training methods are desired means of attaining training objectives. After the determination of
training needs and specification of objectives, an appropriate training method is to be identified
and selected to achieve the stated objectives. There are number of training methods available but
their suitability is judged as per the need of organizational training needs.

Step # 4. Implement Programs:

After the selection of an appropriate method, the actual functioning takes place. Under this step,
the prepared plans and programs are implemented to get the desired output. Under it, employees
are trained to develop for better performance of organizational activities.

Step # 5. Evaluate Program:

It consists of an evaluation of various aspects of training in order to know whether the training
program was effective. In other words, it refers to the training utility in terms of effect of training
on employees’ performance.

Step # 6. Feedback:

Finally, a feedback mechanism is created in order to identify the weak areas in the training
program and improve the same in future. For this purpose, information relating to class room,
food, lodging etc., are obtained from participants. The obtained information, then, evaluated, and
analyzed in order to mark weak areas of training programs and for future improvements.

This process is explained as follows:

1. Assessment of Training Needs:

Before training someone, it obviously makes sense to know whether the person really requires
training and if so, what the training should achieve. Training, therefore, traditionally starts with
determining what training is required. How you analyse training needs depends on whether
you’re training new or current employees.

The main task in analysing new employees’ training needs is to determine what the job entails
and to break it down into subtasks, each of which you then teach to the new employees.
Analysing current employee’s needs can be more complex, since you have the added task of
deciding whether training is the solution.

The training needs are analysed with the help of following types of analysis:
(i) Organisational Analysis:

In this analysis, the entire organisation is studied in terms of its objectives, resources, resource
allocation and utilisation, growth potential and the environment. The reason for this analysis is to
determine where training emphasis should be placed within the organisation.

Under organisational analysis the following elements are studied:

(a) Analysis of Objectives and Strategies:

In this, the long-term and short-term objectives at different levels and the strategies used for the
achievement of these objectives at different levels are analysed. This is done due to the reason
that it is necessary to review and revise the objectives according to the changing environment.
For this purpose, the general objectives are converted into specific and detailed operational
targets.

(b) Resource Utilisation Analysis:

The main purpose of this analysis is to study how the organisational resources are put to use.
This analysis examines the contributions of the various departments by establishing efficiency
indices for each unit and these indices help in determining the contribution of the human
resources.

(c) Environmental Analysis:

This analysis studies the economic, social, political, and technological environment of the
organisation. The main purpose of this analysis is to identify the controllable and uncontrollable
factors affecting the organisation.

(d) Organisational Climate Analysis:

In this analysis, the attitude of management and the employees is studied, as for developing and
implementing the training programme, the support of the management and their attitude towards
employees is to be studied necessarily.

(ii) Role or Task Analysis:

It is a detailed examination of the aspects involved in the job. It studies the various operations
and the conditions under which these operations are to be performed.

Following procedure is involved in the task analysis:

(a) Using the job description as a guide, the duties and responsibilities of the task under
consideration are listed.

(b) Making the list of the standards of performance of the job.

(c) Comparing the actual performance with the standard performance.

(d) If there is a gap between the two, identifying the parts of the job which are making trouble in
the effective performance of the job.

(e) Determining the training needs to overcome the troubles.

(iii) Manpower Analysis:

The primary purpose of this analysis is to study the abilities, skills and the growth and
development of the individual. The manpower analysis helps in analysing the strengths and
weaknesses of the individual. It also helps in determining that if he requires training or not. If
yes, then what kind of training is required for him?

The various sources of such information are as follows:

(a) Observation of employee at the workplace.

(b) Conducting the interview of the employee’s superior and peers.

(c) Personal records of the employee.

(d) Production records and tests.

These sources will provide the information about the existing skills and attitude of the employee
that he should possess.

2. Preparing the Training Programme:

The second step after determining the training needs in the training process, is to prepare the
training programme for meeting these needs.

The training programme should be such that it should address the following issues:

(i) Type of trainees both new and old

(ii) Type of training material that is required

(iii) Resource person who will provide training

(iv) On-the-job or off-the-job training programme

(v) Duration of the training programme

(vi) Method of training.

3. Preparing the Learners:

It is necessary that the trainees who are going to attend the training programme should be well-
prepared for the program. If they are not prepared, they will not take interest in learning the
important aspects of the training programme. Therefore, there should be preparation for the
learners so that they may derive maximum benefit out of the training programme.

Following steps are required for the preparation of learners for the training programme:

(i) Putting the learners at ease particularly if they are newcomers so that they do not feel nervous
at the job.

(ii) Making the learners understand the importance of the job and its relationship to total
workflow.

(iii) Making the learners understand the needs and objectives of training in relationship to their
job.

(iv) Arousing motivation among the learners to learn by creating interest among the learners
about the training programme.

(v) In the case of on-the-job training, placing the learners as close to their workplace as possible.

(vi) Making the learners familiar with the equipment, materials, tools, etc.

4. Implementing Training Programme:

This is the action phase of the training programme. In this phase, the trainer demonstrates and
illustrates the new methods and knowledge to the learners. The learners at this stage are exposed
to the various training activities. The key points are stressed upon and one point is explained at
one time for making the training an effective learning experience for the employees.

Audio-visual aids are used to demonstrate and illustrate and the trainer encourages the trainees
for questions in order to maintain the interest of the learners in the training programme.

5. Performance Try Out:

In this stage, the trainee is asked to perform the job several times, slowly. The mistakes of the
trainees are corrected and if necessary, the complicated and difficult aspects are explained again.

6. Evaluation of the Training Programme:

Evaluation of training is an attempt to obtain information (feedback) on the effects of a training

programme and to access the value of the training in light of that information. While
organisations may be devoting a lot of money and efforts towards designing and conducting
training programmes, due attention is often not paid to the evaluation part. This may be vested in
the belief that measurement of effectiveness of training, if not impossible, is difficult.

Real effectiveness of training and development efforts can be judged only from a systematic
study of the actual change in the behaviour and performance on the job, over an extended period
of time. The primary function of training is therefore to provide new knowledge, new skills and
bring about change in attitude and behaviour.
Training is absolutely meaningless if it fails to bring about changes in any of these areas.
Therefore, evaluation of training is made only in relation to change in skills, knowledge, attitude
and behaviour.