TRAINING & DEVELOPMENT
TRAINING
A planned effort by a company to facilitate
employees’ learning of job-related
competencies.
Competencies include knowledge, skills or
behavior critical for successful job performance.
The goal of training is for employees to master
the competencies and apply them to their day-
to-day activities.
Training
An Expert working with the learners to transfer to them certain level
Of knowledge or skills to improve in their current job
Planned effort by the company
facilitation
Employee’s learning of job competencies
KSA
•Knowledge
•Skills
•Abilities
Competency Model
To use training to gain a competitive advantage,
a company should view training broadly as a
way to create intellectual capital.
Intellectual capital includes basic skills
advanced skills and understanding of the
customer or manufacturing system, and self-
motivated creativity.
High-leverage training
Is linked to strategic business goals and objectives.
Uses an instructional design process to ensure that
training is effective.
Compares or benchmarks the company's training
programs against training programs in other
companies.
Creates working conditions that encourage
continuous learning.
Continuous learning - requires employees to
understand the entire work system, including the
relationships among their jobs, their work units,
and the company.
Managers take an active role in:
Identifying training needs.
Ensuring that employees use training in their work.
Facilitating the sharing of knowledge, by using
informational maps.
Today, training is being evaluated on how
training addresses business needs related to
learning, behavior change, and performance
improvement.
There is a greater emphasis on:
Providing educational opportunities for all
employees.
Performance improvement as an ongoing process
than a one-time training event.
Demonstrating to executives, managers, and trainees
the benefits of training.
Learning as a lifelong event.
Training being used to help attain strategic business
objectives.
Learning
Relatively permanent change in cognition that
results from experience and that directly
influences the behavior
Cognition refers to understanding & thinking
- When a person is
learning a particular skill
Skill Based Learning or only recently learned
•Compilation is compilation
•automaticity - A person who masters
the skill and uses it, is in
the automaticity stage
LEARNING
Cognitive knowledge
•Declarative Knowledge Attitudinal learning
•Procedural knowledge Affect/ Feelings
•Strategic Knowledge
Declarative: The information we require and place in memory
Procedural : How information is organized for use into what we
already know Beliefs & opinion that
Strategic” Our understanding of how, when and why information support or inhibit the
is used and is useful behavior
Assignment
Develop a scenario in which the subject is lacking in any of the following
- Skills
- Knowledge
- Attitude
How can his behavior or deficiency be managed with the help of learning
Key capabilities needed to
implement learning strategies:
Alignment of learning goals to the business goals.
Measurement of the overall business impact of the
learning function.
Movement of learning outside the company to
include customers, vendors, and suppliers.
A focus on developing competencies for the most
critical jobs.
Key capabilities needed to
implement learning strategies:
Integration of learning with other human resource
functions such as knowledge management,
performance support, and talent management.
Training delivery approaches that include classroom
as well as e-learning.
Design and delivery of leadership development
courses.
Development
Is a broad multifaceted set of activities to bring
someone or an organization upto a threshold
Of performance Often to perform a particular role or set of activities
Development
Training
Result of Learning SKA
Opportunity To learn SKA
Why do Companies Train
•Current employees have skills deficiencies
•Change product; service; technology
•Retention
•Recruitment problems; unable to attract qualified people
•Performance issues
•Unable to achieve business goals
Training
Development Phase
Need Analysis phase
Instructional Design
(Design of Training
Program) Implementation of
Training Program
Evaluation
(Measuring Effectiveness of Training)
Need Analysis Phase
Outcome:
•What Trainees
need to learn
•Who receive
training
What is the context? •Type of training
Reasons or “pressure •Frequency of
points” training
Organizational
•Lack of basic skills •Buy – versus –
Analysis
•Poor Performance build Training
•New Technology Task
Decision
•Customer Request Analysis
•New Products Person
•Higher Performance In what they need training?
Analysis
Standards
•New Jobs
•Support for Business Who Needs Training?
Strategy
Design Phase
•Class Room
•Video
•Role Plays
•Case Study
•Computer bases training
•Games
• via Internet
•Adventure Learning
Development phase Implementation phase
•Content Is the training relevant to the
•Method Needs
•Location Can it meet training objectives
•Trainers Will they perform well after
•Material receiving
•Equipment Is the trainer aware what to do
•Facilities
Evaluation Phase
Process evaluation: is the continuous evaluation from the
Need analysis
Outcome evaluation: comes at the end of the training
Assignment
Develop a presentation focusing on the Training Process and train the
Audience on each training process step
CASE STUDY
Training needs in the Student Registration Office
Q1. you are hired to develop training program for the CSR.
Tell four most important knowledge, skills or attitude that you believe
your training design must address and give reasoning for the selection
