LEARNING AND

DEVELOPMENT

TRAINING
Training is a learning process that involves the acquisition of
knowledge sharpening of skills, concepts, rules or changing of
attitudes and behavior to enhance the performance of employees.
It is an activity leading to skilled behavior.
• It’s not what one wants in life, but it’s knowing how to reach
it.
• It’s not where one wants to go, but it’s knowing how to get
there.
• It’s not how high you want to rise, but it’s knowing how to
take off.
• It may not be quite the outcome one was aiming for, but it
will be an outcome.
• It’s not what one dreams of doing, but it’s having the
knowledge to do it.
• It’s not a set of goals, but it’s more like a vision.
• It’s not the goal one has set, but it’s what one need to
achieve.
Training is about knowing where we stand (no matter
how good or bad the current situation looks) at present and
where we will be after some point of time.

DEVELOPMENT
Development refers to those learning opportunities designed
to help employees grow. It is not primarily skill-
oriented.Instead,it provides general knowledge and attitudes
which will be helpful to employees in higher positions. Efforts
towards development often depend on personal drive and
ambition. Development activities such as those supplied by
management developmental programmes are generally
voluntary.
Development is a long-term education process
utilizing a systematic and organized procedure by which
managerial personnel learn conceptual and theoretical
knowledge for general purpose. It involves philosophical and
theoretical educational concepts and it is designed for
managers. It involves of broader education and its purpose is
long-term development. In words of Campbell,” training
courses are typically designed for short-term, stated set
purpose, such as the operation of some pieces of machinery
while development involves a broader education for long-
term purposes.
Training involves helping an individual learn how
to perform his present job satisfactorily. Development
involves preparing the individual for a future job and growth
of an individual for a future job and growth of the individual
in all respects. Development complements training because
human resource can exert their full potential only when the
learning process goes far beyond simple routine.

TRAINING AND DEVELOPMENT COMPARED

Points of Training Development

discussion
1.Contents Technical and Conceptual and
mechanical philosophical
operations. concepts.
2.Participants Non-managerial Managerial
personnel personnel
3.Time period Short-term one Long-term
shot affair continuous
process
4.Purpose Specific,job Total personality
related skills
5.Initiative From From individual
management- himself-internal
external motivation
motivation
6.Nature of Reactive Proactive
process process-to meet process-to meet
current need future needs
NATURE OF TRAINING AND DEVELOPMENT

In simple terms, training and development refers to imparting of

specific skills, abilities and knowledge to an employee. A formal
definition of training and development is…..it is any attempt to
improve current or future employee performance by increasing an
employee’s ability to perform by increasing an employee’s
attitude or increasing his or her skills and knowledge. The need
for training and development is determined by the employee’s
performance difficiency, computed as follows:

Training and development=Standard performance-

Actual Performance.

NEED FOR TRAINING

Training is required on account of following reasons:

 JOB REQUIREMENTS: Employees selected for a job

might lack the qualifications required to perform the job
effectively. New and inexperienced employees require
detailed instruction for effective performance on-the-job. In
some cases, the past experience, attitudes and behavior
patterns of experienced personnel might be inappropriate to
the new organization. Remedial training should be given
such people to match the needs of the organization. New
employees need to provided orientation training to make
them familiar with the job and the organization.
  TECHNOLOGICAL CHANGES: Technology is changing
very fast. Now automation and mechanization are being
increasingly used applied in offices and service sector.
Increasing uses of fast changing techniques requires training
into new technology. For instance, staff in public sector bank
is being trained due to computerization of banking
operations. No organization can take advantage of latest
technology without a well-trained personnel. New jobs
require new skills. Thus both new and old employees require
training.

 ORGANISATIONAL VIABILITY : In order to survive and

grow, an organization must continually adapt itself to the
changing environment. With increasing economic
liberalization and globalization in India, business firms are
experiencing expansion, growth and diversification. In order
to face international competition, the firms must upgrade
their capabilities. Existing employees need refresher training
to keep them abreast of new knowledge. Training
programmes foster the initiative and creativity of employees
and obsolescence of skills.

 INTERNAL MOBILITY: training becomes important when

an employee moves from one job to another due to
promotion and transfer. Employees chosen for higher level
jobs need to be trained before they are asked to perform the
higher responsibilities. Training is widely used to prepare
employees for higher level jobs. There is an ever present
need for training people so that new and changed
techniques may be taken advantage and improvements in
old methods are affected.

AIMS/OBJECTIVES OF TRAINING AND

DEVELOPMENT:
The fundamental aim of training and development is to help the
organization achieve its purpose by adding value to its key
resource-the people it employs. Training means investing in the
people to enable them to perform better and to empower them to
make the best use of their natural abilities.
The overall aim of training is to fill the gap between
the existing and the desired pool of knowledge, skills and
aptitudes. Objectives of training is to express the gap
between the present and the desired performance levels.

The main objectives of training are:

a) To impart to new entrants the basic knowledge and
skills required for efficient performance of definite
tasks.
b) To assist the employees to function more effectively in
their present positions by exposing them to the latest
concepts, information and techniques and developing
the skills they would require in their particular fields.
c) To build up a second line of competent officers and
prepare them to occupy more responsible positions.
d) To broaden the minds of senior managers through
interchange of experience within and outside so as to
correct the narrow outlook caused due to over
specialization.

In addition to that there are four other objectives:

 Individual Objectives: helps employees in
achieving their personal goals, which inturn enhances
the individual contribution to an organization.
 Organisational Objectives: assist the
organization with its primary objective by bringing
individual effectiveness.
 Functional Objectives: maintain the department’s
contribution at a level suitable to the organizational
needs.
 Societal Objectives: ensure that an organization is
ethically and socially responsible to the needs and
challenges of the society.
IMPORTANCE OF TRAINING
OBJECTIVES:
Training objectives tell the trainee that what is expected out of
him at the end of thee training program. They are of great
significance from a number of stakeholder perspectives,
1. Trainer
2. Trainee
3. Designer
4. Evaluator
 • TRAINER: The training objective is also beneficial to trainer
and the required adjustments.
• TRAINEE: It is beneficial to the trainee up to some extent.
Not knowing anything or going to place which is unknown
creates anxiety that negatively affect learning. Therefore, it
is important to keep the participates aware of the
happenings, rather than keeping it surprise. Secondly, it
helps in increasing concentration, which is the crucial factor
to make training successful.
• DESIGNER: The training objectives is beneficial to training
designer because if designer is aware what is to be achieved
in the end then he'll buy the package according to that only.
The training designer would look for training method,
training equipments and training content accordingly to
achieve those objectives.
• EVALUATOR: It becomes easy for training evaluator to
increase the progress of the trainer because the objectives
define the expected performance of trainees.

TRAINING NEED ANALYSIS

A training need analysis is used to assess an organisation's
training needs.The root of TNA is gap analysis.This is an
assessment of the gap between the knowledge, skills and
attitudes that they require to meet the organisations objectives.

Training need arises at three levels:

 ORGANISATIONAL LEVEL: Training need analysis at

organisational level focuses on strategic planning, business
need and goals. It starts with the assessment of the internal
environment of the organisation such as procedures,
structures, policies, strength and weakness and external
environment such as opportunities and threats.

 INDIVIDUAL LEVEL: Training need analysis at individual

level focuses on each and every individual in the
organisation. At this level, the organisation checks whether
an employee is performing at the desired level or the
performance is below expectation. If the difference between
the expected performance and actual performance comes
out to be positive, then certainly there is need of training.

 ORGANISATIONAL LEVEL: Training need analysis at

organisational level focuses on the work that is being
assigned to the employees. The job analyst gathers the
information on whether the job is clearly understood by the
employee or not. He gathers this information through
technical interview observation psychological test,
questionnaires asking the closed ended as well as open
ended questions etc.

PERFORMANCE APPRAISAL:
Performance appraisal is the process of obtaining, analysing and
recording information about the employee. The focus of the
performance appraisal is measuring and improving the actual
performance of the employee and also the future potential of the
employee. It is a powerful tool to calibrate, refine and reward the
performance of the employee. It helps to analyze his
achievement of the overall organisational goals.

OBJECTIVES OF PERFORMANCE
APPRAISAL:
• To review the performance off employees over a
given period of time.
• To judge the gap between actual and the desired
performance.
• To identify the strength and weaknesses of the individuals so
as to identify the training and development needs of the
future.
• To provide feedback to the employees regarding their past
performance.
• To judge the effectiveness of other human resources
functions of organisation such as recruitment, selection,
training and development.
• To reduce the grievances of the employees.
• To provide information to assist in HR decision like
promotion, transfer etc.

KIRKPATRICK'S FOUR LEVELS OF

EVALUATION:
According to Kirkpatrick training effectiveness can be
measured in terms of the following criteria:
 REACTIONS: A training programme can be evaluated in
terms of the trainees reactions to the objectives, contents
and methods of training. In case the trainees considered the
programme worthwhile and like it, the training can be
considered effective.
1. LEARNING: The extent to which the trainees have
learnt the desired knowledge and skills during the
 training period is a useful basis of evaluating training
effectiveness.
2. BEHAVIOUR: Improvement in the job behavior of the
trainees reflects the manner and the learning has been
applied to the job.
3. RESULTS: The ultimate results in terms of productivity
improvement, quality improvement, cost reduction,
accident reduction, reduction in labour turnover and
absenteeism are the best criteria for evaluating training
effectiveness.
 METHODS OF EVALUATION
Several methods can be employed to collect data on
the outcomes of training. Some of these are:
1. The opinions of judgements of trainers,superiors and
peers.

2. Asking the trainees to fill up evaluation forms.

3. Using a questionnaire to know the reactions of trainees.
4. Giving oral and written tests to trainees to ascertain
how far they have learnt.
5. Arranging structured interviews with the trainees.
6. Comparing trainees performance on-the-job before and
after training.
7. Studying profiles and career development charts he of
employees.
8. Measuring levels of productivity, wastage, costs,
absenteeisms and employee turnover after training.
9. Trainees comments and reactions during the training
period, and
10. Cost benefit analysis of the training programme.

 FEEDBACK
After the evaluation, the situation should be analysed to
identify the possible causes for a difference between the
expected outcomes and the actual outcomes. Necessary
precautions should be taken in designing and implementing future
training programmes so as to avoid these causes. The outcomes
of a training programme should justify the time, money and
efforts invested by the organisation and the trainers as well as to
others concerned with the designing and implementation of
training programmes. Follow-up action is required to ensure
implementation of evaluation report at every stage.

FOUR KEY ADULT LEARNING

PRINCIPLES:
• READINESS
• EXPERIENCE
• AUTONOMY
• ACTION
 READINESS: It is the willingness to learn.

 EXPERIENCE:
• Adult learners come to each event with their unique
former
• Adult learners learn if the training is pitched at their
level and type of experience.
• Use vocabulary, language style, and examples that are
familiar.
• Draw examples from the group to enrich and build the
session.
 AUTONOMY:
• Autonomy is freedom of choice
• Adult learners want to be treated as responsible and
capable.
 • They like to actively participate and contribute towards
the learning. The more they take charge (participate
and contribute) greater the learning.
• Make the training active.

 ACTION:
• Provide opportunities within the training session for
learners to practice the new learning in an environment
that is as the work setting as possible
• Ensure new learning can be applied on the job
• Practice is a part of the learning process, not a result of
it.