CHAPTER 1

TRAINING AND DEVELOPMENT

CORE CONCEPTS
By Syed Qalab e Abbas
Week 1-3
 INTRODUCTION
• T&D activities are important, because they enable
organizations to adapt and manage to changing
environmental conditions and to perform optimally
in the competitive environment. The research reveals
that training events are a major opportunity for
learning. however whether they are effective
depends on the following factors:
• The design and implementation of training itself
• The characteristics of the trainee
• The learning climate of the organization
 CORE T&D CONCEPTS

LEARNING
• the first and most important concept is
learning. learning implies that the individual
has mastered new knowledge or skills and is
able to apply them. it is therefore part of the
process of successful T&D in organizations.
Cont……………
• the concept of learning is also used in a more
dynamic sense to describe employees who
actively participate in expanding their skills
and knowledge.
• a free flow of ideas and knowledge within
teams and with others inside and outside the
organization.
Cont …………
• employees to be highly motivated and
encouraged to seek improvements and new
ways of doing tasks
• line management to be deeply involved in the
training and development of their staff.
• appropriate structures and mechanisms to
support continuous learning
 CHARACTERISTICS OF LEARNING THAT
ARE IMPORTANT
• learning is an active process, requiring active
participation or involvement by the learner.
• immediate application or use of new skills and
concept improves learning.
• effective learning requires ongoing evaluation of
progress and feedback. reinforcing and
acknowledge early successes improves learning.
• emotions impact learning and strong feelings
have a powerful impact on the learning process.
 TRAINING
• training is “ a systematic process through which
an employee is helped or facilitated to master
defined tasks, or competencies for a definite
purpose”

• it specifies the correct way of doing the task and

identifies specific behaviors that should be
demonstrated. it should bean integral part of the
work and development of an organization.
 TRAINING HAS A NUMBER OF
DISTINCTIVE CHARACTERISTICS
• It tends to be for a shorter term and a more
practical purpose than the other concepts
described later.
• Training focuses particularly on the skills,
knowledge and attitudes required to carry out
a job to the optimum level of performance
• Training is an activity applicable to all
employees- senior management as well as
junior employees.
Cont………….
• Training can take place either “ on-the-job”. in
fact, the two are often complementary. on-
the-job training permits the trainee to learn in
the actual working environment. this may take
the form of guidance from a fellow employee
or supervisor (peer learning), who
demonstrates to the employee what is
required to perform the task.
Cont ………….
• Alternatively, organizations may have
elaborate training programmes (off-the-job) to
deal with the areas such as induction,
technical training, personal development and
training for managerial or supervisory roles.
this training may take the form of formal
courses. the employee may participate in
these courses on a day- or block-release basis
or an external trainer may come into the
workplace.
 DEVELOPMENT
• Development is a less tangible concept than
training, but it is considered more systematic
than education. it is a process or set of
planned activities that will help an individual,
overtime, to develop to their full potential.
development focuses on enhancing a learner’s
self esteem and sense of identity. it involves
elements of discovery, reflection and change.
it may occur in an organizational setting or it
may be a more personal set of activities.
 Cont ………
• when we refer to development in an organization, we
are primarily concerned with the growth, and
advancement of employees.
• People are the most valued resource and, in line with
this philosophy, the following principles are considered
important in the context of development:
• Individuals have ownership of development
• Development is a flexible, and not always systematic,
process
• Development requires an openness and willingness to
learn from experience.
• Experience is a central part of the development
process.
 Employees to develop, five conditions
must exist
• Insight: employees must process insight about what
they need to develop.
• Motivation: employees must be willing to invest the
time and energy it takes to develop themselves
• Capabilities: employees must process the skills and
knowledge they need to develop affectively.
• Real world practice: employees must have
opportunities to try there new skills at work in order
to be affective.
• Accountability: employees must be accountable for
internalizing there new capabilities in order to
improve performance and results.
 Education
• Education is a major contributor to the
learning process both within an outside
organizations through training and education
are closely related and often occur at the
same time, education is a broader concept,
since it tends to have a stronger orientation
towards the future. It focuses on learning that
will help to employee to take on a new role, or
to do a different job, at some future date.
Education is also considered a broader
intellectual process, because it involves
activities that can change employees attitude
and increase there knowledge and
understanding.
Cont ……..
• Educational activities are more person
oriented then job oriented and, when
compared with training, educational
objectives are less easy to define in behavioral
terms. Some organizations spend heavily on
educational programs in the belief that
investment in education will contribute and
flexibility and ensure that employees are well
prepared to meet future challenges.
 Instruction and teaching
• Instruction is “ the delivery of information and
activities that facilitate the learner's
attainment of learning goals.”

OR
“The conduct of activities that are focused on
helping learner’s learn specific things.”
Cont …….
• The term “teaching” and “instruction” are
often used interchangeably. However,
teaching can be defined as “those learning
experiences in which the instructional
message is delivered by a human being, not
through use of media such as videotape,
textbooks or computer programmes”.
Instruction incorporates teaching and other
learning experiences where the instructional
message is conveyed by other forms of media.
 Following are important features of
teaching
• The aim of teaching is o facilitate learning
• Teaching changing the ways in which learners can
or will behave
• It involves implementing strategies that are
designed to lead learners towards the attainment
of specified goals.
• It is a highly interpersonal and interactive activity,
involving verbal and non-verbal communications.
• In the ideal situation, it is a realtively systematic
activity.
 Orientation and Briefing
Orientation is a “ a process whereby learner is
oriented to as place or position.” it is concerned
with helping a learner understand and function
affectively in a new way. Briefing is a related
activity, whose basic purpose is to provide
background of an organization, a topic, place or
situation in a concise and focused manner.
Briefing sessions typically present cogent, highly
organized , simplified and sequenced information
and usually incorporate a Q&A session.
 Instructor role
• Instructor is an individual who carries out highly-
structured and scripted training activities. These
activities are usually highly controlled, where is a
requirement to follow specific procedures and
instructions and the learner may have limited
involvement in the training design process.
Examples of an instructor role may include the
provision of production type training, the delivery
of induction training activities or the other
mandatory training activities, such as those
concerned with health and safety training.
 Facilitator Role
• Facilitator is a trainer whose primarily focus is
on the process rather than the content of the
training program. This helps us to distinguish
the facilitator from the instructor role.
 Main characteristics of facilitator role to
be:
• The facilitator is concerned with managing the
learning process and motivating the learner.
• Learners take responsibility for learning; the
facilitator’s role is to shape, to encourage and to
devise a structure within which the learning takes
place.
• The learning content is loosely defined; it may
change significantly over the duration of the learning
event and may be negotiated between the learner
and trainer.
• The facilitator is valued for his or her questioning,
listening, probing, and motivational and summarizing
skills.
 Mentor role
• This role is frequently performed by an organization,
but more usually by a line manager. The role or
mentor is to provide a more junior employee or peer
with guidance and a clear understanding of how an
organization goes about its business. The mentor
usually focuses on enhancing an employee’s fit
within an organization. It is usually a 1:1 process,
although team mentoring is more frequently
practiced in a training and development context.
Generally a trainer will play a mentoring role in
management level training activities, although it can
be applied at lower levels. The mentor-mentee
relationship may be highly formalized and structured
or it can occur in an informal way.
 Concepts relevant to understanding the
learning processes

• The third group of definitions in this chapter

focus on learning processes that may be used
by learners.
Traditional Learning and Learning by Rote

• Before the advent of books, the only method

of learning was by repetition, or oral tradition.
Learning by rote is still a useful method and is
commonly used to achieve learning outcomes.
Traditional learning started with rote learning
when books were copied by hand. In time,
teachers produced their own material, read
out, or interpret the material they were given.
Orally at first, and later in essays and written
examinations.
 Socratic Teaching (discovery)
• Socrates, a philosopher, taught by asking
questions. He believed that by leading the
learner you could “show” the learner that he
already knew what he was being taught. By
asking a learner to discover or think out the
answer to a question, the master ensures that
the learner “owns” the learning, rather than
learning by rote.
 Apprenticeship
• Apprenticeship is a traditional method of
learning practical skills. An apprentice usually
starts by doing basic chores and gradually
moves on to more skilled work until he/she
achieves the same level as the master.
Apprenticeship is valuable where skills are
acquired through experience. Apprenticeship
is now normally combined with formal
learning-a combination of on-and off-the-job
training and education.
 Indoctrination and Orientation
• In its present sense, indoctrination refers to a
process whereby individuals are required to think
in a practical way or within a particular
framework of values. It commonly happens when
new employees are recruited and they
experience an intense socialization process
designed to ensure that they learn to conform to
the demands of the organization’s culture. In its
extreme form, it is generally accepted that many
learning processes contain elements of
indoctrination. Examples include total quality and
safety culture.
 Learning by Experience
• The research evidence highlights that learners
only how to do a job by actually doing it. If
learners are to succeed, they require space to
experiment-some of these experiments will
inevitably fail. “deep ending”, as it is commonly
described in organizations, can be costly for the
organizations as well as painful for the learner
who makes the mistakes. A sensible compromise
is to provide employees with knowledge that will
enable them to perform, plus practice in a safe
environment.
 Trial and Error
• This process is used when the learner tries to
find the best way of doing something, in
learning some tasks, trainers may find it an
advantage to allow learners to discover for
themselves the best way to do things.
 Mental Organization
• This process is used when the learner
attempts to put together a “mental picture” of
what has to be learned and then uses this
mental picture as a guide for future action.
Once the trainee becomes familiar with a
“drill”, his/her actions become automatic or
autonomous. Mental organizations forms the
basis of any skilled task performance.
 Behaviour-Modelling
• This learning process is central to all
individuals. Children often observe intently
the actions of their parents at work, or other
children at play, and then try to imitate them.
They are trying to model themselves or their
behavior on what they have observed in
others. This method of learning is used
extensively in all forms of training and is an
important part of management development.
 Uses of Language
• A significant amount of learning takes place through
the use of the written and the spoken word. Language
is a powerful medium and it is important that the
learner should ensure that it is used correctly and
affectively. Trainers need to ensure that explanations
they provide are clear and concise and that they are
not jargon-ridden. This is not to say that jargon should
never be used. Some organizational jargon has to be
learned so that employees can communicate with one
another. However, the key issue is that the jargon of
technical language should be understood. Learning can
be reinforced through the written word in the form of
handouts, job, guides, diagrams and training notes.
 Reflection
• This learning process is similar to mental
organization and follows on from learning by
trial and error, behavior modeling or the use
of language. It is a process of thinking
through, or mulling over, a particular learning
experiences in order to draw out lessons that
can be applied in the future.
 Suggestion Learning
• This learning process is one whereby the
learner tends to accept statements as
accurate without any real evaluation as their
correctness. Learners will not critically assess
such state3ments or beliefs and may adopt
attitudes in the absence of any logical
justification.
 Mentoring
• Mentoring represents a common informal
practice in organizations, although
organizations often implement formal
mentoring programmes designed to enhance
various aspects of an employee’s leaning
process.
 Coaching
• Coaching is usually one-to-one process but
may be group focused and usually occurs in
the context of the current job. Coaching is
often reactive in that it is used to address
performance deficiencies and is generally
aimed at enhancing knowledge and skill.
 Action Learning
• This processes focus on the use of projects to
facilitate learning. They are commonly used in
management development purposes and to
develop advanced problem-solving and
implementation skills.
 Role-modeling
• It is an effective learning process and
underpins many other learning processes,
such as coaching, and mentoring. Role
modeling involves a process of copying or
imitation. One of the most important
principles of this type of learning is the idea
that the learner does not have to do anything
except observe what is going on around him
or her.
 Counseling
• This is a process that contains learning and
development dimensions. Counseling is
defined as “ a process that aims to help
learners to help themselves.”
 Training Design Processes
• We include these components in training
design process.
1. Performance Problem or Opportunity
2. Needs Analysis Process
3. Design Processes
4. Delivery of Training
5. Evaluation of Training
 1. Performance Problem or
Opportunity
• It is based on the idea T&D represents one
of several possible solutions to
organizational or individual performance
problem.
 2. Needs Analysis Process
• The training design process begins with an
identification of the learning needs. It is based
on assumption that a decision has already
been made concerning the appropriateness
and effectiveness of T&D activity as a
response to the problem or opportunity.
 3. Design Processes
• The training needs that are identified serve as
the input into the design process.

4. Delivery of Training
Once you have all the design components in
place, the next step involves delivery.
 5. Evaluation of Training
• Decision about evaluation are made early in
the training design process. Evaluation is a
continuous process, which begins as training
design is initiated.
 Best Practices Indicators
• A particular feature of an organization that
supports learning is the commitment of
individuals to their own development and the
support they are given by the organization in
that commitment.
• Managers, mentors and any specialist T&D
staff work together to create and maintain a
workplace culture conducive to effective
learning and the development of performance
Cont ……..
• Coaching and counseling, appraisal and career
planning are all recognized elements in every
manager’s role. Their consistent and equitable
practice across the organization is ensured by
training and procedures, and by regular
monitoring.
• All employees have equal access to source of
information and advice about T&D
opportunities and resources.
Cont ……..
• There is flexible support system for T&D
activity. It is includes learning resource
centre(s), self-directed learning packages,
self-assessment guides, a staff development
budget and the expertise to ensure tailored
learning experiences.
• Learning occurs in a multiplicity of ways,
including the processes of training, education,
development, orientation and indoctrination.