CHAPTERFour

TRAI
NINGANDDEVELOPMENT

Trai
ningisthesystemati
cprocessofalt
eri
ngthebehaviorofemployeesinadi r
ecti
on
thatwi l
lachieveorgani
zat
ionalgoal
s.Trai
ningi
sr elat
edt opresentjobski l
lsand
abil
it
ies.Ithasacur r
entori
entat
ionandhelpsemployeesmasterspecifi
cski l
lsand
abil
it
iesneededtobesuccessful.
JohnM.I vancevi
ch

Tr
aini
ngisapr ocesswher
ebypeopl
eacqui
recapabi
li
ti
est
oai
dint
heachi
evementof
or
ganizat
ionalgoal
s.
Becauset hispr ocessist i
edt oavar iet
yofor gani
zationalpurposes,trai
ningcanbe
vi
ewedei thernar rowlyorbroadly.I
nal i
mitedsense,tr
aini
ngpr ovi
desempl oyeeswith
specifi
c,i
dent i
fiableknowledgeandski l
lsforuseont heirpresentjobs.Sometimesa
dist
incti
on is dr awn between t r
aining and development,wi t
h developmentbei ng
broaderinscopeandf ocusingoni ndivi
dualsgaini
ngnewcapabi l
it
iesusefulforboth
presentandf uturejobs.

5.
1.Obj
ect
ivesofTr
aini
ngandDevel
opment

Theprinci
pal obj
ectiveoftrai
ninganddevelopmentdivi
sionist
omakesur ethe
avai
labil
it
yofaski l
ledandwi ll
ingwor kf
orcetoanorgani
zati
on.Inaddi
ti
ontothat,
ther
ear efourotherobject
ives:Indi
vidual
,Organi
zat
ional
,Funct
ional
,andSociet
al.

I
ndi
vidualObj
ect
ives–hel
pempl
oyeesi
nachi
evi
ngt
hei
rper
sonalgoal
s,whi
chi
ntur
n,
enhancest heindividualcontr
ibuti
ontoanor ganizati
on.
Organizat
ionalObj ecti
ves–assi sttheorganizat
ionwithitspri
maryobjecti
veby
bri
ngingindividualeffect
iveness.
Functi
onalObj ecti
ves–mai ntainthedepartment’scontr
ibuti
onatalevelsuit
ablet
o
theorganizati
on’sneeds.
Societ
alObj ecti
ves–ensur ethatanorganizati
oni set
hicall
yandsocial
lyresponsi
ble
totheneedsandchal l
engesoft hesoci
ety.
5.
2.Pr
ocessofTr
aini
ngandDevel
opment
SystemsAppr oacht oTrai
ning
Thesuccessofor ientat
ionoranyot hertypeoftr
aini
ngcanbegaugedbyt heamount
oflearning t hatoccur s and ist ransferr
ed t
ot he job.Too of ten,unplanned,
uncoordinated,andhaphazar dt r
ainingef f
ort
ssigni
fi
cantl
yr educethelearni
ngt hat
coul
dhaveoccur r
ed.
Thef ol
lowingf i
gureshowst herel
evantcomponent soft
het hr
eemaj orphasesina

1|Page
tr
ainingsyst
em:(1)t
heassessmentphase,
(2)t
hei
mpl
ement
ati
onphase,
and(
3)t
he
evaluati
onphase.

Assessment I
mpl
ement
ati
on Eval
uat
ion

Deter
mine Select Compar e
Trai
ning Training Training
Needs Met hods Outcome
Agai nst
Crit
er i
a

I
denti
fy
Tr
aini
ng Ar
r ange
Obj
ecti
ves for
Tr
ai ni
ng

Devel
op Pr
etest
Cri
ter
ia Tr
ainees
Conduct Monit
or
Trai
ning Tr
aini
ng

Fi
gur
eshowi
ngModelofaTr
aini
ngSyst
em

Phase1.AssessmentPhase
Intheassessmentphase,pl annersdet ermi
net heneedf ortrai
ningandspeci f
yt he
objectivesoft het rai
ningeffort.Looki ngatt heper f
ormanceofcl erksi nabi ll
ing
depar tment,amanagermi ghtfi
ndt hattheirdata-
entryandkeyboar dabili
ti
esar eweak
and t hattheywoul d prof
itbyhavi ng inst
ructi
on int hesear eas.An obj ect
iveof
i
ncr easingt hecl erks’keyboardent r
yspeedt o60wor dspermi nut
ewi thouterrors
mightbeest ablished.Thenumberofwor dspermi nutewi thouterror
si sthecrit
erion
againstwhi cht rainingsuccesscanbemeasur ed,anditrepresentsthewayi nwhi ch
the obj ect
ive is made speci f
ic.To make t he br i
dge bet ween assessmentand
i
mpl ement ation,theclerkswouldbegi venakeyboar ddata-entr
ytest.

2|Page
1.1Traini
ngNeedsAssessment( TNA)
Trai
ningisdesignedt ohelpt heorgani
zationaccompli
shi t
sobject
ives.Det
er mini
ng
organizat
ionalt
raini
ngneedsi sthediagnosti
cphaseofset t
ingtr
aini
ngobj ect
ives.
Manager scani dent
ifytrai
ningneedsbyconsi der
ingthreesources.Thef oll
owing
fi
guredepi ct
ssomeoft hemet hodsused,foreachofthet
hreesources.

Or
gani
zat
ion-
wideSour
ces

Gr
ievances Obser
vat
ions Exi
tInt
ervi
ews Wast
e/Scr
ap

Acci
dent
s Compl
aint
s Tr
aini
ngObser
vat
ions

TaskAnal
ysesSour
ces

JobRequi
rement
s=Empl
oyeeKSAs

JobDescr
ipt
ionRequi
rement
s=Job

I
ndi
vidualEmpl
oyeeSour
ces

Test
s Recor
ds AssessmentCent
ers

Quest
ionnai
res Per
for
manceAppr
aisal
s At
ti
tude

Fi
gur
eshowi
ngLevel
sofTr
aini
ngNeedsAssessment

A.Or
gani
zat
ionalAnal
yses
Thef irstwayt odiagnoset raini
ngneedsi st hr
oughor ganizati
onalanal ysis,which
consider stheorganizati
onasasyst em.Ani mpor tantpartofthecompany’ sst r
ategic
humanr esourceplanningist hei denti
ficati
onoft heknowledge,skills,andabi li
ties
(KSAs)t hatwi l
lbe needed by empl oyersi nt he futur
e as bot hj obs and t he
organizat i
onchange.
Bothi nternalandexternalfor
cest hatwillinf
luencet r
aini
ngmustbeconsi deredwhen
doingor ganizati
onalanalyses.Thepr oblemsposedbyt hetechnicalobsol escenceof
currentempl oyeesandani nsuf f
icient
lyeducat edlaborpoolf r
om whi cht odr awnew

3|Page
workersshoul dbeconf rontedbeforet hoset r
ainingneedsbecomecr iti
cal.
Onei mpor t
antsour cef oror ganizati
onalanal ysescomesf rom var i
ousoper ati
onal
measur esofor ganizat i
onalper f
ormance.Onacont inuingbasi s,det ail
edanal ysesof
HRdat acanshowt r ainingweaknesses.Depar t
ment sorar easwi thhight urnover,high
absenteeism,l ow per f
or mance,orot herdef i
cienci
escanbepi npointed.Af tersuch
probl
emsar eanal yzed,t rai
ning objectivescan bedevel oped.Speci fi
csour cesof
i
nformat i
onandoper ati
onalmeasur esf oranor ganizati
onal -
levelneedsanal ysi
smay
i
nclude:gr ievances,compl ai
ntsf rom cust omer s,acci dentr ecords,obser vati
ons,
tr
aini
ngcommi tteeobser vati
ons,exitintervi
ews, waste/scrap/qual it
ycont roldata.
B.TaskAnal
yses
The second way t o di agnose tr
aini
ng needs i sthrough anal
yses ofthe t asks
performedi nt heor ganization.Todot heseanal yses,iti
snecessarytoknow thej ob
requirementsoft heor ganizati
on.Jobdescr iptionsandj obspecifi
cati
onspr ovide
i
nf ormationont heper formancesexpect edandski ll
snecessaryforempl oyeest o
accompl ish the required wor k.By compar i
ng t he r
equir
ements ofjobs witht he
knowl edge,skill
s,andabi li
ti
esofempl oyees,t
rainingneedscanbei dent
if
ied.
C.I
ndi
vidualAnal
yses
Thet hirdmeansofdi agnosingt rainingneedsf ocusesoni ndividualsandhow t hey
perfor mt hei rjobs.Theuseofper for manceappr aisaldat ai nmaki ngt heseindividual
anal ysesi st hemostcommonappr oach.I nsomei nstances,agoodHRi nformat ion
syst em canbeusedt ohelpident i
fyindi vidualswhor equiret rai
ningi nspecifi
careas.
Toassesst rainingneedst hrought heper formanceappr ai salprocess,anempl oyee’ s
perfor mancei nadequaci esfirstmustbedet er minedi naf ormalr evi
ew.Thensome
typeoft rainingcanbedesi gnedt ohel pt heempl oyeeover comet heweaknesses.
Anot herwayofassessi ngindi vi
dualt rainingneedsi st oaskbot hmanager i
aland
nonmanager ialempl oyeesaboutwhatt r
aining t heyneed.Ther esult
scan inf orm
manager saboutwhatempl oyeesbel i
evet heirpr oblemsar eandwhatact ionst hey
recommend.
At rainingneedssur veycant akethef orm ofquest ionnai r
esori nterviewswith
super vi
sor sandempl oyeesonani ndi vi
dualorgr oupbasi s.Thepur posei st
ogat her
i
nf ormat iononpr oblemsper ceivedbyt hei ndi vidualsinvol ved.Thef oll
owingsour ces
areusef ulfori ndividualanalyses:
Quest i
onnai res Recor dsofcr iti
cali nci
dent s
Jobknowl edget ools Dat af rom assessmentcent ers
Ski
lltest s Rol e-playingr esults
Atti
tudesur veys

1.2Establi
shingTr
aini
ngObj
ect
ivesandPrior
iti
es
Oncet rai
ningneedshavebeenident
if
iedusingthevari
ousanalyses,t
hentr
aini
ng
object
ivesandpr i
ori
ti
esmustbeestabli
shed.Allofthegat
hereddat aisusedto

4|Page
compileagapanal ysi s,whichident
if
iesthedistancebetweenwher eanor ganizat
ionis
withitsempl oyeecapabi li
ti
esand wher ei tneedst o be.Traini
ng obj ect
ivesand
pri
orit
iesaresettocl osethegap.
Thesuccessoft rai ningshoul dbemeasur edi ntermsoft heobjecti
vesset .Useful
object
ivesaremeasur able.Forexample,anobj ect
iveforanewsal escler
kmi ghtbet o
“demonstratetheabi l
it
yt oexplainthef unct
ionofeachpr oducti nthedepar tment
withi
nt woweeks. ”Thi sobjecti
veservesasacheckoni nt
ernal
izat
ion,orwhet herthe
personreall
ylearned.
Objecti
vesfortrai
ni ngcanbeseti nanyar eabyusi ngoneofthef ol
lowi
ngf our
dimensions:

 Quanti
tyofwor kresul
tingfrom training(forexample,numberofwor dsper
minutetypedornumberofappl i
cationsprocessedperday)
 Quali
tyofwor kaft
ertraini
ng( forexampl e,dol
larcostofrework,
scraploss, or
err
ors)
 Timeli
nessofwor kaftertr
aining( f
orexampl e,schedulesmetorbudgetr eport
s
tur
nedinont i
me)
 Costsavingsasar esultoftrai
ning( forexample,devi
ationfr
om budget,sales
expense,orcostofdownt i
me)

Phase2.I mplementationPhase
Usingt heresult
soft heassessment i
,mplementati
oncanbegi n.Forinstance,abil
li
ng
supervisorandanHRt rai
ningspeci
ali
stcouldworkt ogethert
odet erminehowt otrai
n
the clerks toi ncr
ease t hei
rspeeds.Ar rangement sf orinstructor
s,cl assr
ooms,
mat er
ials,andsoonwoul dbemadeatt hi
spoint.Apr ogrammedi nst
ructionmanual
mightbeusedi nconjunctionwithaspecialdata-entryclasssetupatt hecompany.
Implement ati
onoccur swhent r
aini
ngisactuall
yconduct ed.

2.
1Tr
aini
ngAppr
oaches

Onceobjecti
veshavebeendet er
mi ned,t
heact ualtr
aini
ngcanbegin.Regardlessof
whet
hert hetrai
ning i
sjob specif
icorbr oaderin nature,t
heappropr
iat
et raini
ng
appr
oachmustbechosen.Thef ol
lowingoverview ofcommont r
aini
ngappr oaches
andtechni
quesclassi
fi
esthem i
ntoseveralmajorgroups.
i
.On-
the-
JobTr
aini
ng(
OJT)
Themostcommont ypeoft
rai
ningatal
llevelsinanorganizat
ionison-
the-j
obt rai
ning
(OJT)
.Whet herornott he tr
aini
ng i
s pl anned,people do lear
nf rom t heirjob
exper
iences,part
icular
lyi
ftheseexperi
enceschangeovert ime.On-t
he-jobt rai
ning
usual
lyisdonebyt hemanager,ot
herempl oyees,orboth.Amanagerorsuper vi
sor
whotrainsanempl oyeemustbeabletoteach, aswel
last oshow, t
heempl oyeewhat

5|Page
t
odo.
JobInst
ruct
ionTraining(JIT)Aspecial
,gui
dedf
orm ofon-
the-j
obt
rai
ningi
sknownas
j
obinstr
ucti
ontraining(JIT).Devel
opedduri
ngWorl
dWarI I,JI
Twasusedt opr
epar
e
ci
vili
answi t
hl i
tt
leexperi
encef orjobsintheindustr
ialsectorpr
oducing mi
li
tar
y
equipment.Becauseofit
ssuccess,JITisst
il
lused.I
nf act
,it
slogi
calpr
ogressi
onof
stepsisanexcell
entwaytoteachtr
ainer
stotr
ain.
Pr
obl
emswi
thOJT
On- t
he-j
obt rainingisbyf arthemostcommonl yusedf orm oftrainingbecausei tis
fl
exibl
eandr elevanttowhattheempl oyeeisdoing.However ,OJThassomepr oblems
aswel l
.Acommonpr oblem i
st hatOJTof tenishaphazar dl
ydone.Tr ai
nersmayhave
noexper iencei ntrai
ning,not imet odoi t,andnodesi ret opartici
pate.Undersuch
conditi
ons, learnersessential
lyar eont heirown,andtrai
ninglikel
ywi llnotbeef fecti
ve.
Anotherpr obl em isthatOJTcandi sr
uptr egul
arwork.Unf ort
unately,OJTcanamount
to no training atal lin some ci rcumst ances,especiallyifthe t rai
nee simpl yi s
abandonedbyani neffecti
vetrainertol earnthejobalone.However ,well-
plannedand
well
-execut edOJTcanbever yef fecti
ve.
i
i.Si
mul
ati
on
Simulati
oni satraini
ngappr oacht hatusesatrainingsit
esetupt obeident
icalt
ot he
worksite.Inthissett
ing, t
rai
neescanl earnunderr eal
ist
iccondi
tionsbutbeawayf rom
thepressuresoft hepr oduct
ionschedule.
Onet ypeofsi mul at
ioni scalledvesti
buletrai
ni ng,whichoccur si
nspecialfaci
lit
ies
thatr
eplicatetheequi pmentandwor kdemandsofj obs.Examplesofvesti
buletr
aining
i
ncludeai r
li
nest hatusesi mulator
st otr
ainpi
lotsandcabi natt
endants.
i
ii
.Cooper
ati
veTr
aini
ng
Twowi delyusedcooper ativetraini
ngmet hodsar einter nshipsandappr enticeshi ps.
Bot hmi xclassr oom t r
ainingandon- the-j
obexper iences.
a)Int ernshipsAni nternshipi saf orm ofon- the-jobt rainingt hatusual l
ycombi nesj ob
trai
ni ng wi th cl assr oom i nstr
uction int r
ade school s,hi gh school s,col l
eges,or
univer siti
es.Int ernshi psar eadvant ageoust obot hempl oyersandi nterns.I nternsget
“real-wor l
d”exposur e,al ineont hevi ta( resume) ,andachancet oexami neapossi ble
empl oyercl osel y.Empl oyer swhohi ref rom campusesgetacost -
effect i
vesel ect
ion
toolt hati ncludesachancet oseeani nternatwor kbef oreaf inalhiringdeci sionis
made.
b)Appr enti
ceshi psAnot herf orm ofcooper at i
vet rainingt hati susedbyempl oyers,
tradeuni ons,and gover nmentagenci esi sappr enticet raining.An appr enticeship
progr am pr ovi desanempl oyeewi t
hon- the-jobexper ienceundert hegui danceofa
skill
edandcer ti
f i
edwor ker .Apprent i
cet rainingi susedmostof tentot rainpeopl efor
j
obsi nski l
ledcr afts,suchascar pentry,pl umbi ng,phot oengr aving,typeset ting,and
wel ding.Appr ent iceshipsusual l
ylastt wot of iveyear s,dependi ngont heoccupat i
on.
Dur ingt histimet heappr enticereceivesl owerwagest hant hecer ti
fi
edindi vidual .

6|Page
i
v.Behavi
oral
lyExper
iencedTr
aini
ng
Some t raining ef for t
sf ocus on emot ionaland behavi orall ear ni ng.Behavi orally
experiencedt rainingf ocusesl essonphysi calskill
st hanonat ti
tudes, perceptions, and
i
nt er
personali ssues.
Empl oyeescanl ear naboutbehavi ort hr ought hef oll
owi ngmechani sms
 Rol e pl aying:Par tici
pant s act ing outr oles in wor k-rel ated si tuations can
impr ovei nterper sonalski l
ls.Thus,i ndividual sassumei dent iti
esi nacer tain
situat ionandactt hem out .
 Busi nessgames:Comput ersimul at i
onswher ethet raineemakesmanagement
deci sionsandget sf eedbackonsuccess.Tr ainspeopl et omakebusi ness
deci sionswi t
houtact uallyaf fect i
ngt hebusi ness.
 Casest udies/ incident s:Descr iptionsofr ealcompani esorsi tuat i
onst hat
r equi redeal i
ngwi thmanyf act sandmaki ngdeci sions.Canpr ovideagr eat
dealofexposur et omanydi ff
er entcompani esandpr obl ems.
 I n-basketExer cises:Aser i
esofmemosorl ettersthatmustbedeal twi th,
usual l
yi nar api df ashion.Canbemader elevantt or ealj obdeci sions.
 Sensi ti
vi t
yt r
aini ngorl abor atoryt raini
ng:Unst ructuredat temptt oshow how
ot her sseei ndi vidual.Canpr ovi dei nsighti ntointer per sonalski lls.Usedf or
emot ionall ear ning.
 Di versi t
yt raining:Cl assroom l ect ureappr oach t o easi ng r aci aland gender
tensi onsatwor k.I tseekst oshapeat t
it
udesaboutawor kenvi ronmentwi th
di ff
er i
ngki ndsofempl oyees.
Thecr it
icali ssuei st oemphasi zet hepur poseoft heexer cise.Fori nst ance, empl oyees
mayper cei ver olepl ayingasf unorannoyi ng,butt heyshoul dunder standcl earlythat
theexer cisei sat t
empt ingt ot eachsomet hing.Al so,thet raineesmustbeabl et o
transfert hel ear ningbackt ot heirjobs.
v.Cl
assr
oom andConf
erenceTr
aini
ng
Traini
ngsemi nar s,courses,andpr esent ati
onscanbeusedi nbothski l
ls-
rel
atedand
developmentalt r
aining.Lecturesanddi scussi onsar eamaj orpartofthistr
aini
ng.The
numer ous managementdevel opmentcour ses of f
ered by t r
ade associati
ons and
educat i
onali
nst i
tuti
onsar eexampl esofconf erencet r
aining.
Company- conduct ed shor t courses,l ectures,and meet i
ngs usually consist of
cl
assr oom tr aining,wher eas company sal es meet ings are a common t ype of
conferencetrai ning.Bothcl assroom andconf erencet rai
ningfrequentl
ymakeuseof
tr
ainingtechni quessuchascasedi scussi ons, f
il
ms, andt apestoenhancet helearni
ng
experience.Par ti
cularlyimpor t
antinclassr oom t r
aini
ngi st orecognizethatadult
si n
cl
assr oom traininghavedi fferentexpect at
ionsandl earni
ngst yl
est handoyounger
students.

2.
2Tr
aini
ngMedi
a
7|Page
Severalai dsar eavai labl etot rainer spr esentingi nf
ormat i
on.Themostcommonar e
audiovisualaidsandcomput er-assi stedi nstruction.Anotheri sdistancet rai
ningand
l
ear ni
ngusi ngi nteractivet wo-wayt elevisionorcomput ertechnology.
a)Audi ovisualai dsTechni calai dst hatar eaudi oandvi sualinnat ur ecani nclude
audiotapes and vi deot apes,f i
lms,cl osed- ci
r cuittel
evisi
on,and i nteracti
ve video
tel
econf erencing.Al lbuti nteract ivevi deoar eone- waycommuni cations.Theymay
all
ow t hecommuni cationofi nf ormat i
ont hatcannotbepr esentedi nacl assroom.
Demonst r
ations of machi nes,exper iment s,and exami nati
ons of behavi or are
exampl es.Interactivevi deocapabi li
tyaddsaudi oandvi deocapabi l
it
ies,buti tuses
touch-screeni nputi nsteadofakeyboar d.Audi oandvi sualaidsal socanbet i
edinto
satell
it
ecommuni cationssyst emst o conveyt hesamei nformation,such asnew
productdet ail
s, t
osal esper sonneli nsever alstates.

b)Comput er-AssistedI nstruct

ion(CAI)allowstrai
neest olearnbyint
eract
ingwi t
ha
comput er
.Appl ication ofCAIt echnology is dri
ven by the need t
oi mprove the
effi
ciencyoref fectivenessofat r
aini
ng si t
uati
on and to enhancethetransferof
l
earningtoi mprovej obper for
mance.Comput er
slendt hemselveswel
ltoinstr
uction,
test
ing,dri
ll
andpr actice,andappli
cati
ont hroughsimulati
on.

c)Dist
anceTrai
ning/Learni
ngManycoll
egesanduniversi
ti
esareusi
ngi
nter
acti
vetwo
-waytel
evi
siont
opr esentcl
asses.Themedi
um al
lowsani nst
ruct
ori
noneplaceto
seeandrespondtoa“ cl
ass”inanynumberofot
herlocati
ons.

Sel
ect
ingTr
aini
ngAppr
oaches
Oncet raini
ngneedshavebeenassessedandt r
ainingobjecti
vesi dent
ifi
ed,thent he
tr
aini
ngappr oachesandmet hodsmustbesel ected.Therear emanydi f
ferenttraini
ng
methods,and t raini
ng technologyi s expanding t he numberofopt i
ons avai l
able.
Numer ousf actorsmustbeconsi der
edsi mul taneouslywhensel ecti
ngt het raini
ng
approaches t o use these incl
ude;Cost ,individualvs.t eam,numberoft rainees,
completiontimel i
ne,ti
meal lot
ted,natureofsubj ectmatter,purposeoft r
aining,self-
pacedvs.gui ded, t
rai
ningresour ces.

Phase3.Eval uati
onPhase
The evaluati
on phase i s cr uci
al.Itfocuses on measur ing how wel lthe training
accompl i
shedwhati t
soriginatorsexpected.Moni tori
ngthet rai
ningser vesasabr idge
betweent heimplement ati
onandeval uat
ionphasesandpr ovidesf eedbackf orsetting
fut
uretraini
ngobj ecti
ves.
Evaluat
ionoft r
ainingcompar esthepost-trai
ningr esul
tstot heobj ect
ivesexpect edby
manager s,tr
ainers,andt rainees.Tooof ten,trai
ningi sdonewi thoutanyt houghtof
measuringandeval uati
ngi tlatertoseehow wel litworked.Becauset rai
ningisbot h

8|Page
ti
me-consumi ngandcost ly,evaluationshoul dbedone.Themanagementaxi om that
“not
hingwi l
limpr oveuntiliti
smeasur ed”mayappl yt
ot r
aini
ngassessment .Inf act
,at
somef i
rms, whatempl oyeesl ear nisdirectl
yrelat
edtowhatt heyearn,whichput sthis
pri
ncipl
eofmeasur ementintopr acti
ce.
Onewayt oeval uatetr
ainingist oexami nethecostsassociatedwi t
hthetrainingand
thebenefit
sr eceivedthroughcost /benef i
tanalysi
s.Asment ionedearli
er,compar ing
costsandbenef itsiseasyunt ilonehast oassignanactualdollarval
uetosomeoft he
benefi
ts.Thebestwayi st omeasur et hevalueoftheout putbeforeandaftertraini
ng.
Anyincreaser epresent
st hebenef i
tresulti
ngfrom t
rai
ning.

HRDevel opment
Developmentcanbet houghtofasgr owi ngcapabil
iti
esthatgobeyondt hoserequi
red
bythecur rentjob;itrepresentsef f
ortst oimproveempl oyees’abili
tytohandlea
vari
etyofassignment s.Developmenti sbenefici
altobot htheor gani
zati
onandt he
i
ndivi
duals.Empl oyees and manager s with appropri
ate exper
iences and abi
li
ti
es
enhancetheabili
tyofanor ganizat
iont ocompet eandadaptt oachangingcompet i
ti
ve
envi
ronment .I
nthedevelopmentpr ocess,theindi
vidual
s’careersalsogainfocusand
evol
ve.

Devel
opmentver
susTr
aini
ng

Tr
aini
ng Devel
opment

Understandinf
ormati
on
Learnspeci
fi
c conceptsandcontext
;
behavi
orsandacti
ons; Developjudgment;
Focus: Demonstrat
etechni
ques Expandcapaciti
es
andpr
ocesses forassi
gnment s

Ti
mef
rame: Shor
ter
-t
erm Longer
-t
erm

Quali
fi
edpeopleavai l
abl
e
Ef
fect
iveness Perf
ormanceapprai
sal
s,
whenneeded;pr omotion
cost
/benef
itanal
ysi
s, fr
om wi t
hinpossibl
e;
Measures: passingtests,
or HR-basedcompet it
ive
cer
ti
fi
cat
ion advantage

9|Page
 Fi
gur
e showi
ng compar
isons bet
ween t
rai
ning and
devel
opment

5.
3.Car
eerDevel
opment

Theconceptcar eerhasmanymeani ngs.Thepopul armeani ngispr obablyref

lect
edi n
thei deaofmovi ngupwar dinone’schosenl ineofwor k¬¬-maki ngmor emoney;
havingmor er esponsibil
ity;andacquir
ingmor est atus,presti
ge,andpower .Alt
hough
typi
callyrestr
ictedt oli
nesofwor kthatinvolvegai nfulempl oyment ,theconceptof
careercanappl ytoot herl i
fepursui
ts.Forexampl e,wecant hinkofhomemaker s,
parents,andvol unteerwor kersashavingcareers;theyt ooadvancei nthesenset hat
thei
rt al
ents and abi l
i
ties to handl
el argerr esponsibili
ti
es gr ow wi t
ht ime and
exper i
ence.Aconci sedef ini
ti
onofacar eerthatemphasi zesi t
si mportanceisoffered
byGr eenhaus:

A careeri
st hepatter
nofwor krel
atedexper
iences( e.
g.,j
obpositi
ons,j
obdut i
es,
deci
sionsandsubjecti
vei
nter
pret
ati
onsaboutwork-r
elatedevent
s)andacti
vit
iesover
thespanoftheper
son’sworkli
fe.

Peoplepursuecareer
st osati
sfydeeplyindi
vidualneeds.Atonetime,identi
fyi
ngwith
oneempl oyerseemedt oful
fil
lmanyoft hoseneeds.Now, thedi
sti
ncti
onbet weenthe
i
ndividual
’scareerast
heor ganizat
ionseesitandt hecareerastheindi
vidualseesi
tis
veryimportant
.

Or
gani
zat
ion-
Cent
eredvs.I
ndi
vidual
-Cent
eredCar
eerPl
anni
ng

Car
eerpl
anni
ngcanbesomewhatconfusi
ng,becausetwodiff
erentperspect
ivesexi
st.
Car
eerpl
anni
ngcanbeorgani
zat
ioncent
ered,i
ndivi
dualcent
ered,orboth.

Or ganization-centeredcar eerplanni ngfocusesonj obsandonconst ructi

ngcar eer
pat hs thatpr ovide fort he logicalpr ogressi
on ofpeopl e between j obs i n an
organi zati
on.Thesepat hsar eonest hatindivi
dualscanf oll
ow toadvancei ncer tai
n
organi zati
onaluni ts.Forexampl e,aper sonmi ghtent ert hesalesdepar t
mentasa
salescounsel or,t
henbepr omotedt oaccountdirector,
tosal esmanager ,andf inal
lyto
vice-presidentofsal es.
Individual-centered car eerplanni ng focuses on i ndividual
s’car eersr athert han
organi zati
onalneeds.I tisdonebyempl oyeest hemsel ves,andindi vi
dualgoal sand
skillsar et hefocusoft heanalysis.Suchanal ysesmi ghtconsidersituationsbot h

10|Page
i
nsi
deandout
sidet
heor
gani
zat
iont
hatcoul
dexpandaper
son’
scar
eer
.

ORGANI
ZATI
ONALPERSPECTI
VE I
NDI
VIDUALPERSPECTI
VE
A
•I
dentif
yfutur
e PERSON’S •I
dent
if
ypersonalabi
li
ti
es
or
ganizati
onal CAREER andi
nter
ests
staf
fi
ngneeds
•Pl
anl
if
eandwor
kgoal
s
•Pl
ancar
eerl
adder
s
•Assessalt
ernati
vepaths
•Assessi
ndivi
dualpot
ent
ial i
nsideandoutsidethe
andtrai
ningneeds. or
ganizat
ion

•Matchorganizat
ionalneeds •Notechangesi
nint
erest
s
wi
thindi
vidualabil
it
ies andgoalsascar
eerandli
fe
stagechange
•Auditanddevel
opacareer
syst
em fort
heorgani
zati
on

Fi
gur
eShowi
ngOr
gani
zat
ionalandI
ndi
vidualCar
eer
-Pl
anni
ngPer
spect
ives

11|Page