Human Resource Management

Training and Development

Unit 1
Introduction to Training & Development
Training and development refer to activities and initiatives undertaken by organizations
to enhance the skills, knowledge, abilities, and overall performance of their employees.
These efforts are geared toward improving individual and organizational effectiveness.
Let's break down the meanings of each:
Training:
Definition: Training is a systematic process of acquiring and imparting specific skills,
knowledge, and competencies to employees. It is designed to improve an individual's
performance in their current role.
Purpose: The primary purpose of training is to fill skill gaps, increase proficiency, and
ensure that employees can perform their tasks effectively. Training can be delivered
through various methods, such as workshops, seminars, on-the-job training, e-learning,
and more.
Development:
Definition: Development is a broader and long-term process that focuses on preparing
employees for future responsibilities and roles within the organization.
Purpose: Development goes beyond the immediate needs of the current job and aims to
build capabilities for the future. This may include activities such as mentoring, coaching,
leadership programs, and educational opportunities that contribute to an individual's
growth within the organization.

Definition of Training & Development:

Armstrong "Training is the formal and systematic modification of behavior
through learning which occurs as a result of education, instruction,
development and planned experience. Development is improving individual
performance in their present Roles and preparing them for greater
responsibilities in the future”.

Katz & Kahn "Training and development is described as a maintenance

subsystem, intended to improve organizational efficiency by increasing
routinization and predictability of behavior”.
Functions of T&D:
 Orientation
 Need assessment
 Research
 Career planning
 Compliance
 Leadership


Training and Development Evolution:

Training and development have been in existence forever, be it the informal or the formal
method. In earlier centuries, the training was very informal and the learning was mostly
passed on as a skill from one generation to another. With the invention of industries and
factories, a formal way of teaching the required skill was invented that used to happen in
the brick and mortar environment. This kind of training is usually theoretical. The
evolution continued and paced up and came the era of online training.

Early Years
Classroom Individualized Machine base E-Learning Digital
Training Instruction learning Tools Adaptation
Importance Of T&D:
Reduced Employee Turnover

SYSTEMATIC APPROACH TO TRAINING

I. Reactive Approach
The traditional approaches to training can be generally termed as reactionary, driven by tactical
delivery of technical skills in bricks and mortar, classrooms trainings and where training is seen as
an event-oriented activity.

2. Proactive Approach

In the learning organization this approach aligns all learning activities with the corporate business
strategy, and its focus is on developing competencies.
3. Active Learning Approach

In this approach, trainees play a leading role in learning by exploring issues and situational problems
under the guidance of their facilitator. The trainees learn by asking thought provoking questions,
searching for answers, and interpreting various observations made during the process. The active
learning approach has its lasting impact on learning since it helps in long-term retention and finding
better solutions in the challenging situations.

In today’s fast paced world, continuous learning is essential to success. Individuals need to learn to
succeed in life and at work. Companies need to ensure their employees continue to learn, so they
can keep up with increased job demands and so the company can gain or maintain competitive
advantage.

Training and career development are very vital in any company or organization that aims at
progressing. This includes decision making, thinking creatively and managing people.

Identify Training Needs

Improving performance or overcoming performance problems may occur in
organisations, departmental, or with individuals. The first stage of the Systematic
Approach Training is therefore to use various types of analysis to identify the
nature of the problems, as precisely as possible.
Techniques used for identifying training needs range from the general to the
specific:
a) Organisational Training Needs Analysis is used to consider such questions as
policy, productivity, new technology and cost escalation. Rarely can these issues
be dealt with in isolation. This type of analysis will identify performance problems
and how training can contribute to improvement.
b) Job Analysis takes the analytical process a stage further by investigating in
more detail the jobs people do. This will provide information, for example, about
tasks they perform, areas of responsibilities and relationships with others. Other
disciplines also use job analysis (e.g. job evaluation, and recruitment and
selection).
c) Task Analysis investigates the procedures, knowledge, skills and attitudes
needed to ensure satisfactory performance of a job's key tasks.
A task is an element of work leading to a specific results. Tasks are work related
activities, where each task should have a clearly defined beginning and an end.
Some examples of tasks:
 Interviewing a client
 Writing a letter
 Formulating projects.
For systematic training to be effective in meeting performance problems, it is
essential that all three types of analysis, are either done, or considered. Using
them with a degree of discretion is equally important, recognising the
contribution each can make, but balancing this against the time and costs
incurred.
Types of Needs Analyses
Many needs assessments are available for use in different employment contexts. Sources
that can help you determine which needs analysis is appropriate for your situation are
described below.

 Organizational Analysis. An analysis of the business needs or other reasons the

training is desired. An analysis of the organization's strategies, goals, and
objectives. What is the organization overall trying to accomplish? The important
questions being answered by this analysis are who decided that training should be
conducted, why a training program is seen as the recommended solution to a
business problem, what the history of the organization has been with regard to
employee training and other management interventions.
 Person Analysis. Analysis dealing with potential participants and instructors
involved in the process. The important questions being answered by this analysis are
who will receive the training and their level of existing knowledge on the subject,
what is their learning style, and who will conduct the training. Do the employees
have required skills? Are there changes to policies, procedures, software, or
equipment that require or necessitate training?
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a
task analysis or job analysis, this analysis seeks to specify the main duties and skill
level required. This helps ensure that the training which is developed will include
relevant links to the content of the job.
 Performance Analysis. Are the employees performing up to the established
standard? If performance is below expectations, can training help to improve this
performance? Is there a Performance Gap?
 Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job.
This information comes from manuals, documents, or regulations. It is important
that the content of the training does not conflict or contradict job requirements. An
experienced worker can assist (as a subject matter expert) in determining the
appropriate content.
 Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
 always be the best solution. It is important to determine if training will be effective in
its usage.
 Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training.
Effective training results in a return of value to the organization that is greater than
the initial investment to produce or administer the training.

Unit 2
Designing the Training Programs

1. Cognitive Learning Theory

Cognitive Learning Theory, also referred to as cognitivism, focuses on learners
objectively analyzing their thoughts and feelings (metacognition) to gain information
more effectively. In other words, it asks them to ‘think about how they think’. According
to the theory’s concepts and practices, you can build strategies to use your brain to
learn or teach more effectively when you understand how thinking patterns work. You
can also become more aware of the ways that your mind connects facts to foster those
links.
Many strategies in Cognitive Learning Theory involve active learning that connects
incoming information with past experiences. Rather than promoting rote memorization,
cognitive learning-based lessons encourage learners to use and apply their new
knowledge. You can implement more active learning in your workplace training
through meaningful human interaction.

2. Behavioral Learning Theory

Pioneered by researchers like John Watson and B.F. Skinner, Behavioral Learning
Theory (behaviorism) centers on the idea that people learn by interacting with their
environments through a system of stimuli and response. Plenty of concepts under the
theory, such as positive reinforcement, highlight how you can adjust the learning
environment to encourage new behaviors. By setting up an environment that rewards
learning, you’ll encourage your team to pursue and use new information..
You can also encourage employees to learn in the flow of work by proactively seeking
out the resources they need. Especially if they are ‘rewarded’ for such self-directed
learning, they’ll form positive associations with this type of behavior — another tenet of
Behavioral Learning Theory. Positive reinforcement like this can take the form of
gamification techniques, or simple praise from a manager.

3. Constructivist Learning Theory

Under the Constructivist Learning Theory (constructivism), learners build knowledge as
they experience the world and one another. As its name implies, the theory argues that
learners formulate their own set of knowledge, adding to that understanding as they
gain information and experience.
In the workplace, peer training applies the concepts of constructivism by creating a
social experience that allows learners to build knowledge together. Traditional top-down
teaching leads to passive learning that doesn’t provide opportunities to create
knowledge through experience. It doesn’t necessarily try to connect new material to
learners’ past acquired knowledge, either. Meanwhile, peer-to-peer learning promotes a
meaningful and engaging learning experience involving two learners exchanging
relevant, actionable information.

4. Connectivism Learning Theory

One of the most recent learning theories mentioned here, connectivism considers the
impact of the digital age on learning. It argues that social connections and technology
shape learning and that we must adapt to constantly changing knowledge. According
to connectivism, a person’s capacity to learn is more important than understanding
current information, since that information is bound to change in the first place.

5. Adult Learning Theory

Adult Learning Theory establishes that adults have different learning needs than
children because they have more preconceived notions and biases due to living a
longer life. They have more internal motivation to learn than children and want to learn
information that they can use to achieve personal learning objectives. The term “Adult
Learning Theory” can refer to a group of learning theories that apply to adults or be
interchangeable with the term andragogy — the practice of teaching adults.
By prioritizing Adult Learning Theory in your L&D program design through practices like
performance learning, you can also improve your team’s morale. Adult Learning Theory
principles place learners alongside teachers as equals instead of repeating the power
structure from traditional schooling.

6. Self-Directed Learning Theory

Self-Directed Learning Theory gives learners control over their own learning pathways.
This theory was previously considered a component of Adult Learning Theory,
or andragogy. Self-directed learning is now a theory in its own right, supporting
workplace learning where employees declare their own knowledge gaps and learning
needs.
This theory doesn’t mean learners are completely on their own. In fact, most learners
want their L&D department to provide resources, like a series of curated training
materials or a budget, to guide them on their journey.
L&D can apply this theory by embracing on-demand learning opportunities for
employees to use in the flow of their work. One useful tactic is to build learning libraries
that employees can access anytime.

7. Transformative Learning
Transformative learning explores meaning structures — the beliefs and experiences
that influence how we interpret ideas — and how reflection-based learning can help us
transform them. Practices based on transformative learning often aim to create a
“disorienting dilemma” that challenges the learner’s worldview. Through this disorienting
dilemma, the learner can reevaluate what they believe about the world and develop a
new viewpoint.

8. Learning Curve Theory

According to the Learning Curve Theory, an employee will become faster and more
effective at completing a task as they do the task over and over. Many organizations
that use Learning Curve Theory measure performance through a formula that involves
an output unit, a unit of cost, and a time frame or productivity target.
 9. Lifelong Learning Theory
The Lifelong Learning Theory presents learning as a lifelong journey that goes beyond
childhood education. According to this concept, personalized learning can help adults fill
in the knowledge gaps left by traditional education and overcome boundaries like
economic status and age. Using age as a starting point, Lifelong Learning aims to give
everyone an equal chance to learn, regardless of differences in demographics.
You can apply Lifelong Learning strategies to your training program by fostering a
multigenerational learning experience.

10. Collaborative Learning

Many of these learning theories overlap when it comes time to craft a new approach to
learning—Collaborative Learning. Collaborative Learning employs a bottom-up
approach, where team members create and answer requests for knowledge. Because it
is rooted in the importance of peer interaction, Collaborative Learning
Theory incorporates some of the most effective aspects of popular learning theories:
 (Social) Cognitive Learning Theory applies meaningful human interaction to learning

 Constructivist Learning Theory focuses on shared experiences over passive learning

 Adult Learning Theory encourages learners to self-identify their learning needs

 Self-Directed Learning Theory empowers learners to take control of their own learning
path

 Transformative learning confronts preconceived notions through new challenges

 Lifelong learning’s democratized knowledge shared across job positions and

generations

The following Principles of learning should be satisfied by a good training

program:
1. Practice – Employees learn more fast when theory and practice go hand in hand.
Employees under training should be given an opportunity to participate in actual work
performance.
2. Active Process – The individual learn better when more of his senses are utilized in the
efforts and he become more involved in the process of learning.
3. Guidance – Learning is more efficient if it is not by trail and error but by guidance from
expert. Guidance can speed the learning process and provide feedback as well.
4. Trainee Readiness – People who are not ready to learn will not learn. Consequently an
effective training program must comprise individuals who are ready to learn the skill at
hand. Determining trainee readiness involves examining certain important issues.
5. Motivation – Trainee must be motivated to improve his skills or knowledge by
increased compensation, promotion, recognition etc.
6. Relevance – Most trainees quickly develop perception about whether training is
relevant. If trainee perceives that the instruction will actually help them on the job, they
are much more likely to be receptive to the training. If they do not perceive they are
more likely to demonstrate active or passive resistance in the training.
7. Reinforcement – Reinforcement is another critical principles of learning. It involves the
process of providing financial rewards or non-financial incentives such as praise or
recognition. Reinforcement can often encourage trainees to become more interested
and involved in the training.
8. Standard of performance – Standard of performance must be set for the learner. The
standard provide goals and give a feeling of accomplishment when the employees
achieve them.
9. Feedback – In order to understand the potentialities and limits of improvement of an
employees the progress of his training must be received from time to time. Such
feedback will be a valuable aid in adjusting training to the needs of the individual
workers.
 Trainee Readiness and Motivation
Readiness and motivation are two preconditions for learning because they directly influence
the success of those who undergo training. Trainee readiness relates to whether they have the
knowledge and skills necessary to absorb the material to be presented to them.
Trainee motivation refers to understanding the link between the effort they put into training
and the payoff or reward awarded by the training. Why is the training important? What will
the employee gain by attending attending? What are the disadvantages of missing the
training?
Readiness and motivation are psychological states that affect how learners approach and
participate in training. Readiness refers to the degree to which learners have the necessary
prerequisites, such as prior knowledge, skills, attitudes, and resources, to engage in the learning
process. Motivation refers to the degree to which learners have the interest, desire, and
willingness to learn and achieve their learning goals. Both readiness and motivation can vary
depending on the learner, the topic, the context, and the trainer.

What are training objectives?

Training or learning objectives are the intended measurable outcome that your learners will
achieve once they’ve finished a course. They should detail the information that will be acquired
and what learners will be able to accomplish through learning this information. Importantly,
training objectives should be concise, focused statements that break down what each course
will accomplish and how they will help reach the business’s overall end goal of training.

How to develop training objectives?

When developing training objectives, follow a systematic approach to ensure they are
effective and align with the organization’s goals.
Here’s a step-by-step guide:

Step 1: Identify the business need

The first step to creating objectives of training and development is identifying the
specific business need that the training aims to address.

For instance, if your organization is facing a high customer churn rate, you might identify
a need for improved customer service skills among your frontline staff. This business
need then informs your training objective.

Step 2: Define the desired outcome

Next, define what the successful achievement of the objective would look like. In the
previous customer service example, a desired outcome might be that customer service
representatives demonstrate the ability to de-escalate tense situations, turning
dissatisfied customers into loyal ones.

This objective is clear-cut and allows both trainers and trainees to understand the goal.

Step 3: Create learning objectives

Now that you have your desired outcome, you can break it down into detailed learning
objectives. These are the specific skills that employees need to learn to achieve the
overarching objective.

For our customer service training, learning objectives could include empathetic listening,
effective communication of company policies, and mastery of conflict resolution
techniques.

Step 4: Use the SMART framework

The SMART methodology is frequently used to establish well-defined and effective

objectives.
 This approach states that the objectives should be:

 Specific
 Measurable
 Achievable
 Relevant
 Time-bound

Ensure your training objectives are SMART. For example, “Customer service
representatives will be able to successfully resolve customer complaints within 3
minutes, 95% of the time, by the end of the 6-week training period.”

This objective meets all five SMART criteria, making it a useful guide for your training
program

Step 5: Communicate the objectives

Finally, communicate your training objectives to all relevant parties. This includes not
just the employees who will be undergoing training but also supervisors and managers
who will be crucial in supporting the training initiative.

Clear communication about what the training is seeking to achieve helps to foster buy-in
and commitment from all parties, increasing the chances of a successful training
program.