TRAINING AND DEVELOPMENT

Definitions

Training is the process by which people are taught skills and given the
necessary knowledge or attitude to enable them to carry out their
responsibilities to the required standard.

It is different from education which imparts general knowledge of a

particular subject.

Development

Whereas training is concerned with equipping staff to carry out their

responsibility on their current jobs, development is concerned with
giving individuals the necessary knowledge, skills and experience to
enable them to undertake greater and more demanding roles and
responsibilities. It is management development.

Purposes of Training

The general purpose of training is to help the organisation to achieve

its purpose by adding value to its key resource. The people it
employees.

Specific Purposes

• To develop individual skills and competencies of employees and

improve their performance.
• To help people to grow within the organisation in order that as far
as possible, its future needs for human resources can be met from
within.
• To reduce the learning time for employees starting in new jobs on
appointment, transfer or promotion and ensure that they become
fully competent as quickly and economically as possible.
 • To familiarize employees with new systems, procedures and
methods of working.

Benefits of Training

- It can minimize learning costs.

- To increase the commitment of employee by encouraging than

to identity with the mission and objectives of the organisation.

- Improve operational flexibility by extending the range of skills

pressured by employees (Multi-skilling)

- Provide higher levels of service to customers.

- Attract higher quality employees by offering than learning and

development opportunities, increasing their levels of
competence and enhancing their skills.

- Help to develop a positive culture in the organisation oriental

towards performance improvement.

- Improve output, quality, speed and overall productivity.

- To enable people to manage change.

WHEN TO TRAIN

- New men in new jobs (recruits)

- New men in old jobs (New to the organisation)
- Old men in new jobs (promotion)
- Old men in old jobs (technical)
Cost of not Training

Where there is an economic crunch the training badgets is likely to be

the main victim. This is considered to be a short sighted approach as
there are a number of costs associated with not training including;

1. The longer time taken for individuals to become fully effective.

2. A reduced ability to adopt to changing conditions or to innovate.

3. Reduced productivity arising from less efficient working methods

or less developed skills.

4. An increased likelihood of accidents.

5. A less motivated workforce characterized by lower productivity.

6. Less awareness of and commitment to, organizational objectives.

7. High labour turnover and the arrangement high recruitment costs

due to lack of training opportunities.

Factors likely to affect organizational training requirements

1. Challenges in Technology – new systems and processes will

require
staff to be trained in their application e.g. line of computers.
2. Staff turnover – the greater the number of new recruits, the
greater will be the need for training in job skills as well as
induction training.
3. Changes in legislation – e.g. new labour laws.

4. Employee Aspirations - This helps to attract and retain staff.

 5. Market Pressures – The need to remain competitive – which
requires new innovative skills.

6. To conform to the new job specification in case of a qualification

gaps.

PLANNED TRAINING

Training must not be chaotic or by chance but must be planned.

What is planned training?

This is a deliberate intervention aimed at achieving the learning

necessary for improved behavior or job performance.

It involves a number of steps to be taken the most common ones are as

follows:

1. Identifying Training needs

This arises when a particular weakness. Weakness maybe

overcame by the application of suitable training.

These can be assessed at three levels.

- Corporate or organizational level.

- group/Team or occupational level.
- At the level of the individual

Methods
To be used
a) Job analysis
b) Analysis of performance
c) Training surveys – based on information from other
methods.
2. Define the required learning
This is important because it ensures that skills and knowledge to
be learnt are specified in terms of the competences to be
developed and attitudes to be changed.

3. Define the objectives of training

Training objectives refer to the standards of changes of behavior
on the job to be achieved if training is to be considered as a
success e.g. on computing the training, the trainee will be able to
read a balance sheet or operate on computers. In other words
training objectives are important because they help to define not
only what is to be learnt but also what learners must be able to
do after their training programme.

4. Plan the Training Programme

The programmes must meet the needs and objectives by ensuring
that it has the right contents training method needed to achieve
the objectives.

1. METHODS OF TRAINING

On the Job Training – This method uses the following techniques.

a) Demonstration or Sitting next to Nellie. It involves the
trainee being shown how to perform a task or tasks by an
experienced employee and then being left to get on with it.

The advantage is that it is simple, quick and most cost-

effective of training an employee as long as Nellie is a good
model.
 The problem is that it can transfer Nellie’s bad habits to the
trainee.

b. Coaching
Under this technique, the trainee is given general support
and guidance with emphasis more on helping the individual
teach himself/herself and ensuring that he/she acquires
the necessary knowledge, skills and experience.

It is more appropriate for Managerial and professional job

(development)

c. Job Rotation
It involves moving employees into other jobs for a period to
enable them to acquire new and wider skills. It promotes
most skilling and is part of management development

2. Off-the-job-Training

This method uses the following techniques.

a. Lectures. Most common and appropriate when dealing with

large groups.
Problem they are one way, with limited ……………….. with
trainees.
It is generally agreed that only 20% of what is said is
retained. They may be boring.

b. Case Studies
These depict real situations, which are used to help in the
identification and solutions of problems.
c. Discussion groups e.g. tutorial
d. Role playing
Likely Costs of Training

Inspite of the benefits there are likely costs e.g

- Costs or running a training centre
- Salaries for training staff
- Increases in the cost of recruitment due to loss of qualified staff
- Time spent on training etc

Training Strategy
Whatever the strategic it should be planned and should be part of a
systematic and planned programme.

The training policy should incorporate the following stages.

1. Analysis of training needs

2. A planned programme of training to meet these needs
3. Implementation of the training programme
4. An evaluation of the effectiveness of the training provided.
Do it Yourself Training

This method of training is based on the discovery method of learning,

which assumes that the most effecting way of learning is when the
trainee has to find out for himself or herself.

It is part of a planned programme with regular reports back to someone,

such as the employee’s line manager, responsible for monitoring
progress providing guidance.

Job Rotation and Planned Experience

This involves moving employee into other jobs for a period to enable
them to acquire new and wider skills. It is meant to ensure staff
flexibility due to multi-skilling. Jack of all trades but a master of none.

On the Job Training

a. Demonstration or sitting next to Nellie. It involves the trainee
being shown how to perform a task as a number of fasts by an
experienced employee and the left to get on with it.

It is one of the simplest, quickest and more cost-effective way of

enabling the trainee to learn the job, if properly controlled.

The main problem with this method the trainee may learn bad
habits and attitudes from Nellie.

b. Coaching
This differs from demonstration in being more a way managing
staff than a direct means of passing on detailed instructions. The
trainee is given general support and guidance, with the emphasis
more on helping the individual teach himself or herself and on
ensuring that he/she acquires the necessary knowledge, skills
and experience.

It is more appropriate for management and professional jobs. E.g

on completing the training the trainee will be able to operate a
computer or drive in Cairo road during busy hours ( )

3. Plan Training Programme

These must developed to meet the needs and objective by using

right combination of training methods and locations.

- Objectives
- Content
- Length/duration
- Where the training should take place.

4. Decide who phoned provide the training

- Internal or external training
 - Managers (line) or specialized department

5. Implement the training

Ensure that right/appropriate methods are used to enable
trainees to acquire the skills, knowledge, levels of competence and
attitude they need.

Methods Involved
- On the job techniques
- Off the job techniques

Decide who provides the training. Should it from within or

outside the organisation.
6. Implement the training – ensure that the most appropriate
methods are used to enable trainees to acquire the skills
knowledge, levels of competence and attitudes they need.

7. Evaluate training – This can be done during programmes. Its

impact is assessed thereafter to determine the extent to which
learning objectives have been achieved.

8. Amend and extend training as necessary - Decide on the basis

of evaluation, the extent to which the planned training
programme needs to be improved.