MANAGING HUMAN RESOURCE

TRAINING AND DEVELOPMENT

IN ORGANISATIONS
CHAPTER 1
Learning Outcomes
After working through this chapter, you should be able to:
• Describe the concepts of training, education and development
• Explain the training function and how it is a subsystem in an organisation
• Outline the different training and development approaches
• Illustrate the training and development function and how it fits into the organisational
structure
• Give a brief description of the different training and development models
• Define the various management elements of a training and development programme
• Define the respective development phases of a strategic training plan
• Discuss the importance of a training and development policy and an annual training plan
• Describe the various functions of a training and development practitioner.
 The concepts of Training,
Education and Development
Need to be understood to manage the training and development
processes in any organisation.
 • Planned acquisition of knowledge, skills and
Training abilities to carry out a specific task or job in a
vocational (work related) setting.
• The deliberate, systematic and sustained effort to
transmit, evoke or acquire knowledge, attitudes,
Education
values, skills and sensibilities, and any learning that
results from the effort, intended or unintended.
• Related to people who are engaged in work-related
Development activities, and it is connected to their contributions
within the wider immediate communities.
The concept of Human Resource Development
(HRD)
Set of systematic and planned activities designed by
an organisation to provide its members with the
opportunities to learn necessary skills to meet
current and future job demands
HRD
Mechanism in shaping individual and group values
and beliefs, and skilling through learning-related
activities to support the desired performance of the
host system
• HRD is viewed as an intervention to assist employees in an
uninterrupted and planned way to:
1. Assume or sharpen capabilities to perform in accordance with their
present and expected future role
2. Build, discover and use a person’s talents for organisational
development purposes
3. Develop a business culture and secure relationship between employer
and employee.
• Another term used in this domain is referred to as Education, Training
and Development Practitioners (ETD Practitioners). ETD Practitioners
include teachers, facilitators, tutors, markers, lecturers, development
officers and mentors.
An integrated approach
• Training, Development and Education cannot be divided into separate
compartments as a variety of methods and terms may be used within
organisations.
• Human Resource Development can be viewed as a term used to include
training, development and education, and described as an integrated
and holistic, conscious and proactive approach to changing work-related
knowledge and behaviour, using a range of learning strategies and
techniques.
Why do organisations offer Individual benefit Organisational benefits
They are empowered to make better decisions and solve Employees with more skills and enhanced knowledge are more
problems more effectively. competent and better equipped to achieve targets in their key
performance areas.
training &development?
Motivational variables of recognition, achievement, growth and Improved profitability and/or better service follows.
responsibility are internalised and operationalised.
Staff members can handle stress, tension and conflict more The morale of the workforce is improved.
effectively.
Job satisfaction is increased and knowledge, communication The corporate image is enhanced.
skills and attitudes are improved.
Employees are prepared to go over and above in their job roles, Relationships between superiors and employees are improved.
making them ready for career progression.
Employees are more engaged, which improves satisfaction and It contributes to organisational development.
boosts morale.
Knowledgeable team members are confident team members, Organisations increase opportunities to promote from within,
and performance and confidence are directly linked. which is cheaper and less time-consuming, and motivates other
employees.
Informed employees require less supervision from leaders, Investing in training and development helps the organisation
encouraging them to take ownership and accountability. remain competitive.
Types of training and development interventions (Page 8)

Technical
Onboarding training

Soft skills
Management (people
development skills)
training

Compliance
training
 Generalised Approaches to
Training & Development
Interventions in organisations
Each approach has its unique advantages and disadvantages and may
be successful to a certain extent, depending on the circumstances in the
organisation.
The ‘learning by exposure’ approach
Learning by exposure is not an approach to employee training and
development, but because learning takes place (by chance), it may be
considered a management option and is often very popular.

This approach involves individual learning, where the learner (employee) is

assumed to gather knowledge and to use it without any help other than that
offered by colleagues, who are often themselves unprepared for their roles.

The arrangement offers the learner an opportunity to build a social

connection with his or her experienced colleagues.
The ‘educational’ approach
• This approach serves individual needs and may sometimes take personal
initiative from the employee.
• The learning content of most formal educational programmes is externally
developed and frequently leads to recognised qualifications.
• Employees may register for several programmes and qualifications that
apply to their work context.
• It can be formal, offered in a formal institution, following a formal
approach and curriculum and it can be informal.
The ‘Systems’ approach (Training influenced by environmental factors) (page 9
Book)

FIGURE 1.1 The organisation as a system

FIGURE 1.2 Internal and external training
and development environment
 The ‘problem-centred’ approach
• This approach solves short-term problems and is used as the need arises.
It is dominated by specific operational problems that determine the
needs of the individual or the group.

The ‘action learning’ approach

• This approach focuses on managers who study real-life problems and how to
solve these problems within a real-life environment. E.g. a manager who is
learning while doing the job.
The ‘analytical’ approach
• This approach has been associated with the organisational training needs
assessment, followed by analysis of the knowledge, skills and attitudes
required for specific jobs.

The ‘competence’ approach

• Elements of competence: An action, behaviour, or outcome that a person
must be able to demonstrate.
• Performance criteria: Statements against which the performance of an
individual is measured.
• Range statements: Statements that define the range or breadth of
competence required for the individual to be considered occupationally
competent.
The ‘training process’ or ‘procedural’ approach (Training Cycle)

This approach, which is the most common and consists of the following phases:
• The establishment of a training and development policy.
• The inclusion of training and development responsibilities in job descriptions.
• The regular and periodic definition of training needs.
• The creation of training and development plans.
• The provision of training and development resources.
• The implementation of training and development plans.
• The assessment of training and development results.
END DAY ONE
THE ROLE OF TRAINING AND DEVELOPMENT FUNCTION IN
THE ORGANISATION
• The purpose of T&D is to bring changes that are necessary to enhance the organisation
through organisational and performance improvements.
• To make a difference to the way the an organisation and its employees operate.
• To enrich employees knowledge, skills, attitudes and values so that they can perform
present and future jobs effectively.
• T&D function determines training needs, applies training technology and expertise and
transforms untrained employees into trained employees who subsequently make
productive contributions towards achievement of organisational objectives.
STRATEGIC ROLE OF T&D SPANS FIVE KEY AREAS (page
14)

• Talent attraction and retention

• Development of people capabilities
• Creating a values-based culture and a sense of
community
• Building an employer brand
• Employee engagement and motivation
FIGURE 1.3 The role of the
training and development
function in an organisation
 Training and
development
models
It is important to note that there are many training and development
models and, depending on the needs in the organisation, one model or a
combination of models could be followed. The purpose of presenting
these models is to provide a brief overview of the overall training and
development process.
Nadler’s model (Page 16 Book)

Identify
Specify Identify Determine
organisational
performance training needs objectives
needs

Obtain Select
Present Compile a
instructional instructional
training syllabus
resources strategies
Camp, Blanchard and Huszco’s training model (Page 18
Book)

Establish
Gather data Identify Develop a
training
and diagnoses resources curriculum
objectives

Facilitate
Gather data Perform
transfer of Plan logistics
and evaluation training
learning
The High-Impact Training
Model (Page 19 Book)

FIGURE 1.4 The High-Impact

Training Model
What is Strategic Human Resource Development?
• SHRD involves the long-term development of people within the
organisation, which fosters continuous organisational effectiveness.
• SHRD is geared to the strategic business plan to help implement the HR
strategy by improving the knowledge and skills of employees of the
organisation and/or the knowledge and efficiency levels of interest
groups outside the organisation.
• HRD strategy can be defined as planned and unfolding activities that
focus on developing capabilities to achieve current and future strategic
objectives
FIGURE 1.5 The relationship between business strategy, HR management
strategy and HRD strategy (Source: Rothwell and Kazanas (1994)
Strategic human resource training and development
• The training and development practitioner must ensure that all training and development
programmes are presented in a purposeful and effective manner.
• Training and development activities must be aligned to the organisations’ vision, mission
and values.
• Training programmes must be carefully focused on the achievement of organisational
goals and objectives.
• Training and development programmes must be designed in accordance with educational
principles and focus on improving organisational performance.
• The environment the organisation performs within must be considered in the planning,
preparation, delivery and evaluation of training programmes.
• Training practitioners must be selected, as the success of training programmes depends on
the quality of trainers selected.
Two models will be used to explain SHRD below:
• Garavan’s Model (Page 28)
• Rothwell and Kazanas Model (Page 30)

Garavan’s prescriptive model consists of nine elements, namely:

1. The integration of HRD activities with the mission and goals of the organisation
2. Environmental scanning; internal, external, job characteristics and individual expectations.
3. Management support for HRD activities
4. HRD policies and plans must be formulated and implemented
5. Line management must be involved in the design
6. SHRD must be aligned with related human resource practices (recruitment, succession, promotions etc)
7. Expanded role for training: we don’t only train skills we also shape behaviour, attitudes etc.
8. Acknowledgment of the role of culture in the design and delivery of strategic human resource training
9. Development, and the evaluation of the impact of strategic human resource training and development on the
individual and organisational effectiveness.
FIGURE 1.6 Strategic Training and Development (T&D) Model
Source: Rothwell & Kazanas (1994)
The need for a training and development policy

HRD policies are developed for four main reasons:

• To define the relationship between the objectives of the organisation and its commitment to
the HRD function.
• To provide operational guidelines for management (to promote the vision and strategic
objectives of the organisation)
• To provide information for employees (to ensure organisations operate efficiently and to avoid
employee confusion)
• To enhance public relations (to regulate, direct, control the actions and conduct of HRD activities)
Annual training and development plan
The training and development plan is a detailed statement of training and development
that will be implemented over a specific period.
Should be drawn up with extreme care and a typical plan would comprise the following
elements:
• A detailed time plan of the training requirements for each department, allocated according to
job classification and number of employees involved
• A detailed time plan of the projected training for categories of staff that are not permanently
allocated to a department.
• Specifications relating to each training item for the standard to be achieved, the person
responsible for implementing it, and the training strategy to be used.
• A summary of the budget allocation for training for each department and the organisation.
• The plan may be divided into training that is underway and to which the organisation is already
committed, such as apprentices who have begun their apprenticeships, and other training.
 The role of the training & development practitioner
Role Detail
Manager As a manager, the practitioner must provide the organisation with guidance and leadership
regarding training and development activities. In the process, planning, organising, leadership and
control are applied to make optimum use of resources to achieve the organisational objectives.

Consultant The training and development practitioner acts as a consultant when assisting with employees’
performance problems.
Facilitator Requires that the learning content be activated to convey it to the target group and to facilitate its
transfer.
Evaluator The impact of training and development on the success of the organisation must be measured.
Marketer The role of promoting training programmes among top management and target groups
in the organisation is very important.
Strategic The role of developing a HRD strategy (long-term plans) to achieve the training and development
facilitator mission of the organisation is essential to the success of the organisation. Furthermore, the role is to
align the HRD activities with the broad business plan and HRM initiatives.
Summary
1. In this chapter, various generalised approaches to training and development
interventions were discussed.
2. This was followed by a discussion of the strategic human resource training and
development function as a subsystem in an organisation and its unique contribution
to the success of the organisation.
3. Various training and development models were discussed, including those of Nadler
and Camp et al. These approaches coincide and provide a basic understanding of the
basis of training and development practices.
4. A discussion on strategic approach to management of training and development was
presented.
5. The process of formulating a training and development policy and an annual training
plan was briefly discussed.
6. Finally, this chapter focused on the role of the training and development practitioner.