Training And Development

Created by Sana Soomro…! 17

MBA - 19
 Training And Development

Q... DEFINE TERMS TRAINING, LEARNING AND DEVELOPMENT. TRAINING IS

IMPORTANT THAN THE EDUCATION AND HUMAN SKILL, WHICH IS HIGHLY
RECOGNIZED NOW A DAYS?

TRAINING is the conscious and planned process of transferring knowledge, skills and attitudes
to others.
The concept of transfer here is critical, as is the element of planning.
• training is the systematic process of increasing the knowledge & skills of an employee for
doing a specified job by providing a learning experience.
• Training refers to a planned effort by a company to facilitate employees’ learning of job-
related competencies
• It helps the trainee acquire new skills, technical knowledge, problem-solving ability etc.
thereby increasing the performance of the employees.
• It also gives awareness of rules & procedures

Training is the continuous, systematic development among all levels of employees of that knowledge
and those skills and attitudes which contribute to their welfare and that of the company. – Planty, Cord
M.C and Efferson

“The process of aiding employees to gain effectiveness in their present and future work - Richard P.
Calhoon

Training should be about whole person development - not just transferring skills, the traditional
interpretation of training at work.

Whatever your role and responsibility, you might not immediately be able to put great new emphasis
on 'whole person development'. Being realistic, corporate attitudes and expectations about what
'training' is and does cannot be changed overnight, and most organisations still see 'training' as being
limited to work skills, classrooms and powerpoint presentations. However, when you start to imagine
and think and talk about progressive attitudes to developing people - beyond traditional skills training -
for example:
• 'enabling learning'
• 'facilitating meaningful personal development'
• 'helping people to identify and achieve their own personal potential'
then you will surely begin to help the organisation (and CEO) to see and accept these newer ideas
about what types of 'learning and development' really work best and produces class-leading
organizations.

LEARNING is the processing and assimilation of what we hear, see or experience that alters or
improves our knowledge, skills and attitudes. Learning is acquiring new knowledge, behaviors, skills,
values, preferences or understanding, and may involve synthesizing different types of information. The
ability to learn is possessed by humans, animals and some machines. Progress over time tends to
follow learning curves.
Human learning may occur as part of education, personal development, or training. It may be goal-
oriented and may be aided by motivation. The study of how learning occurs is part of
neuropsychology, educational psychology, learning theory, and pedagogy.

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 Training And Development

Learning may occur as a result of habituation or classical conditioning, seen in many animal species,
or as a result of more complex activities such as play, seen only in relatively intelligent animals[1][2].
Learning may occur consciously or without conscious awareness. There is evidence for human
behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into
gestation, indicating that the central nervous system is sufficiently developed and primed for learning
and memory to occur very early on in development.[3]
Play has been approached by several theorists as the first form of learning. Children play, experiment
with the world, learn the rules, and learn to interact. Vygotsky agrees that play is pivotal for children's
development, since they make meaning of their environment through play.
Learning and development can be viewed from the perspective of building organisational
capability and in the context of employee engagement.1 Agencies need to consider learning and
development as an essential part of their strategic business and workforce planning processes and align
learning and development activities to the business outcomes of the agency. Planning for learning and
development requires the same vigour and attention as any other management task.
A strategic approach to learning and development opportunities is essential in maintaining and
building the capability of employees to meet the increasingly complex challenges of the 21st century.
Well managed, learning and development can deliver the right people with the right skills at the right
time to enable agencies to deliver government objectives and outcomes into the future. This approach
is even more important in a tight labour market, where we can expect to see employees move in and
out of the Australian Public Service (APS) with greater frequency, and where employees may be
promoted to higher positions before they have had the opportunity to build their capability through
experience on-the-job.
Learning and development is relevant to job satisfaction and productivity. Nearly one-third of
employees identify opportunities to develop their skills as one of the top workforce influences on their
job satisfaction. Nearly one quarter of employees believe access to effective learning and development
helped, or would help, to increase their productivity in their current job.

Q... WHAT ARE SOME TYPICAL ON-THE-JOB TRAINING TECHNIQUES? WHAT DO

YOU THINK ARE SOME OF THE MAIN DRAWBACKS OF RELYING ON
INFORMAL ON-THE-JOB TRAINING FOR BREAKING NEW EMPLOYEES INTO
THEIR JOBS?

Some of the on-the-job methods of training are job instruction training, apprenticeship and coaching,
job rotation, and committee assignments

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 Training And Development

Coaching. Under this technique, the superior coaches the job knowledge and skill, to his subordinates.
He briefs the trainees what is expected of them and guides how to get it. He also watches their
performance and directs them to correct the mistakes. The main objective of this training is to
provide them diversified knowledge. Coaching is recognised as one of t managerial
responsibilities, and the manger as an obligation to train an develop the subordinates working
under him. He delegates his authority to the subordinates to prepare them to handle the complex
situations.

Understudy. Under this system, a person is specifically designated as their apparent who is called the
understudy. The understudy's future depends on what happens to his superior leaves his post due to
promotion, retirement or transfer. Te department manger picks up one individual from the
department to become his understudy. He guides him to learn his job and tackle the problems tat
confront the manger. Here the trainee works directly with a senior manager or with the person he
or she is to replace; the latter is responsible for the trainee’s coaching. Normally, the understudy
relieves the executive of certain responsibilities giving the trainee a chance to learn the job.

Job Rotation. management training technique that involves moving a trainee from department to
broaden his or her experience and identify strong and weak points. Job rotation means moving
management trainees from department to department to broaden their understanding of all parts of
the business and to test their abilities. The trainee, often a recent college graduate, may spend
several months in each department, fully involved in its operations. The trainee thus learns the
department’s business by actually doing it, while discovering what jobs he or she prefers. The
trainees is rotated from one job to another and thus the acquires a considerable degree of
specialized knowledge and skill but a man can never acquire t diversified skill needed for
promotion unless is deliberately put in different types of situations.

Special Project. A special assignment is a highly useful training device, under which a trainee is
assigned a project that is closely related to his job. He well study the problem and submit the
written recommendations upon it. It will not only only provide the trainee a valuable experience in
tackling the problem but would also have the other values of educating the trainees about t
importance of t problem but would also have the other values of educating the trainees about the
importance of the problem and to understand the organisational relationship of the problem with
different angles. Thus the trainee acquires knowledge of the assigned task and learns to work with
other s having different view points.

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 Training And Development

Committee Assignments: This system is similar to special project. Under this system an adhoc
committee is constituted and is assigned a subject related to the business to discuss and make
recommendations. The committee will study the problem, discuss it and submit to be report
containing the various suggestions and recommendations to the departmental manager. With a
view to avoid the unnecessary hardships in studying the problem, the members of the committee
should be selected from different departments, having specialised knowledge in different fields but
connecting to the problem.

Action learning: A training technique by which management trainees are allowed to work full time
analyzing and solving problems in other departments. Actions learning programs give managers
and others released time to work full time analyzing ad solving problems in departments other than
their own. The basics include: carefully selected teams of five to 25 members; assigning the teams
real world business problems that extend beyond their usual areas of expertise; and structured
learning through coaching and feedback. The employer’s senior managers usually choose the
projects and decide whether to accept the team’s recommendations. Many major firms around the
world from GE, to Samsung and Deutsche bank use action learning.

Apprenticeship is a system of training a new generation of practitioners of a skill. Apprentices (or in

early modern usage "prentices") or protégés build their careers from apprenticeships. Most of their
training is done on the job while working for an employer who helps the apprentices learn their
trade, in exchange for their continuing labour for an agreed period after they become skilled.
Theoretical education may also be involved, informally via the workplace and/or by attending
vocational schools while still being paid by the employer. Apprenticeship training involves a
combination of on-the-job training on your work site, and in-class instruction for apprentices. Here
are the key facts every employer should know about apprenticeship programs, and how they can
help you maintain a skilled workforce.

There are several possible drawbacks to OJT:

• Not every employee will get the same basic information, in fact, some may not get basic,
fundamental information;
• The quality of the training is highly dependent on the training skills of the employee who
supervises the OJT...and that person's skills and training are usually not in the area of training;
• The new employee may get false information or detrimental inculturation depending on the
employees that they conduct their OJT with.

Q... DO YOU THINK THAT JOB ROTATION IS A GOOD METHOD TO USE FOR
DEVELOPING MANAGEMENT SKILLS? WHY OR WHY NOT?
A growing trend in business management is to implement a job rotation strategy. Strategies can differ
drastically, but business owners can be certain that implementing a job rotation strategy will enhance
organizational success thanks to more satisfied, motivated, skilled, and committed employees.
Many businesses, small and large, are attempting to improve work design systems by incorporating a
job rotation strategy. Job rotation exists when employees rotate across many positions, in varying
intervals and durations, in order to gain exposure to different roles and functions. When implementing
a job rotation program, companies can have employees rotate only within their home department or
across positions in many departments. Although job rotation strategies may not be practical for all
businesses, strategies that are implemented across lower-level and less specialized positions provide
many advantages to businesses and employees.

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 Training And Development

• job rotation burnout reduction. When employees perform the same job functions each day
without variation, they are likely to experience greater feelings of fatigue, apathy, boredom,
and carelessness. Burnout is detrimental to businesses because it tends to promote decreased
productivity, increased absenteeism, and increased likelihood of turnover, which all lead to
organizational dysfunction. However, when employees rotate across different positions
regularly, they experience less boredom, greater task variety, and decreased feelings of
needless repetition.
• job rotation increased employee satisfaction. Business owners know that when employees
are not satisfied with professional endeavors, they feel demotivated, unhappy, and irritated,
which are detrimental to productivity. However, by allowing employees to engage in job
rotation, employees are likely to experience greater satisfaction by identifying strengths and
weaknesses. Furthermore, employees are able to test many positions and subsequently focus on
rotating between positions that enhance performance capacity, which increases their sense of
worth and importance within the company.
• job rotation increased employee motivation. It is important for business owners to provide
opportunities to increase employee motivation because greater motivation promotes higher
levels of organizational commitment and desire to grow within the company. When employees
are given the opportunity to rotate between different positions, they enhance and improve their
skills, abilities, and competencies, which leads to better job performance and greater likelihood
of promotional advancement.
Furthermore, employees that are engaged with a number of different positions throughout a
company experience increased appreciation for coworkers and the interrelation between positions,
which decreases animosity and enhances organizational commitment.
These three benefits cumulatively influence a business's turnover rate and workplace injuries.
Turnover is greatly reduced because employees do not experience the fatigue, boredom, and
dissatisfaction associated with performing the same job every day. This, in turn, greatly increases an
employee's level of awareness and attention to detail, which decreases the likelihood of workplace
injury or stress.
Job rotation presents many unique opportunities for businesses and employees. The rationale
for implementing a job rotation design system may vary depending on business goals and human
resource strategies. However, whatever the reason, one thing is certain - businesses that implement a
job rotation strategy unquestionably reap the benefits of added organizational success and more
satisfied, motivated, and committed employees.
If you are bored with the same routine work at office then you might consider job rotation. Work
rotation is perhaps the most advanced and beneficial way of keeping your initiative and efficiency
alive! If you are wondering what is job rotation all about you can find job rotation description very
beneficial in keeping your job satisfaction going!
Job rotation details will reveal that it is a great way to give employees a wholesome idea about the
kind of work a company deals in and many companies accept this as a great way to train their
employees! It helps in developing the management by helping the employees experience different
sectors of work in a company through first hand assignments in various sectors! You hence are not
alienated from the goal and end product of the company and take an interest in the work that you do!
For Employee:
1. Learning new skills
2. 2. Change of pace keeping interest level up
3. 3. Ease in finding backup for yourself when you need to take off or leave (works for
4. oth Employee & Employer)

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 Training And Development

for Employer:
1. Cross training increases work pool size for every position
2. Satisfied workers
3. No job squatting (i.e. employee making herself indispensable by hoarding
information on a position)
4. Ease in finding backup when someone needs to take off or leave (works for both
Employee & Employer)
Most students will probably support job rotation for management trainees. It gives the trainee the
opportunity to experience several areas and to develop cross-departmental skills and cooperation. It
also give the trainee the chance to experience different areas to see what he or she likes.

Q... DEFINE JOB SPECIFICATION AND JOB ANALYSIS. WHY JOB JOB ANALYSIS IS
COMPULSORY IN EVERY LARGE ORGANIZATION?

JOB SPECIFICATION.
A job specification goes beyond a mere description - in addition, it highlights the mental and
physical attributes required of the job holder. For example, a job specification for a trainee manager's
post in a retail store included the following:
'Managers at all levels would be expected to show responsibility. The company is looking for
people who are tough and talented. They should have a flair for business, know how to sell, and to
work in a team.'
Job analysis, description, and specification can provide useful information to a business in
addition to serving as recruitment instruments. For example, staff appraisal is a means of monitoring
staff performance and is a feature of promotion in modern companies. In some companies, for
example, employees and their immediate line managers discuss personal goals and targets for the
coming time period (e.g. the next six months). The appraisal will then involve a review of performance
during the previous six months, and setting new targets. Job details can serve as a useful basis for
establishing dialogue and targets. Job descriptions can be used as reference points for arbitrating in
disputes as to 'who does what' in a business.Selection involves procedures to identify the most
appropriate candidates to fill posts.

An effective selection procedure will therefore take into consideration the following:
• keeping the costs of selection down
• making sure that the skills and qualities being sought have been identified,
developing a process for identifying them in candidates
• making sure that the candidates selected, will want the job, and will stay with the
company.
Keeping the costs of selection down will involve such factors as holding the interviews in a location,
which is accessible to the interviewing panel, and to those being interviewed. The interviewing panel
must have available to them all the necessary documentations, such as application forms available to
study before the interviews take place. A short list must be made up of suitable candidates, so that the
interviews do not have to take place a second time, with new job advertisements being placed.
The skills required should have been identified through the process of job analysis, description
and specification.
It is important then to identify ways of testing whether candidates meet these requirements.
Testing this out may involve:

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• Interviewing candidates
• Asking them to get involved in simulated work scenarios
• Asking them to provide samples of previous work
• Getting them to fill in personality and intelligence tests
• Giving them real work simulations to test their abilities.

JOB ANALYSIS.
A Job Analysis is a process to identify and determine in detail the particular job duties and
requirements and the relative importance of these duties for a given job. Job Analysis is a process
where judgements are made about data collected on a job.
The Job; not the person An important concept of Job Analysis is that the analysis is conducted of the
Job, not the person. While Job Analysis data may be collected from incumbents through interviews or
questionnaires, the product of the analysis is a description or specifications of the job, not a description
of the person.
The purpose of Job Analysis is to establish and document the 'job relatedness' of employment
procedures such as training, selection, compensation, and performance appraisal. Reality: What
do people do in their jobs?
Perceptions: What do people believe people do in their jobs?
Norms: What do people believe should be done in the job?
Future changes or plans: What should people be able to do in the future
Job analysis helps in analyzing the resources and establishing the strategies to accomplish the business
goals and strategic objectives. Effectively developed, employee job descriptions are communication
tools that are significant in an organization's success.
An ideal job analysis should include
Duties and Tasks: The basic unit of a job is the performance of specific tasks and duties. This
segment should include frequency, duration, effort, skill, complexity, equipment, standards, etc.

Environment: This segment identifies the working environment of a particular job. This may have a
significant impact on the physical requirements to be able to perform a job.

Tools and Equipment: Some duties and tasks are performed using specific equipment and tools.
These items need to be specified in a Job Analysis.

Relationships: The hierarchy of the organization must be clearly laid out. The employees should
know who is under them and who they have to report to.

Requirements: The knowledge, skills, and abilities required to perform the job should be clearly
listed.

There are several ways to conduct a job analysis, including: interviews with incumbents and
supervisors, questionnaires (structured, open-ended, or both), observation, critical incident
investigations, and gathering background information such as duty statements or classification
specifications.

It is important for organizations to hire the right candidates who suit their work environment
and requirements otherwise they will end up stagnating. It also important for the job seekers to
pick up a job that suits their personality and interest as the first step will play a deciding role in

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 Training And Development

shaping their career and position in life. This can be possible only when job seekers and organizations
are able to communicate their requirements to each other. Plastopedia.com, the world’s leading
International job portal which offers an interactive medium to job seekers and providers in the domain
of plastic industry worldwide.
The main purpose of conducting job analysis is to prepare job description and job specification which
helps to hire right quality of workforce.
Job Analysis can be used in training/"needs assessment" to identify or develop:
• training content
• assessment tests to measure effectiveness of training
• equipment to be used in delivering the training
• methods of training (i.e., small group, computer-based, video, classroom...)
Job Analysis can be used in compensation to identify or determine:
• skill levels
• compensable job factors
• work environment (e.g., hazards; attention; physical effort)
• responsibilities (e.g., fiscal; supervisory)
• required level of education (indirectly related to salary level)
Job Analysis can be used in selection procedures to identify or develop:
• job duties that should be included in advertisements of vacant positions;
• appropriate salary level for the position to help determine what salary should be offered to a
candidate;
• minimum requirements (education and/or experience) for screening applicants;
• interview questions;
• selection tests/instruments (e.g., written tests; oral tests; job simulations);
• applicant appraisal/evaluation forms;
• orientation materials for applicants/new hires
Job Analysis can be used in performance review to identify or develop:
• goals and objectives
• performance standards
• evaluation criteria
• length of probationary periods
• duties to be evaluated

Q... DESCRIBE THE SYSTEMS MODEL OF TRAINING. WHAT ARE THE SKILLS TO BE
POSED BY GOOD TRAINER?

Training is a sub-system of the organization because the departments such as, marketing & sales, HR,
production, finance, etc depends on training for its survival. Training is a transforming process that
requires some input and in turn it produces output in the form of knowledge, skills, and attitudes
(KSAs).
THE TRAINING SYSTEM
A System is a combination of things or parts that must work together to perform a particular function.
An organization is a system and training is a sub system of the organization.
The System Approach views training as a sub system of an organization. System Approach can be
used to examine broad issues like objectives, functions, and aim. It establishes a logical relationship
between the sequential stages in the process of training need analysis (TNA), formulating, delivering,
and evaluating.

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There are 4 necessary inputs i.e. technology, man, material, time required in every system to
produce products or services. And every system must have some output from these inputs in order to
survive. The output can be tangible or intangible depending upon the organization’s requirement. A
system approach to training is planned creation of training program. This approach uses step-by-step
procedures to solve the problems. Under systematic approach, training is undertaken on planned basis.
Out of this planned effort, one such basic model of five steps is system model that is explained below.
Organization are working in open environment i.e. there are some internal and external forces,
that poses threats and opportunities, therefore, trainers need to be aware of these forces which may
impact on the content, form, and conduct of the training efforts. The internal forces are the various
demands of the organization for a better learning environment; need to be up to date with the latest
technologies.
The three model of training are:

1.
1. Instructional System Development Model
2. Transitional model
3. System Model

INSTRUCTIONAL SYSTEM DEVELOPMENT MODEL OR ISD training model was made to

answer the training problems. This model is widely used now-a-days in the organization because it is
concerned with the training need on the job performance. Training objectives are defined on the basis
of job responsibilities and job description and on the basis of the defined objectives individual
progress is measured. This model also helps in determining and developing the favorable strategies,
sequencing the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model

comprises of five stages:

1. Analysis – This phase consist of training need

assessment, job analysis, and target audience
analysis.

2. Planning – This phase consist of setting goal

of the learning outcome, instructional
objectives that measures behavior of a
participant after the training, types of training
material, media selection, methods of
evaluating the trainee, trainer and the training
program, strategies to impart knowledge i.e.
selection of content, sequencing of content,
etc.

3. Development – This phase translates design decisions into training material. It consists of
developing course material for the trainer including handouts, workbooks, visual aids,
demonstration props, etc, course material for the trainee including handouts of summary.

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4. Execution – This phase focuses on logistical arrangements, such as arranging speakers,

equipments, benches, podium, food facilities, cooling, lighting, parking, and other training
accessories.

5. Evaluation – The purpose of this phase is to make sure that the training program has achieved
its aim in terms of subsequent
work performance. This
phase consists of identifying
strengths and weaknesses and
making necessary
amendments to any of the
previous stage in order to
remedy or improve failure
practices.

The ISD model is a continuous

process that lasts throughout the
training program. It also highlights
that feedback is an important phase
throughout the entire training
program. In this model, the output
of one phase is an input to the next
phase.

TRANSITIONAL MODEL focuses on the organization as a whole. The outer loop describes the
vision, mission and values of the organization on the basis of which training model i.e. inner loop is
executed.

Vision – focuses on the milestones that the organization would like to achieve after the defined point
of time.
A vision statement tells that where the organization sees itself few years down the line. A vision may
include setting a role mode, or bringing some internal transformation, or may be promising to meet
some other deadlines.

Mission – explain the reason of organizational existence. It identifies the position in the community.
The reason of developing a mission statement is to motivate, inspire, and inform the employees
regarding the organization. The mission statement tells about the identity that how the organization
would like to be viewed by the customers, employees, and all other stakeholders.

Values – is the translation of vision and mission into communicable ideals. It reflects the deeply held
values of the organization and is independent of current industry environment. For example, values
may include social responsibility, excellent customer service, etc.

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The mission, vision, and values precede the objective in the inner loop. This model considers the
organization as a whole. The objective is formulated keeping these three things in mind and then the
training model is further implemented.

SYSTEMS MODEL is a model of the actual way in which a systems works. Systems model of
training and development refers to the actual sequence of activities in which T&D function works in
an organization.

• Identification of T&D needs is a systematic study of a problem or innovation, incorporating

data and opinion from varied sources, in order to make effective decisions or recommendations
about what should happen next.

• Designing of T&D program is a systematic process of identification of learning and

instructional objectives, development of course contents and involving learners/trainers.

• Conduction of T&D program is a systematic process of development of T&D objectives,

methods & procedures for effective implementation.

• Evaluation of T&D program is a systematic process of measuring results and comparing

results to pre determined criteria for measuring the effectiveness of the training and
development programs.

Identification of T&D
needs Designing of T&D programs
Organization Needs Learning objectives
Assessment Instructional objectives
Task Needs Assessment Learning principles
Employee Needs Characteristics of successful
Assessment trainers.

Measuring results of T&D programs &

comparing to evaluation criteria:
Conduction of T&D
programs
Selection of T&D
Evaluation of T&D programs methods
Development of evaluation T&D facilities
criteria: Training schedule
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 Training And Development

SKILLS OF A GOOD TRAINER

Good training requires a commitment to developing competencies. A basic understanding of teaching
excellence allows trainers to evaluate their teaching style.
The effective transfer of training depends a lot on the trainer because it is the trainer only who
can remove the mental block of trainee, motivate the trainee to learn, delete the negative perception of
the trainee regarding the training. Besides all that, a lot depends on personality of trainer also.
Adult learning has a much greater chance of success when the trainer or teacher is competent. An
instructor that strives for excellence will demonstrate each of the following qualities of a good trainer.

Exudes Patience
A good trainer needs to have incredible patience. Often learners are frustrated when introduced
to new concepts and they need the trainer or teacher to re-frame the information in a way that
will encourage them to see beyond a block in learning.

Explains Concepts Simply

Often in an attempt to convey a new concept, poor trainers tend to over complicate with
providing a high level of detail. A good trainer knows how to pull out the key concepts and
points and to gradually build in the details over time once the basic concepts are understood.
Often it takes up to three different introductions or exposures to a concept before learners
retain the information. For example, present the key concepts in a short lecture, then discuss
them within case studies and finally create an assignment around the key concepts.

Facilitates Active Learning

Lectures provide information to the masses but for true learning to occur, a good trainer
facilitates active learning by finding ways for the learner to uncover the key concepts through
discovery and practice. Hands-on learning through discussions, quizzes, games, case studies,
simulations, brainstorming etc. will engage the learner in the topic and facilitate their learning.

Uses Creative Approaches

Variety is the spice of life and it also spices up learning. A good teacher knows when to change
gears and offer an activity or exercise that will shake up preconceived notions of learners and
expand their perceptions. Challenge learners by offering the unexpected and mixing up the
delivery to appeal to the various learning styles.

Demonstrates Acceptance of Different Views

A good teacher remains neutral and encourages debates that explore the pros and cons of
concepts. Racism, hate and ignorance should never exist in a classroom. A good trainer will
demonstrate zero tolerance for unethical behaviors while, at the same time, encourage different
viewpoints that help learners understand cultural diversity.

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Sees the Big Picture and Breaks it Down

Good trainers remember to link individual concepts with a bigger picture so that the learner
understands the role each piece plays. When learners do not understand the bigger picture, they
often feel confused as the learning feels disjointed.

Motivates Learning
Part cheerleader, part coach; a good trainer knows how to motivate learning through
encouragement and support. Good teachers insist on the learner doing the work to uncover
answers to problems while guiding them gently with encouraging words and hints to help steer
them along in their discovery. Poor instructors give away answers and do the work for the
learner. Good instructors encourage curiosity.

• Creates a Welcome, Safe Environment

Adult learners need to feel that their classroom (be it virtual or not) is a safe place to express
their concerns and ask questions. Learners who feel threatened by a closed communicative
environment will not learn and will usually drop out.

Comes Prepared
An organized instructor will gain instant respect from learners. Showing up on time as well as
demonstrating that lessons are planned, prepared and relevant to the audience will impress
learners.
If an instructor can demonstrate a high level of competence, then learners will remain engaged.
Learning happens in an environment that fosters patience, simplified concepts, active learning,
creativity, diversity of views, perspective, motivation, safety and organization.

The other skills that need to be present in a trainer are:

Q... Training Design
Q... Evaluating the training program
Q... Training need analysis
Q... Worksheet design
Q... Exercises design
• Presentation Skills
• Business Skills i.e. budgeting, time management, negotiation, etc.
• Content Development i.e. material production, graphics, layouts, etc
Q... Self development i.e. interpersonal skills, good listening skills, flexible, accepting the share of
accountability, etc

Q... WHAT DO YOU MEAN BY CONTINUOUS LEARNING AND DEVELOPMENT?

WHAT CONDITIONS ARE NECESSARY FOR EFFECTIVE LEARNING AND
DEVELOPMENT ON CONTINUOUS BASIS?

Continuous learning and development is NOT about continually taking courses -- it's about developing
skills in reflection and inquiry -- it's about learning how to learn so that your life's experiences become
your own learning lab.
Continuous learning and development is the ability to learn to learn. Learning need not be a linear
event where a learner goes to a formal learning program, gains areas of knowledge and skills about a
process, and then the learning ceases. If the learner can view life (including work) as a "learning

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program", then the learner can continue to learn from almost everything in life. As a result, the learner
continues to expand his or her capacity for living, including working. Continuous Learning examines
the requirement for workers in an occupational group to participate in an ongoing process of acquiring
skills and knowledge. Continuous learning is a lifelong process comprised of the sum of training,
development, and learning. Once individuals work in an environment where these three activities are
present, and actively participate in each, lifelong learning becomes a reality.
The concept of continuous learning and development has become quite prominent over the past five
years. Organizations are changing rapidly. Therefore, it's difficult to find any approach to doing
anything in organizations that doesn't soon become outdated. The concept of continuous learning has
become important because it places priority on noticing, adapting and learning from change. .

Continuous learning can be send from the individual’s point of view and from the organisation’s point
of view. From the individual’s point of view the following issues among others are relevant:
 Personal vision.
 Active role in the work.
 Reflection on the experiences in the work.
 Seeking feedback about the work.
 Applying new information and skills.
Organisations can establish structures and processes that support continuous learning. Management
provides employees with opportunities to take part in training which help them maintain and update
the skills needed in their work. Employees have a clear, shared vision of the organisation's goals and
values.
More and more jobs require continuous upgrading, and that all workers must continue learning in
order to keep or to grow with their jobs. If this is true, then the following will become essential skills:
 Knowing how to learn
 Understanding one's own learning style.
 Knowing how to gain access to a variety of materials, resources and learning opportunities.
Training in job-related health and safety.
 Obtaining and updating credentials.
 Learning about new equipment, procedures, products and services.

The impact of continuous / lifelong learning on organisational development

Continuous learning has to be seen from two perspectives, both employers and employees who
are engaged in continuous learning. The employee perspective reflects employees' approaches to their
own learning and self development. The employer perspective reflects the motivations of employers in
promoting continuous learning opportunities, by way of engagement in courses, to their staff in order
to improve the organisation's effectiveness.

Continuous learning is used by employees to improve their current, or future, employment prospects
and by employers as a way of improving their organisational performance.

The Employee perspective

Here learning is regarded as a personal investment in the future, encouraging personal growth
and developing potential, possibly to ensure continued employment. This can be regarded as the model
of employee, continuous learning where the employees take responsibility for their own learning in
relation to their own employability.

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Employees have a number of motivations for learning. These include intrinsic pressure,
external pressure, the quality of provisions available to them, specific drives and personality factors.
Employees' intrinsic motivation, engagement with learning opportunities, is relevant to the course to
their future career, their personal interests, social needs and domestic circumstances. Whilst
extrinsically they are motivated to study they may also be concerned with the value of the underlying
qualification, and that it will be recognised by their current, or future, employers.
The figure illustrates the model of employee continuous learning where people engage in
learning opportunities to maintain, or improve, their employability.

The Employer
Perspective
There are number of
areas where organisations
might expect to find
positive results from
employees being involved
in learning, and or
developmental experiences.
They include cost savings,
time savings, new work
habits, and improved
working climate, which
would be evidenced by
low, or reduced, turnover,
staff commitment and satisfaction.
Continuous learning can
be seen as a form of economic
investment. Organisational
learning is an investment in
survival; employers improving
organisational effectiveness by
creating and sustaining learning
in order that those employees are
empowered to cope with a
changing external environment.
This can be regarded as reflecting
the employer perspective of
continuous learning as it provides
the business with skilled workers
whose skills and knowledge are
used to promote organisational
competitiveness.

“Organisations learn only through individuals who learn.” The source of competitive advantage is
an organisation's ability to learn, to promote continuous learning in its employees, and to react more
quickly than its competitors. Individual learning does not guarantee organisational learning but

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without the former, the latter cannot occur. The employer’s perspective is reflected in the following
figure.

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