Training and Development

Training is defined as the planned and systematic modification of behavior through learning
events, programs and instruction which enable individuals to achieve the level of knowledge,
skills and competence to carry out their work effectively.

Development is defined as the growth or realization of a person’s ability and potential through
the provision of learning and educational experiences.

Training is much narrowly based than development and is job-orientated or task-orientated. Its
purpose is to develop the abilities of the individuals and to meet the current and future human
resources needs of the organization. Trainings are normally given to the lower level employees
to improve their specific skills.

Development is more general and more individually oriented than training. It provides general
knowledge and attitudes which will be helpful to employees in the higher position.
Development programs are generally voluntary.

Human resources managers require to analysis the training needs analysis process. A training
need is a shortage of skills or abilities, which could be reduced or eliminated by means of
training and development. Training needs analysis identifies training needs at employees,
departmental or organizational level in order to help the organization to perform effectively
and efficiently. To approach the board of directors about training to the employees and prove
that training is really required to improve the performance of employees by the process of
training needs analysis. Training needs analysis involves:

 Monitoring current performance using techniques such as observation, interviews and

questionnaires.
 Anticipating future shortfalls or problems.
 Identifying the type and level of training required and analyzing how this can best be
provided.

Training needs analysis is the first step in the training process. TNA assessment includes:

1. Task Analysis: To identify the important work-related tasks (tasks, duties and
responsibilities: JD), and knowledge, skills, behaviors, abilities; determine if the content
and activities are consistent with trainee on the job experiences; and to develop
measurable and relevant content, objectives and methods.
2. Person Analysis: To ensure that trainees have the basic skills, motivation, prerequisite
skills or confidence. If he or she does not have required skills, then he or she may need
to be trained.
3. Organization Analysis: To align training with business strategy and to ensure there are
resources and managerial support for training.

Training might be appropriate when the performance issue is a “can’t do” issue:

 Poor performance (resulting from a knowledge or skill deficiency).

 Lack of basic skills (reading, writing, technology, math skills).
 Legislation or policies requiring new knowledge or skills.
 New technology.
 A customer request for new products or services.
 Higher performance standards.
 New jobs.

Training is not the best intervention when the performance issue is a result of:

 Recruiting, selection or compensation problems.

 Policies and procedures issue.
 A lack of coaching and feedback.
 Insufficient tools, equipment and resources.
 Physical setting problems.
 A lack of motivation (job-person not fit; person-org not fit) ; a “won’t do” issue.

Training decisions are

 The scale and type of training system needed

 Training methods
 Timing and duration of training programs
 Location of training
 The training provider
 Training budget

Training process includes:

1. Organizational objectives and strategies

2. Assessment of training needs
3. Establishment of training goals
4. Devising training programs
5. Implementation of training programs
6. Evaluation of results
Benefits of training

 Keep up with industry changes

 keep in touch with technology development
 Advance employee skills
 Attract new talents
 Increase employee job satisfaction.

 90 percent effective was on-the-job training

 70 percent effective was helping someone do a job
 50 percent effective was watching someone do a job
 30 percent effective was watching a video
 20 percent effective was listening to a “trainer”
 10 percent effective was reading instructional materials.