Training and

Development
HRU6412
 UNIT 4

TRAINING AND DEVELOPMENT -

AS A PROCESS
Unit 4 - is divided in to two sessions.

 Session 1 –
 the concepts in training and the process of learning.

 Session 2 –
 focuses on factors that need to be fulfilled in effective learning
 learning theories, conditions required for effective learning and
learning curves are described
UNIT 4 : SESSION 1

Basic concepts in Training and the Process of

Learning.
SESSION 1 : Concepts in Training and the Process of Learning

 Concepts in training
• Training
• Education
• Development •

 Training and development as a learning process

 Planned training
 Quiz

 What is meant by the following concepts?

 TRAINING

 EDUCATION

 DEVELOPMENT
 A planned training and development programme consists of several steps, which should
be followed carefully, if the training programme is to be a success.

Concepts in training can be identified basically under three folds,

 Training,
 Education
 Development

 Concepts in training can be identified basically under three folds, namely training,
education and development.
 Training: What do you understand by training ?.
 The systematic modification of behaviour through learning.
 This change of behavior occurs as a result of education, instruction, development and
planned experience.
 Bass and Vanghan have defined learning as
 "a relatively permanent change in behaviour that occurs as a result of practice or experience”.

 Training is “a planned process to modify attitudes, knowledge and skill behaviour

 through learning experience
 to achieve effective performance in an activity or range of activities.

 Its purpose, in the work situation is to develop the abilities of the individual and to satisfy
the current and future manpower needs of the organization”.
 Education
 "The activities aim at developing knowledge, skills and moral understanding required in all
aspects of life".
 It is actually more than knowledge and skill related to a limited field of activity.

 The purpose of education is to provide

 the conditions essential to young people and adults to develop an understanding of the
traditions and ideas influencing the society.

 It also involves
 a study of their own cultures and of the laws of nature
 the acquisition of linguistic and other skills which are basics
 to learning, personal development, creativity and communication
 Development
 " Development can be explained as
 the growth or realization of a person’s ability through conscious or unconscious
leaning.

 Development programmes usually include

 elements of planned study, and experience,
 and are frequently supported by a coaching or counseling facility.
 Training and development as a learning process
 ‘Training’ is a learning process that involves the acquisition of
 skills, concepts rules and attitudes in order to increase the performance level of employees.
 The KSA Model- Competencies

Skills
Knowledge Attitudes

 Generally, manager of the new employee's has the primary responsibility of organizing job
training.
 Regardless, of who conducts the training the quality of this initial training can have a
significant influence on the productivity of the employee and his attitudes towards the job.
Planned Training: To be successful we should follow the following steps
when launching a training programme

At the very outset we have to identify and

define training needs.

 This involves analyzing organizational and

 occupational needs at tasjk level
 as well as individual needs of employees who want to acquire new
skills or knowledge to improve their competencies.

 What are the areas which have to be improved or developed?

Define the learning required

 After analyzing the needs it is necessary to specify as

clearly as possible
 what the knowledge
 skills that have to be learnt
 what attitudes need to be developed.

 This will help in designing a training programme.

 Define the objectives of learning
 Having identified the needs of trainees

 the next step is to define objectives of learning.

 Learning objectives should be fixed after considering

 what has to be learnt and what the trainees must be able to do after their training programme.

 After designing training objectives the training programmes should be planned.

 These must be developed to meet the needs and objectives by using

 the right combination of training techniques and locations.
Decide who provides the training

 You must decide whether the training is to be provided

 by personnel from within or

 outside the organization.

 At the same time the division of responsibilities among

 training managers, supervisors or department and
 individuals has to be determined.
Implement the training

 When we decide on the method of implementing the programme

 it has to be seen whether the most appropriate methods are used to
help the trainees to acquit
 skills, knowledge and abilities they require.

 That is, it should be a method based on the needs of

trainees
Evaluate training
 The effectiveness of training is monitored during the programme
and

 subsequently the impact of training is evaluated to assess

 and determine the extent to which the learning objectives have

been achieved.

By now you know the steps in a planned training programme, and you may have understand that

training & development programme is a learning process.

UNIT 4 : SESSION 2

Factors that need to be fulfilled in Effective

Learning.
SESSION 2 : Effective Learning

 Theories of learning

 Conditions required for effective learning

 Learning curves
Theories of learning

 There are four main theories of learning namely;

 1. Reinforcement theory,

 2.Cybernetic and information theory,

 3. cognitive theory,

 4.experimental learning theory

Reinforcement

 You may understand what is meant by the term reinforcement in its positive
sense.

 It means commending trainees when they have accomplished a task

successfully, thus motivating them to continue with their learning.

 Positive feedback and knowledge of results are important to ensure that effective
learning takes place
Cybernetic and information theories
(communication)
 According to this, “feedback controls performance of people in the same way a
thermostat controls a heating system.

 If a task can be divided into a number of small parts, learning can be easy.

 For instance, a workshop can be conducted in several sessions to enable the

employees to obtain better results
Cognitive theories

 These theories explain “the way in which people learn to recognize

and define problems and experiment to arrive at solutions.

 This, theory implies that people can discover things for themselves
and

 they are more likely to retain the skills or knowledge and use it when
so required.”
Experimental learning
 This was described by David Kola, Rubin, and Mclutyre as a four stage
cycle.

 1. The actual experience (converge) – activists

 2. Observations and reflections on that experience (assimilates)-

reflectors

 3. Conclusions from experience – theorists

 4. Planning the next steps - pragmatists

The actual experience (converge) - activists
 Such people always want to try something new.

 For instance, one may want to have a new hobby.

 Such people are called activists.

 Activities enjoy new experiences and opportunities from which they can learn.

 They enjoy being involved, and are happy to be in the limelight and prefer to be
active rather than sitting and listening.

 This category of people seems to get frustrated by "all this talking".

 If the plan does not fit the situation they will throw out the plan.

 Strengths of the activists lie in the fact that they get the things done and adapt
themselves to new circumstances.
 Observations and reflections on that experience
(assimilates) - reflectors.

 These people have a preference for gathering data.

 They are called reflectors.

 They prefer to observe, think and assimilate information before they start work.

 They like to review what has already happened and what they have already learned.

 Also they do not like to feel under pressure.

Conclusions from experience - theorists

 These people have a preference to arrive at conclusions quickly. They

are called theorists.

 Theorists like to explore methodically.

 They look through the problem in a step by step logical way and ask

questions.

 They tend to be analytical.

Planning the next steps - pragmatists

 These are people who are keen on applying theory into practice.

 They are called pragmatists. They dislike too much theory.

 They like to experiment and search for new ideas which they can tryout. They act

quickly and confidently.

 Then have a very down to earth attitude and respond to problems as a challenge
Activity
Conditions required for effective learning

 You know, there are several factors that should be fulfilled to ensure effective
learning.

 Otherwise, the outcome would be low effectiveness.

 Learning theory suggest that there may be ten main

requirements to make learning effective
 Ten main requirements
 1.Individuals should be motivated to learn.
 2. Standards of performance should be set for learners, prior to the training
programme.
 3. Learning should have guidance.
 4. Learners should enjoy self-satisfaction from learning.
 5. Learning should be an active and not a passive process.
 6. Appropriate techniques should be used to train leaners,
 7. Learning methods should be designed according to their needs.
 8. Time must be allowed to absorb learning.
 9. The trainee must be encouraged to strengthen correct behavior.
 10. It must be recognized that a different level of learning will take place under
different methods and different needs at different times.
Understanding of Learning Curves
 When we plan and design training programmes we should consider & be aware of
the learning curves also.
 This will help to understand how an experienced worker will perform after training.

 Key factors of learning according to Amstrong are

 Motivation or a sense of purpose,
 Relevance to personal interest and choice for instance if it is more relevant to the learner
he/she may learn more.
 Learning by doing.
 Freedom to make mistakes in safety.
 Feedback.
 Freedom for learners to learn in their own time and at their own pace
 UNIT 4

TRAINING AND DEVELOPMENT - AS A

PROCESS

Thank You!