Chapter 5

Training and Developing

Employees

DeNisi  Griffin  Sarkar

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 Training and Development
• Training
A planned attempt by an organization to
facilitate employee learning of job-related
knowledge, skills, and behaviors.
• Development
Teaching managers and professionals the
skills needed for both present and future
jobs

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 Learning, Training, Development and Education

Comparison Learning Training Development Education (Formal)

factor

Focus On values, attitudes, On knowledge, On individual On structured

innovation and skills, ability potential and development of

outcome and job future role in individual

accomplishment performance workplace

Clarity of Can be vague and Can be Stated in Stated in general

Objective difficult to identify specified clearly general terms terms

Time Scale Continuous Short Term Long Term Specified period

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Learning, Training, Development and Education
Comparison Learning Training Development Education

factor (Formal)

Outcomes Individuals learn Skilled Improved problem External

of process how to learn and performance of solving , decision specified

create own tasks which make making, outcomes

solutions up job intrapersonal/

interpersonal

competence

Process of Continuous Evaluation against Evaluation of skills Evaluation in

evaluation evaluation specific job and effectiveness terms of pass/

performance fail levels

standards
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Learning, Training, Development and Education
Comparison Learning Training Development Education (Formal)

factor

Role of To facilitate and guide To instruct, Guide, instruct, Acts as an expert,

professional demonstrate coach, counsel instruct, facilitate and

trainer &guide and mentor guide to learning

resources

Payback to Immediate and Almost Medium to long Long term

organization ongoing immediately in term payback in

terms of skilled terms of

performance increased

potential

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 Learning Theories
• Three important learning theories
 Jean Piaget’s Theory
 Albert Bandura’s Social Learning Theory
 Learning Style Theory of David Kolb

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 Jaen Piaget’s Theory
• Jean Piaget mentioned two important cognitive
processes for learning to occur: Assimilation
and Accommodation.
• Assimilation is the process of integration of
new experiences in our existing mental
categories.
• Accommodation happens through creation of a
new category in our mental map.

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 Jaen Piaget’s Theory
• Process of accommodation requires more individual
effort than the process of assimilation since
accommodation requires creation of an altogether
new category inside the mental map.
• This explains why at time trainers face difficulties in
training middle managers who were comfortable with
the old system of working- New training requires
them to create an altogether new way of dealing with
things (new category creation in their mental map).

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 Social Learning Theory

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 Social Learning Theory
• Bandura conceptualized there is a continual
reciprocal interaction between cognition,
behavior and environmental factors.
• Most of the behaviors are learned
observationally through the process of
modeling, such as by observing others,
individuals form ideas of how behaviors are to
be performed and at a later stage this guides
individual’s actions.

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 Social Learning Theory
• For effective modeling four conditions
necessary are:
(1) Attention
(2) Retention
(3) Reproduction
(4) Motivation

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 Kolb’s Model on Learning Style of Individuals

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 Kolb’s Model on Learning Style of
Individuals
• Diverger – This type of learners prefer concrete to
abstract learning.
• Assimilator- This type of learner would not take
anything on its face value. They prefer reflection and
abstraction. They have the ability to create theoretical
models and assimilate disparate observations into an
integrated solution.
• Converger- Convergers experiment actively and they
are more interested in application of theory.
• Accomodator- They like to solve problems on a trial
and error method. Unstructured learning environment is
most suitable for this group of learners.
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Kolb’s Model on Learning Style of Individuals
Experiential learning Theory (ELT) drawing developed six
propositions:
1. Learning is a process rather than an outcome.
2. All learning is re-learning.
3. Learning requires resolution of conflicting views,
differences, and disagreements. Learner moves back and
forth on reflection, action, feeling and thinking.
4. Learning is just not cognition - it involves thinking,
feeling, perceiving and behaving of the learner.
5. Learning results from synergetic interactions
between person and environment.
6. Learning is the process of creating knowledge rather
than mere transmission of existing fixed ideas.
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 Figure 5.1 Assessing Training and Development Needs

Needs
Needs Determining
Determining
analysis
analysis Setting
Setting approach
approach
organizational
organizational
•• Organization’s
Organization’sjob-
job- and •• In-house
In-houseprograms
programs
related andindividual
individual
relatedneeds
needs training
trainingand
and •• Outsourced
Outsourced
•• Capabilities development
Capabilitiesof
ofthe
the development programs
programs
existing goals
existingworkforce
workforce goals

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 Donald Kirpatrick’s Model of Training Effectiveness
Evaluation
• Reaction- What participants felt and thought about the training
programme can be captured immediately after the training
programme gets over.
• Learning-To capture what participants have learned out of the
programme participants can be tested how much they have
retained the knowledge imparted in the programme.
• Behaviour- Behavioural changes take time and hence much
after the training programme (usually 3-6 months after the
training) this can be tested.
• Result- Organizations send trainees to attend training
programme so that it can have ultimate impact on the bottom
line of the organization. Hence organization will be interested
to know after attending the training what is the impact on
profitability of the organization.
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 Organizational Development
• Organizational Development
 A system-wide effort, managed from
the top of the organization, to increase
the organization’s overall performance
through planned interventions.
• OD Techniques
 Survey feedback
 Third-party peacemaking
 Process consultation

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