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Training and Development

Training and Development

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Published by deyutpal211

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Published by: deyutpal211 on Sep 25, 2011
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Concept of Training
 Whats
 Whats  Whats

Education ? Training

 Education is not usually targeted towards specific behaviour.Concept of Education Education – General knowledge – the term is used in a broader sense involving the development of an individual Socially.Education is firmly rooted in the culture of the society.and the community play an impt role in the education of the individual  In education the group is more enduring and there is sustained interaction over a long period.intellectually and physically.  . family. Social institutions like State.

Trg and Development  Training is a shorterm process. Its scope is limited determined by the Trg Objectives  Its to impart knowledge and skills for a specific purpose  Primarily related to technical skills learning  Development is a longterm process  For overall development  Related to Managerial.behavioural and attitudinal development .

Different definitions of Training  The aim of training is to develop potential knowledge and skills of the trainees to carry out defined tasks and responsibilities  Training enhances efficiency and develops a systematic way of performing duties and assigned tasks  The aim of training is to infuse scientific thinking and planning and working methodically and efficiently .

Salient points  Training is a process with a clearly defined parameters  It has a beginning and definite end  Activities and events are arranged in a way that there is perceptible forward movement – progression and growth of the process itself.  Training activities are a planned sequence of activites .

leading to growth and development  Trg also helps in removing mental blocks.Salient points  It can also be seen as a process of empowerment of the participants inviting them to make optimal use of the opportunities provided for learning in the trg programme  For many Trg is a journey of selfawareness and self discovery. dispelling those doubts or misconceptions that may be preventing a participant from realising the full range of his potential capabilities .

Just don’t offer a package of any ready made solutions or responses to problems that an individual encounters in real life setting  Trg has intended as well as unintended benefits. self confidence grows. a number of secondary benefits acue to some…eg communication skills may be improved.appreciate others pints of view etc etc  It helps in establishing a working relationship between theory and practise  . Although activites are organised in pursuance of the prog.Salient points Trg prog. Objectives.

WHY IS IT IMPORTANT  Philosophies on Training  Business in complex  Profits are not assured  Technology changes  Behavioural Changes .

Teaching and Training  Teaching still follows a curriculam oriented approach  It has to comply with a predetermined schedule of work.There is less flexibility. The relationship between teacher and taught is different from trainer and trainee…while the former is more enduring and longterm.the other is only for the duration fo the trg programme ..

there will be a moderator to facilitate the proceedings  . There may be many speakers on the same theme or themes unlike trg. workshops and Conference   Seminars need audiences and speakers…the latter need a theme or subject for them to deliver a lecture or presentaion..Seminars. Worshop is more intense.participants focus and involvement is more…trainers role is more like a coordinator… Conference – paper presentations. participants will interact with one another on given themes or subjects.

Purpose of Training         Increase in efficiency Increase in morale of employees Better Human Relations Reduced Human Relations Reduced Supervision Increased Organisation Viability and Resilence New strategies and working methods Advancement in Technology .

Training strategies  Whats Training Strategy  Business Expansions  Sector wise Training  Industry Training benchmarks  Theories on Training  Evaluation of Training .

Purpose of Training  To enhance the Knowledge Level  To enhance skill level  To enhance Attitude level of the participants .

Principles of Adult Learning        Adult learners have distinctive characteristics and needs Adults must want to learn – you cnat shove it down their throats Adults learn only what they feel they need to learn Adults learn by doing Adults learn by solving practical problems Learn thru application of past expereinces Learn thru a variety of trg methods .

It flourishes in an environment of mutual support and encouragement among participants with the trainer as a guide.  There are no shortcuts for effecting behavioural changes thru learning.They evolve gradually over a period of time. reflection and internalisation.Key Attributes to Learning -Its an Evolutionary Process  Its instigated by a Trg activity and nurtured thru participation and sharing.  Before learning manifests – it has to weave its way thru a complicated mental process of analysis. .

Learning is a product of Collaboration  There is an active and functional bond between the participants and trainers based on mutual support and respect  The trg team and the participants should have unity of purpose as both have high stakes in the success of the programme  All physical arrangements and facilities for trg that are supportive of the learning process helps to create an appropriate environment for learning. .

Learning Process is Unique to an individual  Learning is a highly individual and unique process  Its determined by the level of the individuals intrinsic motivation  Each participant responds in his own distinct way to the same stimulus and environment in accordance with the meaning trg has for him…  His response is also determined by his own personal experiences. and the need for him to change etc  They will do it on their own terms an at their own pace .

but it will surface to specific circumstances or in appropriate situations ...Learning also takes place at the subconscious level  Since the participant is actively engaged in the trg…many times he does not have time to sit back and refect on the learning.so some learning slips into the subconscious level  So the learning may not be ack during the prog or immediately after the prog.

In this case is no superficiality and learning is through and profound  If learning remains at the cognitive level – it may not be translated into behavioural changes .Learning has intellectual and emotional content  Learning is not merely a cognitive process  Learning that comes thru involvement of emotions and sensibilities of the participants is much more permanent in nature and application of trg is much more.

 So all will not learn to a similar degree from a particular situation .depending on personal and environmental factors at a given point  As each participant learns in accordance with his trg needs and interests there is an element of selectivity of learning.Learning does not progress at a uniform pace  Participants do not learn at an even pace throughout the programme  There are highs and lows in individual learning.

so trainer has to be mutually respectful and supportive Adult learners have less interst in the learning that promises rewards and benefits in the long term They prefer an informal approach that provides them space and opportuity to plan the course of action in their way They have the ability to contrust real life situaitons much faster They can revert to the situations in life with ease .Distinguishing features of Adult learners      Owners of Unique personal experinces..

processing and intenalising inputs . absorbing.Basic styles of participants  All individuals do not learn the same way  Everyone has a different learning tendencies and preferences  Each individual has a unique way of gathering.

Learners – They are willing to invest a lot to make full use f the learning opportunites.They create opportunities for learning they take more control of the learning process  Compliant learners – they are modest even in setting their learning objectives – quiet and let others or learners take greater control of the learning process.  Dynamic .

       Learning is a Complex . participants who may have divergent views etc All aspects must interlock The learning process should be looked as composite Learning is like a a jigsaw puzzle. .. multi dimensional process Therea re variosu factors and conditions that influence the learning process There are many players – org. trainer. trg coordiantors.where all pieces have to fall in place to get the composite picture .

behaviour and attitude from the existing level of performance.Training Need Analysis  Trg is the process of bringing the manpower of an organisation to the desired level of performance ..and the urgency is based nature. size and seriousness of the gap . behaviour and attitude  There is a gap between actual and desired…trg fulfills this gap.


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