Training & Development

Define & Distinguish between Training & Education.

Define cwkY t between
& Distinguish cwkY nj ckvMZ
Training `Zv ewK Kgx`i wkv`vb| m~Zivs ejv hvq, h
& Education.
cwqvi gvag GKwU cwZvb
cwkY t cwkY nj ckvMZ `Zv ewK Kgx`i cwiKwZ, mgw^Z I avivevwnKfve
wkv`vb| m~Zivs ejvKgx`i ckvMZ vb
hvq, h cwqvi
gvagI `Zvew
GKwU cwZvb Ki Ges gbvfvei
cwiKwZ, DbqbI IavivevwnKfve
mgw^Z cwieZb Ki ZvK Kgx`iTraining ej| vb I `Zvew Ki
ckvMZ
wkY t mvavibZ vb ARb wkvi
Ges gbvfvei Dbqb I cwieZb Ki ZvK Training ej| AMZ| vbi Kvb kvLv m Rvbv ev weklb
wkY KivK wkv vb
t mvavibZ ej| ARb
m~Zivs ejv AMZ|
wkvi hvq h, wkv vbiGgb
KvbGKwU cwqv
kvLv m hvi ev
Rvbv gvag
weklbKvb welq
KivK
m vb jvf Kiv Ges hv ewi AvZ Dbqb mnvqZv Ki|
wkv ej| m~Zivs ejv hvq h, wkv Ggb GKwU cwqv hvi gvag Kvb welq m vb jvf Kiv
Ges hv.cv_K
ewi AvZt Dbqb mnvqZv Ki|
1.
cv_K t 1. wkvwkv welqgyLx| cwkb
welqgyLx| cwkb Kvhg~Lx|
Kvhg~Lx|
2. wkv gvbylK mvaviY
2. wkv gvbylK mvaviY vb `vb Ki| cwkY vb `vb Ki| Kgxi
cwkY Kgxi`Zv
ckvMZ ckvMZ ew`Zv
Ki|ew Ki|
3. wkv cwZvwbK zj eevi mv_ RwoZ|
3. wkv cwZvwbK zj eevi mv_ RwoZ| cwkY Kvh eve cqvRbi cwkY Kvh eve cqvRbi
mv_
mv_ mwKZ|
4. wkvq ewi BQv cvavb cvq| cwkY gvwjKi cqvRbxqZv cvavb cvq|
Benefits of Training.
1. cwkY ew I cwZvbi gvS cwieZb mvab Ki|
2. Kgxi eZgvb `Zv I cqvRbxq `Zvi gvS mZzeb Zix Ki|
3. cwkY Kgxi gbvfvei cwieZb NUvq|
4. Bnv Kgxi eywewi DrKl mvab Ki|
5. Bnv Kgxi wbivcvi wbqZv `q|
6. cwkY cwZvbi AcPq nvm Ki|
7. Bnv mvgvwRK `Zvi Dbqb Ki|
8. Bnv `~NVbvi cwigvb nvm Ki|
9. G m`i Dg eenvi nq|
10. Bnv ewZgx eevcYvi mw Ki|
Training Cycle
A. Training
cwkY Cycle GKUv cbvjxe, msMwVZ I cwiKwZ cwqv| G cwqv mgw^Z I
cwkY GKUv cbvje,
avievwnKfve msMwVZcwZvbi
Kgx`iK I cwiKwZ cwqv| cZvwkZ G cwqv gvb mgw^Z I
`Zvc~b KiZ
avievwnKfve
wbiewQbfve Kgx`iK AevnZcwZvbi cZvwkZcwqvi
_vK| cwkY gvb `Zvc~bcwZwU KiZavcwbiewQbfve
ev i cii
AevnZ
mwKZ, _vK| cwkY
mgw^Z cwqvi cwZwUei
Ges G cwqv avc ev iAvewZZ
bvq cii mwKZ| nq _vK| mgw^Z
wbg Ges G
Training
cwqv
Cycle Giei
ebbv bvq AvewZZ
`qv nj t nq _vK| wbg Training Cycle Gi ebbv `qv nj t
K) K) Training Need Assessment t cwZvbi
Training Need Assessment t cwZvbi cZvwkZ
cZvwkZj I j
AwRZI AwRZji ga
jim
gaeeavb
m eeavb
cwkbi
cwkbi cqvRbxqZvK
cqvRbxqZvKwb`k wb`kKiKi| cwkbi
cwkbicqvRbxqZv
cqvRbxqZv ZLbBZLbB
nq
DVnqhLbDV hLb
Kgx`i
Kgx`i wbw` Kvh mv`bi Rb h vb cqvRb Ges eZgvb Kgx`i h vb AvQ
wbw` Kvh mv`bi Rb h vb cqvRb Ges eZgvb Kgx`i h vb AvQ
G
G `yqi
`yqi ga
ga hLb
hLb eeavb
eeavb cwijwZ
cwijwZ nq| nq| cwkbi
cwkbicqvRbxqZv
cqvRbxqZvwbavib wbavibcKwZ
cKwZI IAvvf`
Avvf`
h
h mKj
mKj cwZZ
cwZZ Kiv Kiv hvq
hvq Zv
Zv nj
nj tt
i)
i) Man
Man Analysis,
Analysis,ii) Job Analysis, iii)Organizational Analysis, iv) Group Analysis.
L) ii) Objective Setting
Job Analysis, t G avc cwkbi Dk wbavib Kiv cwZvbi cZvwkZ `Zv ARb
Kgxi NvUwZ wbicb
iii) Organizational AnalysisD NvUwZ c~ib cwkbi Dk wK nIqv DwPZ Zv wbavib Kiv| Dki
Dci wfw Ki
iv) Group Analysis.cwkbi Kkj I cwZ eQ wbZ ne|
M)Design Process tSetting
L) Objective cwkbit G cqvRbxqZv
avc cwkbi Ges Dki
Dk wbavibARbi Kiv cwZ j iL
cwZvbi cwkb`Zv
cZvwkZ
bKkv cwYZ nq| G cwkbi Rb UvMU Mc
ARb Kgxi NvUwZ wbicb D NvUwZ c~ib cwkbi Dk wK nIqv DwPZ Zv wbavibKviv, Zv`i eqm, wkv,
hvMZv,
Kiv| Dkic`ex,Dci wfw AwfZv BZvw` welq
Ki cwkbi Kkj I j
cwZivLv
eQnq|wbZ
Kvib,ne|Dki Dci wfw Ki Curriculum
Development Kiv nq| A_vr Content, Sequence,
M) Design Process t cwkbi cqvRbxqZv Ges Dki cwkb Kkj I cwZ BZvw`|
ARbi GKB mv_
cwZ `
j iL
cwkK
cwkbwbevPb bKkv cwYZ Kiv| nq| G cwkbi Rb UvMU Mc Kviv, Zv`i eqm,
N) wkv, hvMZv, c`ex, tAwfZv
Implementation Process g~jvqbi gvag
BZvw` cwkb
welq Kgm~Pxi
j ivLv nq| Kvib, hywwmZv
Dki DciI wfw
mdjZvKi
Curriculum Development Kiv nq Ges GKB mv_ ` cwkK wbevPb Kiv nq|
N) Implementation Process t cwkb cwZ I evevqb cwZ Gi Dci wfw Ki AvbylvwK
mivgvw` wbwZ Kiv hvZ cwkb KgmywP evevwqZ nq ev i Kiv hvq| cwkb
cwZvbi wfZi A_ev evwniI nZ cvi|
O) Evaluation Processt g~jvqbi gvag cwkb Kgm~Pxi hywwmZv I mdjZv
wbbq Kiv hvq| Ze Dnv wbfi Ki AwRZ jgvbi Dci| Kgm~Pxi `vl wUwj
What is TNA?
Kvb wbw` Kvh mv`bi Rb wK `Zvi cqvRb Ges Kgxi eZgvb `Zv wK
AvQ G `yqi cv_K ev NvUwZ KZUyKz Ges G NvUwZ Kb nQ Ges G NvUwZ
cyibhvM wKbv Ges Kgxi wK wK vb, `Zv I gbvfvei Dbqb Ki G NvUwZ
c~ib Kiv hve Ges Dg mgvavb wnmve Kvb cwkb cwZ weeP ne Zv
wbicb KivK Training Need Assessment (TNA) ej|
TNA-i GKUv Dk _vKe, Dk ARbi Rb Ges cwkb Mnbi Rb Target Group
_vKe,
Methods cwZ _vKe,
of Training Ges mevcwi weePbvq ivLv nq Bnv A_bwZK w`K _K
Need Assesment.
cwkbi cqvRbxqZv wbicbi wewfb cwZ iqQ| cKwZ, welqm~Px,
cqvM I `wfx Abymvi cwkbi Pvwn`v wbicbK wbgwjwLZ Pvi fvM
kbxe Kiv hvq|
i) Manpower Analysis,
ii) Task Analysis,
iii) Organizational Analysis
iv) Group Analysis.

i) Manpower Analysis: G weklb Kgxiv AwcZ `vwqZ KZUzKy `Zvi mv_ mv`b
KiQb Ges cZvwkZ gvb mv`bi Rb Zv`i Kg bcybi NvUwZ KZUzKz Ges wK
wK `Zv, vb I gbvfve Dbqbi gvag Kgx G NvUwZ c~ib KiZ cvie Zv wbbq
Ki cwkbi Pvwn`v wbicb Kiv nq|
ii) Task Analysis: GB weklbi gvag Kvhi cKwZi wfwZ AvekK hvMZv, bPqx wek-
lY Ges Kvhi cavb cavb Dcv`vbK c_g KZwj i wef Ki cwZwU iK wek`fve
weklY Kiv nq| AZtci H KvvRwU cZvwkZ gvb mb KiZ GKRb Kgxi wK aibi vb I
bc~b ARb Kiv `iKvi Zv G gvag cvIqv hvq|
iii) Organisational Analysis : cwkYi cqvRbxqZv weklbi c`c wnmve msMVb wKfve G
Kvhg mv`b KiQ Ges wKfve Zv mv`b Kiv DwPZ G `yqi cv_K wbicb msMVbi
kw I `~ejZvi wj Ges msMVbi Rbkw cwiKbv weklY Kiv nq|
iv) Group Analysis : G weklb cwZvbi wbfihvM Kgx`i GKwU `j ekwKQz
Kkji Dci wfw
What is Objective Ki jgvv ARbi Amyweavwj wPwZ Ki Ges D Amyweav
Setting.
Objective ev Dk Kvb KvhKjvc ev KgKvi gvag wKQz mymb Kiv ev Kvb welq
m` nIqvi GKwU weeiY| Dk wbaviY mivmwifve cwkY Pvwn`v wbicYi mv_ RwoZ|
A_vr cwkY Pvwn`v wbicYi cieZx c`c njv Dk vcb|
cwkY mv`bi Rb wbw` j ARbi weeiYxK Dk vcb ej| GKwU cqvRbxq
Dki mePq iZc~b I Acwinvh ewk njv GUv Kvh mv`bi aib ebbv Ki
Curriculum Development:
Curriculum Development njv cvVgi welqei chvqwgK Dbqbi cwqv|
cwkY cwqvi h Ask wK wkLvbv ne, wKfve wkLvbv ne Ges wkY Kvb
avievwnK chvq AbymiY Kiv ne Zvi chvqwg iciLv| GwU Training Cycle Gi
Dk wbaviY cwqvi cieZx avc|

Key Variables of Curriculum Development:

KZjv PjKi Dci wfw Ki cvVgi welqei Dbqb Kiv nq| PjKjv wbgic:
1) Principles of Learning
2) The Target Group,
3) The Instructor,
4) Place of Training &
5) The Training Objective.
 Define Learning.
wkb njv AvPiYi cwieZb| AwfZv, wb`kbv A_ev Abykxjbi dj AvPiYi h
AcvKZ vqx I `kgvb cwieZb mvwaZ nq ZvK wkY ej| H.W. Barnard Gi gZ,
wkY njv AvPiYi cwieZb|
Principles of Learning
hfve Kgxiv myzfve wkvjvf KiZ cvi Zvi wb`kbvK wkY bxwZgvjv wnme
AwfwnZ Kiv nq| wkY bxwZgvjv mgyn wbgic:
1. Participation 8. Motivation
2. Repetition & Practice 9. Feedback
3. Relevance 10. Reinforcement
4. Transference 11. Task Guidance
5. Feedback 12. Individual Difference
6. Learning Schedule 13. Extinction
7. Part Vs. Whole Training 14. Learning to Learn

1. Participation: AskMnbi dj Kgxiv DrmvwnZ nq Ges wkY cwqvK AvwiKfve

Mnb Ki|
2. Repetition & Practice: cybivewi gvag Kvb welq m Avgv`i gb aviYv my`p
nq| cybt cybt Abykxjbi dj Zv Kgxi e gb Kiv me nq|
3. Relevance: wkYi welqe cvmwK nj wkY cwqv djcmy nq| cvmwK
ejZ Kgxi Dk ARbi AbyK~j welK evSvbv nqQ|
4. Transference: vb weZiY weZiYKvixi vb Kg bv eis eo hvq| aygv AwfZv n
vii gvag wkv_x AwZ `Z wewfb welq vb jvf KiZ cvi|
5. Feedback: wkY MnbKvix`i Zv`i kLvi AMMwZ mK RvbvZ ne| g~jvqb
cwqv ^Q I mwq nj Kgxiv wbR`i ARb mK mPZb _vK|
6. Learning Schedule : wkYi GKwU wbw` mgqm~Px _vKv AvekK| wZbwU Dcvq
mgqm~Px wbaviY Kiv me| h_v: K) eve mkbi vwqZ, L) Aemi mkbi
vwqZ, M) Aemi mkbi Aevb wbaviY|
7. Part Vs. Whole Training: mnR welqwj GKevi wkv w`j wkv_xi eySZ Amyweav
nq bv| wK RwVj Ges UKwbKvj welq wewfb BDwbU fvM Ki wkv `qv
hZ cvi|
8. Motivation: wkv_x`i clYvi I AvMni Zxe Afve _vKj Kgm~Px evevqb KKi nq|
ZvB cwkKK G welq mPZb wmv wbZ nq|