LITERATURE REVIEW

ABOUT
TRAINING AND DEVELOPMENT

Training and development is a function of human resource management concerned with

organizational activity aimed at bettering the performance of individuals and groups
in organizational settings. It has been known by several names, including "human resource
development", and "learning and development".

History

The name of the discipline has been debated, with the Chartered Institute of Personnel and
Development in 2000 arguing that "human resource development" is too evocative of the master-
slave relationship between employer and employee for those who refer to their employees as
"partners" or "associates" to feel comfortable with.[1][2] Eventually, the CIPD settled upon
"learning and development", although that was itself not free from problems, "learning" being an
over-general and ambiguous name, and most organizations referring to it as "training and
development".

Practice

Training and development encompasses three main activities: training, education, and
development.[1][3][4]

 Training: This activity is both focused upon, and evaluated against, the job that an
individual currently holds.
 Education: This activity focuses upon the jobs that an individual may potentially hold in
the future, and is evaluated against those jobs.
 Development: This activity focuses upon the activities that the organization employing
the individual, or that the individual is part of, may partake in the future, and is almost
impossible to evaluate.[4]
The "stakeholders" in training and development are categorized into several classes.
The sponsors of training and development are senior managers. Theclients of training and
development are business planners. Line managers are responsible for coaching, resources, and
performance. The participants are those who actually undergo the processes. The facilitators are
Human Resource Management staff. And the providers are specialists in the field. Each of these
groups has its own agenda and motivations, which sometimes conflict with the agendas and
motivations of the others.[5]

The conflicts that are the best part of career consequences are those that take place between
employees and their bosses. The number one reason people leave their jobs is conflict with their
bosses. And yet, as author, workplace relationship authority, and executive coach, Dr. John
Hoover[6] points out, "Tempting as it is, nobody ever enhanced his or her career by making the
boss look stupid." [1] Training an employee to get along well with authority and with people
who entertain diverse points of view is one of the best guarantees of long-term success. Talent,
knowledge, and skill alone won't compensate for a sour relationship with a superior, peer, or
customer.

Typical roles in the field include executive and supervisory/management development, new-
employee orientation, professional-skills training, technical/job training, customer-service
training, sales-and-marketing training, and health-and-safety training. Job titles may include
vice-president of organizational effectiveness, training manager or director, management
development specialist, blended-learning designer, training-needs analyst, chief learning officer,
and individual career-development advisor.

Talent development is the process of changing an organization, its employees, its stakeholders,

and groups of people within it, using planned and unplanned learning, in order to achieve and
maintain a competitive advantage for the organization. Rothwell notes that the name may well be
a term in search of a meaning, like so much in management, and suggests that it be thought of as
selective attention paid to the top 10% of employees, either by potential or performance.[7][8]

While talent development is reserved for the top management it is becoming increasingly clear
that career development is necessary for the retention of any employee, no matter what their
level in the company. Research has shown that some type of career path is necessary for job
satisfaction and hence job retention. Perhaps organizations need to include this area in their
overview of employee satisfaction.

The term talent development is becoming increasingly popular in several organizations, as

companies are now moving from the traditional term training and development. Talent
development encompasses a variety of components such as training, career development, career
management, and organizational development, and training and development. It is expected that
during the 21st century more companies will begin to use more integrated terms such astalent
development.

Washington Group International, in their paper "The Nuclear Renaissance, A Life Cycle
Perspective"[9] defined two logical laws of talent development:

 First law of talent development: "The beginnings of any technology-rich business are all
characterized by a shortage of large numbers of technically trained people needed to support
ultimate growth"
 Second law of talent development: "The resources will come when the business becomes
attractive to the best-and brightest who adapt skills to become part of an exciting
opportunity"

Talent development refers to an organization's ability to align strategic training and career

opportunities for employees. Training can sometimes also be referred to as a tool for change
management and improved organizational culture. Referring to a study conducted in India titled
"TO IDENTIFY THE TRAINING AND DEVELOPMENT PRACTICES FOLLOWED IN
ORGANIZATION: A case study of Birla Cement Work, Rajasthan", it was found that trainees
(employees) are aware of the training and development practices followed in the organization
and they very well know that the training programs are the tools for their overall development in
organization. Using the training, they also share their knowledge among their colleagues which
is improving the work culture among the organization. [10]

Training and development practices also have their importance for professional education
educators also. As there is a need to evaluate the benchmark practices followed for professional
education educators to find out that whether the training programme which they opt is according
to their training need or they are selecting these training programmes at randomSOURCE. [11]
Understanding Learning and Development

It's amazing how so many of us go through so many years of schooling, but have such little
understanding of learning and development. Before reading about the many aspects of learning
and development in this topic in the Library, including learning and development programs and
practitioners, it's best to start with a basic understanding of what learning and development is and
how to best benefit from it. Also, it's useful to understand the common terms and the sometimes
subtle differences between them.
Basic Terms in Training and Development (Knowledge, Skills, Training, Learning, etc.)

If you will be doing training and development with yourself (and almost every adult will be at
some time in their lives) or with others, you should know the differences between training
children and teens versus training adults. Adults have very different nature and needs in training.
Also, there are some common beliefs about training that just aren't true. Understand those
misconceptions so you don't build your training around those illusions.
Principles of -- and Myths About -- Adult Learning
Theories of Learning and Development

Benefits of Learning and Development

We often think that the biggest benefit of learning is that we get a diploma or credential. As we
get wiser, we realize there are so many more benefits than that. Knowing the benefits will help
motivate you to design your own training plans and programs, and to motivate others to
participate as well. Perhaps one of the biggest benefits is the appreciation that you can be
learning all the time, even if you are not in a formal training program.
Employment Training and Development: Reasons and Benefits

Relationship of Learning and Development to Performance

We tend to assume that training leads to learning, which leads to doing better in our lives and
work -- it leads to increased performance. However, you will very likely get more out of your
trainings and be more successful in promoting trainings to others if you understand more about
the relationship between training and performance. That understanding is especially useful when
designing training to increase performance or to redesign training programs that don't seem to be
as successful as you wish.
Tying Training to Performance (Performance Consulting and HPT)

DIFFERENT TYPES OF TRAINING AND ACTIVITIES

Informal Versus. Formal Training, Self-Directed Versus Other-Directed Training

There are different, major forms of learning and development. We're most familiar with formal
and other-directed forms of learning and development, that include the strong attention to the
systematic structure and evaluation of the learning and development, especially as used in
schooling. That is somewhat ironic, because the most common forms of learning and
development are informal and self-directed -- they occur without strong attention to a systematic
design and evaluation and without many experts guiding us through those experiences.
Ways to Look at Training and Development Processes: Informal/Formal and Self-
Directed/Other-Directed

Types of Activities for Learning and Development

There are many approaches to learning and development and many types of activities that can be
undertaken to learn. We're most used to thinking of the formal, other-directed activities, such as
attending courses or lectures. However, most of the types of learning are informal and
unstructured. An awareness of these other types will broaden your possibilities for intentional
learning and for designing training for yourself and others. 
Various Ideas for Learning Activities

Movements in Organizational Training and Development

The field (or many would argue, the profession) of training and development has undergone
dramatic improvements, especially with the inclusion of computer- and Web-based technologies.
We're also expanding the concept of learning beyond the learning of individuals -- we're thinking
that groups and organizations can learn, too. (Although the topics of the learning organization
and knowledge management are fairly recent and still popular, many people would disagree that
they're actually learning and development programs -- those people might assert that they're
actually forms of organizational performance management. However, the two topics still seem to
be so broad and changing, that they're referred to here as movements.)
Learning Organization
Knowledge Management

PREPARATION FOR DEVELOPING TRAINING AND DEVELOPMENT

PROGRAMS

Examples of Programs in the Workplace

Before this Library topic goes on to explaining how to design and develop training programs, it's
useful to get a quick impression of various types of training programs. A training program is an
intentionally designed, (hopefully) highly integrated set of activities that are aligned to
accomplish a certain set of results among learners. Many of us might not be used to thinking of
the following as programs in the workplace, but they are.
Overviews of Various Formal Training Processes
Orienting New Employees (New Hires, On-Boarding)
Corporate Universities

How to Ensure Transfer of Training -- Training That Sticks

One of the biggest concerns of trainers -- and those paying for training -- is whether the learners
will indeed understand and apply the new information and materials from the learning and
development activities, that is, whether the new information and materials will transfer to the
learners. The following link is to many resources with guidelines to increase the likelihood of
transfer of training. 
How to Ensure Transfer of Training -- How to Reinforce Learning
Suggestions to Enrich the Activities of Learning and Development

Now we'll tie the many guidelines together into a set of suggestions that will be useful, especially
when undergoing or designing training programs for yourself and others. The second link is to
a guide you could consider when designing a training program. 
Suggestions to Enrich Learning Any Training and Development Plans

DEVELOPING SYSTEMATIC TRAINING AND DEVELOPMENT PROGRAMS

Instructional System Design (ISD) and the ADDIE Model

Formal approaches to learning and development often have the highest likelihood of transfer of
training. A formal approach to learning and development usually follows a systematic and
consistent framework. Systematic means that the framework is designed to guide learners to
achieve an overall set of goals -- goals to address a need or situation, then associates objectives
and activities to achieve those overall goals, and evaluates the activities and results to be sure the
goals were achieved. Instructional system design (ISD) is the activities to ensure that the design
of training is very successful in achieving the goals of the training. One of the most common ISD
models is ADDIE, which is an acronym for assessment, design, development, implementation
and evaluation -- you can discern from the acronym that ADDIES is a systematic design of
training.
Formal Training Processes -- Instructional Systems Design (ISD) and ADDIE
Example Guidelines to Design Your Training Plan

ADDIE Phase 1 -- Assessing Your Training Needs: Needs Assessment to Training Goals

What overall results or outcomes should be accomplished by learners? Those outcomes usually
are identified from the results ofassessments, or measurements, of what a person or workplace
needs to accomplish in order to achieve some desired level of performance. An outcome might
be the ability to perform a complex job.
Training Needs Assessment and Analysis: Identifying Training Goals
ADDIE Phase 2 -- Designing Training Plans and Learning Objectives

What learning objectives must be accomplished by learners in order to achieve the overall
outcomes, and what activities must be undertaken by trainers and learners to accomplish those
objectives? The integration of the overall outcomes, objectives and activities and also how they
will be evaluated comprise the design of the learning and development program. Learning
objectives often are described in terms of new learning -- new knowledge, skills and
competencies.
Designing Training Plans and Learning Objectives

ADDIE Phase 3 -- Developing Training Activities and Materials

Now it's important to get even more clear on what resources must be obtained and developed in
order to undertake the activities to achieve the objectives. Resource might include certain
expertise, facilities and technologies. Development might include several trainers and learners
reviewing the design of the training to ensure it meets their nature and needs. 
Developing Training Activities and Materials

ADDIE Phase 4 -- Implementing Your Training Program

Now you're ready to have trainers and learners participate in the program, to undertake the
activities and evaluations of learning. Implementation often results in refining the original design
of the training program. 
Implementing Training: Conducting the Training with Learners

ADDIE Phase 5 -- Evaluating Your Training Program

As trainers and learners participate in the program, evaluation should occur of the quality of the
activities and the extent of achievement of the objectives. After the program, evaluation should
occur to assess the extent of achievement of the overall goals of the program. Evaluation might
focus on short-term, intermediate and long-term outcomes.
Evaluating Training and Results (ROI of Training)