Training and Development

It is the process of acquiring knowledge, skills, and attitude that helps improve
employees’ job performance and enables future career growth.

Difference between Training and Development:

Basis Training Development

Training refers to the Development refers to the

process of increasing the overall growth of the
Meaning knowledge, skills, and employees. These are learning
abilities of employees for opportunities that are designed
doing work. for employees to grow.

Its main aim is to help the

Its main aim is the overall
Aim employee to do the job
growth of employees.
better.

Orientation It is job oriented. It is career oriented.

Scope of It has a narrow scope as it It has a broader scope as it

learning is a part of development. includes training.

It is more suitable for It is more suitable for

Suitability
technical staff. managerial staff.

It involves teaching It involves teaching technical,

Skills
technical skills. human, and conceptual skills.

It is a long-term process as it is
Duration It is a short-term process.
career oriented.

Level of
Trainees are non-
trainees Trainees are managerial here.
managerial here.
involved

Depth of Knowledge is imparted for the

Knowledge is imparted for
knowledge growth of an employee in all
doing a specific kind of job.
imparted respects.

Employers take the Individuals take initiative by

Initiative in
initiative in providing themselves for their growth and
learning
training to their employees. development.

Significance of Management of Training and Development

 A. Skill Enhancement: Training and development programs help employees
learn new skills and improve existing ones, making them more proficient in
their roles.
B. Increased Productivity: Well-trained employees are more efficient and
effective in their work, leading to higher productivity levels within the
organization.
C. Employee Satisfaction: Providing opportunities for training and development
shows employees that the organization cares about their growth and
development, leading to higher job satisfaction.
D. Retention of Talent: Investing in training and development can help retain
top talent by demonstrating a commitment to their professional growth and
advancement.
E. Adaptability to Change: Training and development programs prepare
employees to adapt to changes in technology, processes, and industry trends,
ensuring the organization remains competitive.
F. Innovation and Creativity: Training fosters a culture of innovation by
encouraging employees to think creatively and come up with new ideas and
solutions.
G. Improved Performance: Employees who receive regular training and
development are better equipped to perform their roles effectively, leading to
improved overall performance of the organization.
H. Enhanced Reputation: Organizations that prioritize employee development
are often viewed more favorably by customers, investors, and potential
employees, enhancing their reputation in the marketplace.
I. Cost Savings: Investing in training and development can lead to cost savings
in the long run by reducing turnover, minimizing errors, and improving
efficiency.
J. Long-term Growth: Effective management of training and development
contributes to the long-term growth and success of the organization by
ensuring that employees have the skills and knowledge needed to support its
strategic objectives.
Theories of learning
1. Classical Conditioning
Classical conditioning is a type of conditioning in which an individual responds to
some stimulus that would not ordinarily produce, such a response.

It is the process of learning to associate a particular thing in our environment with

predicting what will happen next.

In classical conditioning, there are 2 types of stimulus and 2 types of response. They
are unconditioned stimulus, the conditioned stimulus, unconditioned response, and
conditioned response as explained in the figure.

Step 1 – Before Conditioning

Before conditioning, the bell is a neutral stimulus. Neutral stimulus (NS) is a stimulus
that, before conditioning, does not naturally bring about the response of interest
(Feldman, 2005).

NS (Bell) → No salivation
However, an unconditioned stimulus (UCS) can produce an unconditioned response
(UCR).

UCS (Meat) → UCR (Salivation)

Step 2 – During the Conditioning procedure

During the conditioning procedure, the neutral stimulus (NS) is presented. It is

immediately followed by the unconditioned stimulus (UCS) to produce an
unconditioned response (UCR).

NS (Bell) + UCS (Meat) → UCR (Salivation)

Step 3 – Test of Conditioning

After the classical conditioning procedures, the neutral stimulus (NS) becomes a
conditioned stimulus (CS). It alone can produce salivation. At this point, the
production of salivation is known as the conditioned response (CR).

NS (Bell) → CR (Salivation)

Pavlov concluded that the dogs were demonstrating classical conditioning.

o He summed it up like this: there's a neutral stimulus (the bell), which by itself
will not produce a response, like salivation.
o There's also a non-neutral or unconditioned stimulus (the food) which will
produce an unconditioned response (salivation).
o Repetition of things may lead to learning.

2. Operant conditioning
It is a theory of learning where behavior is influenced by its consequences. Behavior
that is reinforced (rewarded) will likely be repeated, and behavior that is punished will
occur less frequently.
Key Components of Operant Conditioning

 Reinforcement: Reinforcements strengthen or increase the intensity of

behaviour. This can be Positive and Negative.

Positive Reinforcement: When a favourable event or an outcome is

associated with behaviour in the form of a reward or praise, it is called as
positive reinforcement

Negative Reinforcement: This involves removal of an unfavourable or an

unpleasant event after a behavioural outcome.

 Punishment: The objective of punishment is to decrease the intensity of a

behavioural outcome, which may be negative or positive.

Positive Punishment: This involves application of punishment by presenting

an unfavourable event or outcome in response to a behaviour
  Negative Punishment: It is associated with the removal of a favourable event
or an outcome in response to a behaviour which needs to be weakened.
 Reinforcement Schedules: According to Skinner, the schedule of
reinforcement with focus on timing as well as the frequency of reinforcement,
determined how quickly new behaviour can be learned and old behaviours
can be altered.

3. Societal learning
4. Formal education system
5. Through hereditary or inheritance
6. By training

Style of learning techniques:

A. i. By listening to others- Auditory learning style
 Learn best through listening to information. Example, Prefer listening to the
lectures rather than reading material from the book.
ii. By Repetition of things- Tactile learning style
 Learns best by doing and touching. Example, woodworking, painting,
sports, and cooking;

iii. By seeing others- Visual learning style

Learn the best through pictures and other forms of visuals. Example, students
show more attentions to picture, charts, ppt etc while learning in class rather than
listening.

B. Stacy Mantle, Acc to him there 7 learning style:

i. Linguistic- They retain information best by writing, reading, and telling.
Ex, Student
ii. Logical- Problem solvers, analytical, critical thinking, based on logical
reasoning. Ex, Maths practice
iii. Spatial- They are strategist. They set goals and achieve it. Ex,
Competitive exam aspirants.
iv. Musical- Learning simultaneously using music
v. Bodily- Learn from body movements Ex- sports
vi. Interpersonal- interpersonal learners loves to learn in group
discussions.They enjoy speaking in front of groups and asking questions
vii. Intrapersonal- prefer to learn on their own rather than with groups of
peers.
Learning principles:
Learning can be defined as a relatively permanent change in behaviour or potential
behaviour as a result of direct or indirect experience.

2 types of learning:
1. Active learning- is that when mind intentionally devotes to lern something
new or to accommodate new things.
2. Passive Learning- is what we learn without any active intention of mind then
it’s a habit which we didn’t acquire knowingly.
Difference between Training, Development and Education
Basis Training Development Education

The process of
The process of
increasing the The process of
increasing the
knowledge, skills, overall growth of
knowledge and
Meaning and abilities of the employees is
understanding of
employees for doing known as
employees is known
work is known as Development.
as Education.
Training.

It aims to increase
It aims to enable It aims to enable
the knowledge and
Aim employees to do their the overall growth
understanding of
job better. of the employees.
employees.

It is career- It is knowledge-
Orientation It is job-oriented.
oriented. oriented.

It has a narrow It has a broader It has a broader

Scope
scope. scope. scope than training.

It is beneficial to
It is beneficial to
achieve the It is beneficial for
achieve the
Beneficial objectives of both achieving the goals
objectives of
organisations and of individuals
organisations.
individuals.

Adult learning principle:

is the process of adults learning new information and skills. In addition to there being
a difference in motivation and enthusiasm between adult learners and child, there’s
also an obvious difference in the level of existing knowledge.
LEARNING ORGANISATION:
The 'Learning Organisation' is a concept first described by Peter Senge as an
organisation where people continuously learn and enhance their capabilities to
create. It consists of five main disciplines:
a. Team learning,
b. shared vision,
c. mental models,
d. personal mastery,
e. systems thinking.
Methods of Training:
1. On-the-job Training Method and
2. Off-the-Job Methods
On-the-job Training (OJT) Methods:
1. Job rotation:

This training method involves movement of trainee from one job to another gain

knowledge and experience from different job assignments. This method helps the

trainee understand the problems of other employees.

2. Coaching:

Under this method, the trainee is placed under a particular supervisor who functions

as a coach in training and provides feedback to the trainee. Sometimes the trainee

may not get an opportunity to express his ideas.

3. Job instructions:

Also known as step-by-step training in which the trainer explains the way of doing

the jobs to the trainee and in case of mistakes, corrects the trainee.

4. Committee assignments:

A group of trainees are asked to solve a given organizational problem by discussing

the problem. This helps to improve team work.

5. Internship training:

Under this method, instructions through theoretical and practical aspects are

provided to the trainees. Usually, students from the engineering and commerce

colleges receive this type of training for a small stipend.

Off-the-job Methods:
1. Case study method:

Usually case study deals with any problem confronted by a business which can be

solved by an employee. The trainee is given an opportunity to analyse the case and

come out with all possible solutions. This method can enhance analytic and critical

thinking of an employee.
2. Incident method:

Incidents are prepared on the basis of actual situations which happened in different

organizations and each employee in the training group is asked to make decisions

as if it is a real-life situation. Later on, the entire group discusses the incident and

takes decisions related to the incident on the basis of individual and group decisions.

3. Role play:

In this case also a problem situation is simulated asking the employee to assume the

role of a particular person in the situation. The participant interacts with other

participants assuming different roles. The whole play will be recorded and trainee

gets an opportunity to examine their own performance.

4. In-basket method:

The employees are given information about an imaginary company, its activities and

products, HR employed and all data related to the firm. The trainee (employee under

training) has to make notes, delegate tasks and prepare schedules within a specified

time. This can develop situational judgments and quick decision making skills of

employees.

5. Business games:
According to this method the trainees are divided into groups and each group has to

discuss about various activities and functions of an imaginary organization. They will

discuss and decide about various subjects like production, promotion, pricing etc.

This gives result in co-operative decision making process.

6. Grid training:

It is a continuous and phased programme lasting for six years. It includes phases of

planning development, implementation and evaluation. The grid takes into

consideration parameters like concern for people and concern for people.
7. Lectures:

This will be a suitable method when the numbers of trainees are quite large.

Lectures can be very much helpful in explaining the concepts and principles very

clearly, and face to face interaction is very much possible.

Training Needs Assessment

A training needs assessment is a systematic process used to identify the gaps between
current and desired knowledge, skills, and competencies within an organization.

Steps in the Needs Assessment Process:

Step One: Identify Problem Needs:

1. Determine the context

2. Perform gap analysis
3. Set objectives

Step Two: Determine Design of Needs Analysis:

1. Establish method selection criteria

2. Assess advantages and disadvantages for methods

Step Three: Collect Data:

1. Conduct interviews
2. Administer questionnaires and surveys
3. Review documents
4. Observe people at work

Step Four: Analyze Data:

1. Conduct qualitative or Quantitative Analysis

2. Determine solutions/recommendations

Step Five: Provide Feedback

1. Write report and make oral presentation

Step Six: Develop Action Plan for Providing Training:

All organizations should produce a general alertness and alertness to the

performance problems. This should be a permanent feature of the learning
organizations at all times. Performance problems symptoms may manifest itself in
the shape of absenteeism, workshop accidents, under-utilized equipment’s or
resources and increasing employees’ demonization etc.