Institute of Management Technology

Hyderabad

Subject:
Learning & Development (L & D)

Instructor:
Dr. B. Pavan Kumar
 Do Organizations Need Training

• The answer is “YES”

• However, we must
know the purpose and
functions of training
before we can use it.

2
 What is Training?

• Training is a systematic process through

which an organization’s human resources
gain knowledge and develop skills by
instruction and practical activities that result
in improved corporate performance.

3
 Differences between Training,
Education & Development

• Training is short term, task oriented and targeted

on achieving a change of attitude, skills and
knowledge in a specific area. It is usually job
related.
• Education is a lifetime investment. It tends to be
initiated by a person in the area of his/her interest
• Development is a long term investment in human
resources.
4
 TRAINING AND DEVELOPMENT
• Training and Development
– Formal and planned efforts that allow one to acquire
KSAs:
• Training: To improve current job performance (short-term
focus)
• Development: To perform future job responsibilities
(longer-term focus) – i.e., career goals and organizational
objectives
 HUMAN RESOURCES
DEVELOPMENT
• HRD:
– Systematic and planned activities that are designed
by an organization to provide:
• Employees with an opportunity to learn necessary skills to
meet current and future job demands
 Benefits of Training

• Most training is
targeted to ensure
trainees “learn”
something they
apply to their job.

7
 T&D BENEFITS

Organizational
• Increases effectiveness and productivity
• Maintains competitive advantage
• Improves recruitment and retention efforts
• Provides an integrated structure/process to
achieve organization’s business objectives
 T&D BENEFITS

Employees
• Intrinsic and Extrinsic
– Confidence
– Self-efficacy
– Higher earnings
– Promotion/advancement
– Positive attitude/behaviour
– Seek out opportunities
 T&D BENEFITS

Society
• Society
– Skilled workforce
– Increased standard of living
– Increased global presence

Note: India still is a developing

country
 The ASK Concept
• If we follow the GAP concept, training is simply a
means to use activities to fill the gaps of
performance between the actual results and the
expected results.
• This GAP can be separated into 3 main themes
1. Attitude
2. Skills
3. Knowledge

11
Rank ASK by difficulty to develop in people

• Attitude •Most difficult

• Skills •Moderately difficult
• Knowledge •Easy

12
 The Gap Concept

Expected Curve

1,000 Cars Gap

200 Cars
Performance Actual Curve
/Results
800 Cars

Time
In training terms this means we need to
develop programs to fill the Gap
13
 Training Needs

The reasons for not As training experts we must

making the 1,000 analyze the situation to
cars: determine if:
• Not enough • Expected result too high
resources • Target achievable
• Poor machines • Is training the only way to
• Poor staff skills make it happen
• Are there other factors.
14
 Five Principles of Learning

• Participation: involve trainees, learn by doing

• Repetition: repeat ideas & concepts to help
people learn
• Relevance: learn better when material is
meaningful and related
• Transference: to real world using simulations
• Feedback: ask for it and adjust training
methods to audience.
15
 A Systematic Approach
to Training
Key Concepts in Preparing a Training Plan
Before you train and develop people identify
what:
– They must know - before they can perform job
– They should know - to improve performance
– Would be nice for them to know – but not
necessary to perform duties.

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INSTRUCTIONAL SYSTEMS DESIGN MODEL
(ISD)
 INSTRUCTIONAL SYSTEMS DESIGN MODEL
(ISD)

 Rational and scientific model of T&D process

consists of three major overlapping steps:
 Starts with performance gap or itch (problem)
– Training needs analysis
– Training design and delivery
– Training evaluation
 The ISD model guides strategic T&D process
 Instructional System Design (ISD)
• Refers to a process for designing and
developing training programs

• There is not one universally accepted ISD

model

• ISD process should be:

– systematic
– flexible enough to adapt to business needs
 Assumptions of ISD Approaches (1 of 2)

• Training design is effective only if it helps

employees reach instructional or training
goals and objectives

• Measurable learning objectives should be

identified before training
 Assumptions of ISD Approaches (2 of 2)

• Evaluation plays an important part in:

– planning and choosing a training method
– monitoring the training program
– suggesting changes to the training design process
Training and Performance: Today’s
Emphasis (1 of 2)
• Providing educational opportunities for all
employees

• An on-going process of performance

improvement that is directly measurable
– not one-time training events

• The need to demonstrate the benefits of

training
– to executives, managers, and trainees
Training and Performance: Today’s
Emphasis (2 of 2)
• Learning as a lifelong event
– senior management, training managers, and
employees have ownership

• Training used to help attain strategic business

objectives
– helps companies gain a competitive advantage
Designing Effective Training (cont.)
• Flaws of the ISD model:
– In organizations, the training design process rarely
follows the step by-step approach of the activities.
– Organizations require trainers to provide detailed
documents of each activity found in the model;
this adds time and cost to developing a training
program.
– It implies an end point: evaluation.
 Training Design Process
Ensuring Employees’
Conducting Neds Readiness for Creating a Learning
Assessment Training Environment

Ensuring Transfer of
Training

Monitoring and
Select Training
Evaluating the
Method
Program
 Roles of Trainers
• Strategic Adviser
• Systems Design and Developer
• Organization Change Agent
• Instructional Designer
• Individual Development and Career Counselor
• Coach / Performance Consultant
• Researcher