Chapter Four

TRAINING AND DEVELOPMENT

MARIA SAEED KHATTAK

• Learning/Education
• Learning is the means by which a person acquires and
develops new knowledge, skills, capabilities, behaviors
and attitudes.
• Learning has happened when people can demonstrate
that they know something that they did not know before
and when they can do something they could not do
before (skills).
 Informal and formal learning
• Formal learning is planned and systematic. It
makes use of structured training programmes
consisting of instruction and practice that may

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be conducted on-or off the job.
• Informal learning is experienced learning. It
takes place while people are learning on
the job as they go along.
• E-Learning
• E-learning provides for learning via computer, networked and web-
based technology.
• Blended learning
• Blended learning is the use of a combination of learning methods to
increase the overall effectiveness of the learning process.
• Example: a student might attend classes in a real-world classroom setting
and then supplement the lesson plan by completing online multimedia

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coursework.
• Employees being introduced to new principles and procedures at work
face-to-face, with relevant material and exercises available on an online
platform that comes with built-in communication tools.
• Having Employees review and learn training material in the form of videos
and text online to get up to speed with new developments before
deepening their understanding through face-to-face discussions with the
instructors at work.
• Self-directed learning.
• Self-directed or self managed learning involves encouraging
individuals to take responsibility for their own learning needs,
either to improve their performance or satisfy their career
aspiration.
 Training & Development
• Training & Development is any attempt to improve current or
future employee performance by increasing an employee’s
ability to perform , usually by changing the employee’s
attitude or increasing his or her skills and knowledge.”

HRM, 2019 Set By Dr. Habtamu Dadi

–Training used more often at lower levels of firm,
development is common with managers.

• The need for Training and Development is determined by the

employee’s performance deficiency, computed as follows.
• Training & Development Need =Standard Performance –
Actual Performance
TRAINING:
• Training involves teaching organizational members
how to perform current jobs and helping them to
acquire the knowledge and skills they need to be
effective performers.

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• 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.
 Training

• Training is an aspect of HR capacity building which

emphasizes immediate changes in job

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performance.
- It is planned based on specific goals
- Focus on specific job/task
- Relatively short time
- Aims to improve present KSA for better
performance
DEVELOPMENT
• Building the knowledge and skills of
organizational members to enable them to take
on new responsibilities and challenges.
• Development is concerned with ensuring that a

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person’s ability and potential are grown and
realized through the provision of learning
experiences or through self-directed (self-
managed) learning.
 Difference between Training and
Development
Training
Training is skills focused
Training is presumed to have a formal
Education
Training needs depend upon lack or
deficiency in skills
Trainings are generally need based
Training is a narrower concept focused
on job related skills
Training may not include development
Training is aimed at improving job
related efficiency and performance
Development
Development is creating learning abilities
Development is not education dependent
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Development depends on personal drive
and ambition
Development is voluntary
Development is a broader concept
focused on personality development
Development includes training wherever
necessary
Development aims at overall personal
effectiveness including job efficiencies
• Training is short term, task oriented and
targeted on achieving a change of attitude, skills
and knowledge in a specific area. It is usually

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job related.
• Learining/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.
 Conditions for the need of Training
There are certain conditions that will serve as pointers to the need for training. These
symptoms manifest themselves in a variety of ways. The most common ones are listed
below:
(1) Lack of interest in one's job
(2) Negative attitude to work

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(3) Low productivity
(4) Tardiness /lateness/ delay
(5) Excessive absenteeism
(6) Excessive complaints
(7) low quality output
(8) High incidence of accidents
(9) Technological advances
(10) Change in the job assignment
When a company starts experiencing some of these signs, it should consider
training.
 Objectives of Training
Student Reflection/Assignment
• Discuss this issue for individual employees
and organization as a whole?

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 Objectives of Training
• Some of the main objectives of training employees include
the following.
• For Organization
- Increase Productivity/organizational performance

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- Lower turnover rate
- Higher morale
- Better coordination and relationship
- Improve moral of workforce
- Help employee to understand organizational goal
- Help to adjust to change
 Objectives of Training
• For employees
- Employee make better decision and problem
solving

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- Self development and self confidence
- Handle stress and conflict
- Increase job satisfaction and recognition
- Eliminate fear of new task
Selecting Instructional
Methods
/Methods of
Training
• There is no hard and fast rule as to how to
select methods and techniques of training.
• Based on where to conduct training

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1. on the job training
2. off the job training
 On the Job Training

• This type of training also known as job instruction

training this is most commonly used as a method.
Under this method, the individual is placed on a
regular job & taught the skills necessary to

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perform the job.
• It conducted at work place (Unlike class room)
• Learning by actually doing
• Worker to worker training
• Highly skilled focused

Benefits
 Kinds of On the Job Training methods

On the Job Trainings: These methods are generally applied on the

workplace while employees is actually working. Following are the on-the-
job methods.
• 1. Job Rotation: It involves the movement of the trainee from one job to
another. The trainee receives job knowledge & gains experience from

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his supervisor or trainer. This type of training gives an opportunity to
the trainee to understand the problem of employees on other jobs &
respect them.
• 2. Job Coaching: The trainee is placed under a particular supervisor who
functions as a coach in training the individual. The supervisor provides
feedback to the trainee on his performance & offers him some
suggestions for improvement.
•
• 3. Job Instruction: This method is also known as step by
step training. Under this method, the trainer explains to
the trainee the way of doing the jobs, knowledge & skill
and allows him to do the job. The trainer appraises the
performance, provides information & corrects the
trainees.
• 4. Apprenticeships: this method of training is employed
when extensive practice or technical knowledge is
required to perform a job.
• Apprenticeship is training for a profession under a
mentor/professional. It is a way of acquiring new skills and
getting hands-on industry experience before getting an
educational degree or an entry-level job.  
• 5. Job Shadowing 
• Job shadowing refers to on-the-job learning process in which a new
employee observes and follows a skilled professional or colleague.
• One of form of job shadowing involves two similarly experienced
workers with an interest in each other’s function area of expertise. An
example of a job shadow pairing might consist of two human resources
specialists in separate disciplines: one an expert in compensation and
benefits, and the other an expert in employee relations. Both
employees have five years’ experience in their respective fields;
however, they are interested in expanding the breadth of their human
resources knowledge by learning more about another human resources
discipline.
• The job shadow experience facilitates bilateral instruction, meaning the
employee relations specialist shadows the compensation and benefits
specialist for a week. The compensation and benefits specialist then
shadows the employee relations specialist for a week. This continues
until each specialist feels she has a good grasp and understanding of
the others’ specialty field.
 Off the Job Trainings
Off the Job Trainings: These are used away from work places while employees are
not working like classroom trainings, seminars etc. Following are the off-the-job
methods;
• 1. Classroom Lectures: The lecture is a traditional & direct method of
instruction. The instructor organizes the material & gives it to a group

HRM, 2019 Set By Dr. Habtamu Dadi

of trainees in the form of a talk. This is beneficial to train a large group
of trainees.
• 2. Vestibule training: in this method, actual work conditions are
simulated in a classroom/Work environment . Material files and needed
equipment are also used in training. This type is used for training
personnel for clerical and semi-skilled jobs.
• work situation of the cabin crew of an airliner, hotel kitchen workers, or
high-tension-wire workers.
 
 • Role-Playing/simulation
• It is defined as a method of human interaction that involves realistic
behavior in an imaginary situation. This method of training involves
action doing the practice. This method is mostly used for developing
inter-personal interaction and relations.
• 4. Programmed Instructions: Involves the delivery of training through
instruction that is delivered by a program via some electronic device
without the presence of an instructor (think: language training).
• 5. Conference 
• It is a method for clerical, professional & supervisory personnel. This
involves a group of people who put forth ideas, examine & share
facts, ideas assumptions & draw a conclusion. The success of this
method depends on the leadership qualities of the person who leads
the group.
Role-Play Example/Reading for class
• In an effort to improve customer support, John, Customer Service
Manager for Mythco Technologies, sets up a team role-playing session.
Acting as the leader/trainer, John brings together a group of software
developers and customer support representatives.
• He divides the 12 people into two groups: Group A represents the
customer support representatives; Group B represents the customer.
• John tells Group A that the customer in this situation is one of
Mythco's longest-standing customers. This customer accounts for
nearly 15 percent of the company's overall annual revenue. In short,
the company cannot afford to lose her business!
• John tells Group B that the customer has recently received a software
product that did not live up to expectations. While the customer has a
long-standing relationship with Mythco, this time she's growing weary
because Mythco has previously sold her faulty software on two
separate occasions. Clearly, her relationship with Mythco is in jeopardy.
• John now allows the groups to brainstorm for a few minutes.
• Next – with this particular approach to role-play – each group sends
forth an "actor" to take part in the role-play. The actor receives
support and coaching from members of the team throughout the role-
playing process. Each team is able to take time-outs and regroup
quickly as needed.
• John runs through the scenario several times, starting with the
"customer" behaving gently and ending with the customer behaving
aggressively. Each time, a best solution is found. Of course, John can
always ask for additional role-playing and suggestions if he feels that
the process needs to continue, or that the team has yet to uncover the
very best solutions.
• Once it's clear that they cannot identify any more solutions, John
brings the two groups together and discusses the session. During this,
they discuss the strategies and the solutions that the actors
implemented, and how they could apply them to a real-life situation.
• John also asks each team to write a short summary of what they
learned from the exercise. He then combines the summaries and
provides a copy of everything learned to all participants.