Training and development involves improving employee performance through education and experience. Training focuses on teaching job-specific skills for current roles, while development prepares employees for future career growth. Both training and development are important for improving individual and organizational performance. Learning occurs through various processes, including classical and operant conditioning, cognitive learning, and social learning by observing models.

3. Training and development
 Training is functional area and related to job. Training
is the combination of education , teaching and
experience. On the other hand development is career
oriented which helps in the growth of individual as
well as organization
 Training and Development is a subsystem of an
organization which emphasize on the improvement of
the performance of individuals and
groups. Training is an educational process which
involves the sharpening of skills, concepts, changing
of attitude and gaining more knowledge to enhance
the performance of the employees.

4. . Definition
 Training
It is the formal and systematic modification of behavior through learning
which occurs as a result of education, instruction, development and
planned experience.
 • Its a short term process.
 • Refers to instruction in technical and mechanical problems
 • Targeted in most cases for non-managerial personnel
 • Specific job related purpose.
 Development
It is any learning activity, which is directed towards future, needs rather
than present needs, and which is concerned more with career growth
than immediate performance.
 • It is a long term educational process.

5. Why T&D???
 Training: Helps employees to do their current
jobs.
 Development:
 Helps the individual handle future
responsibilities.

6. . Why to Train ???
 Does providing them training mean they are
insufficient to perform well in the
organization?
 No
 1. Training is about making them Company-
Specific & Job-Specific?
 Yes

8. Advantages of Training
 Leads to improved profitability and/or more positive attitudes
toward profits orientation.
 • Improves the job knowledge and skills at all levels of the
organization.
 • Improves the morale of the workforce.
 • Helps people identify with organizational goals.
 • Helps create a better corporate image.
 • Fasters authentically, openness and trust.
 • Improves the relationship between boss and subordinate.
 • Aids in organizational development.
 Learns from the trainee.
 • Helps prepare guidelines for work.

9. Disadvantages of Training
 Can be a financial drain on resources;
expensive development and testing,
expensive to operate
 • Often takes people away from their job for
varying periods of time
 • Equips staff to leave for a better job
 • Bad habits passed on
 • Narrow experience

14. Training outcomes
 Information such as facts, techniques, and
procedures that trainees can recall after the training.
 • Skills that trainees can demonstrate in tests or on
the job.
 • Trainee and supervisor satisfaction with the training
program.
 • Changes in attitude related to the content of the
training.
 • Improvements in individual, group, or company
performance.

15. TRAINING PROBLEMS

16. Meaning and Definition of
Development
 Development is a long- term educational process utilizing a systematic and
organized procedure by which managerial personnel get conceptual and
theoretical knowledge, In other words, it refers not to technical knowledge and
skills in operation but to philosophical and theoretical educational concepts. It
involves broader education and its purpose is long-term development.
According to Dale S. Beach, ”Management development is a systematic
process of training and growth by which individuals gain and apply knowledge,
skills, insights and attitudes to manage orientation effectively.
According to Flippo, “Management development includes the process by which
managers and executives acquire not only skills and competency in their
present jobs but also capacities for future managerial tasks.”
According to Koontz and Donnell, “Management development concerns the
means by which a person cultivates those skills which application will improve
the organizational segment are achieved.”

17. Difference between Training &
Development
 Employee training is distinct from management
development or executive development. While the
former refers to training given to employees in the
areas of operations, technical and allied areas, the
later refers to developing an employee in the areas of
principles and techniques of management,
administration, organization and allied areas, the
latter refers to developing an employee in the areas
of principles and techniques of management,
administration, organization and allied areas

18. Difference between Training and development
Basis Training Development
Nature Training is an event Development is a process.
Focus Training focuses on Technical, Mechanical oriented
operations.
Development focuses on theoretical skill
and conceptual ideas.
Need Training needs = Job requirement - Existing
competencies
Development needs = Desired group
Dynamism - existing attitude of values.
Emphasis Training is concerned with specific job skills and
behavior.
Development is concerned with related
enhancement of general knowledge and
understanding of non-technical
organization functions.
Relevance Training is mostly for non-managers. The development is for managers and
executives.
Type of job Training focuses on current jobs. Development prepares for future jobs.
Goals Training focuses on short-term goals. Development focuses long-term accruals.
Process Training is one- shot deal. Development is a continuous on-going
process.

19. Difference between Training and development
Orientation The training is job-oriented process and
is vocational in nature.
The development is general in nature
and strives to inculcate initiative,
enterprise, creativity, dedication and
loyalty amongst executives.
Growth opportunity Training may result in enhancement of a
particular job skill.
Development may result in personal
growth and development of overall
personality.
Motivation Training is the result of organizational
initiative and hence motivation is extrinsic
In development the motivation is intrinsic.
Classification Training can be classified into two major
types : (i) On-the job training, (ii) Off-the
job training.
No such classification is possible
Voluntary / imposed Training is usually imposed. Development activities, such as those
supplied by management development
programmes, are generally voluntary.
Relationship with career
Development
The staff members may have no clear
perception of the relationship between
learning and career development.
Here, the staff members have experience
and knowledge; a clear, direct relationship
between self-development and career
success.
Evaluation Evaluation for training is considered to be
Essential.
No evaluation for development is possible.

20. Meaning and Definition of
Learning
 Learning is an important process determining human
behavior.it is a continuous process and it occurs all the
time. Learning may be defined as the sum total of behavioral
change resulting from experience at training.
According to E. R. Hillgard- Any relatively permanent change in
behavior that occurs as a result of prior experience is known
as learning.
According to Sanford - Learning as a relatively enduring
change in behavior bought about as consequences of
experience

21. Nature/Characteristics of
Learning
 1. Learning is purposeful - each student sees a learning situation from
a different viewpoint. Each student is a unique individual whose past
experiences affect readiness to learn and understanding of the
requirements involved.
 2. Learning is a result of experience - since learning is a individual
process the instructor can not do it for the student. The student can
learn only from personal experiences.
 3. Learning is a active process - students do not soak-up knowledge
like a sponge absorbs water. The instructor cannot assume that student
remember something just because they were in the classroom. Shop or
airplane when the instructor presented the material neither can the
instructor assume that the student can apply what they know because
they can quote the correct answer verbatim.

22. VAK MODEL

23. VAK MODEL
 The original VAK concepts were first developed by
psychologists and teaching (of children) specialists
such as Fernald, Keller, Orton, Gillingham, Stillman
and Montessori, starting in the 1920's. The VAK
learning styles model suggests that most people
can be divided into one of three
preferred styles of learning.

25. PRINCIPLES OF LEARNING

26. Important theories of learning

27. 1. Classical Conditioning:
 Classical conditioning is the association of
one event with another desired event
resulting in a behavior. The most well known
experiments on classical conditioning were
conducted by Ivan Pavlov, the Russian
psychologist, who won the Nobel Prize for his
experiments on this subject. Pavlov
conducted an experiment on dogs and tried
to establish a Stimulus-Response (S-R)
connection

28. 1. Classical Conditioning:

29. 1. Classical Conditioning:
 In an organisational setting we can see classical
conditioning operating. For example, at one
manufacturing plant, every time the top executive
from the head office would make a visit, the plant
management would clean up the administrative
offices and wash the windows.
 Eventually, employees would turn on their best
behaviour and look prim and proper whenever the
windows were cleaned even on those occasions
when the cleaning was not paired with the visit from
the top brass. People had learnt to associate the
cleaning of the windows with the visit from the head
office.


30. 2. Operant Conditioning:
 Operant is defined as behaviour that produces effect.
Operant conditioning is based on the work of B.F.
Skinner who advocated that individuals emit
responses that are rewarded and will not emit
responses that are either not rewarded or are
punished. Operant conditioning argues that
behaviour is a function of its consequences.
Behaviour is likely to be repeated if the
consequences are favourable. Behaviour is not likely
to be repeated if the consequences are unfavorable.
Thus the relationship between behaviour and
consequences is the essence of the operant
conditioning.

31. 2. Operant Conditioning
 in the organisations. For instance, working hard and getting the
promotion will probably cause the person to keep working hard
in the future. On the other hand, if a boss assures his
subordinate that he would be suitably compensated in the next
performance appraisal, provided the employee works over time.
 However, when the evaluation time comes, the boss does not
fulfill his assurance to his subordinate, even though the latter
had worked overtime. Next time, the subordinate coolly declines
to work overtime when the boss requests him to do so. Thus, it
can be concluded that the behaviour consequences that are
rewarding increase the rate of response, while the aversive
consequences decrease the rate of response. Operant
conditioning techniques are extensively used in clinical and
educational research, control of alcoholism and control of
deviant children in a class room

32. 3. Cognitive Learning:
 The pioneer of cognitive learning theory is Edward
Tolman. He developed and tested this theory through
controlled experiments. Using rats in his laboratory,
he showed that they learnt to run through a
complicated maze towards their goal of food. It was
observed that rats developed expectations at every
choice point in the maze. Thus, they learnt to expect
that certain cognitive cues related to the choice point
could ultimately lead to food. The learning took place
when the relationship between the cues and
expectancy was strengthened because the cues led
to expected goals.

33. 3. Cognitive Learning:
 Cognitive learning is achieved by thinking about the perceived
relationship between events and individual goals and
expectations. Cognitive theory of learning assumes that the
organism learns the meaning of various objects and events and
learned responses depend upon the meaning assigned to
stimuli.
 Cognitive theorists argue that the learner forms a cognitive
structure in memory, which preserves and organizes information
about the various events which occur in a learning situation.
When a test is conducted to determine how much has been
learned, the subject must encode the test stimulus and scan it
against his memory to determine an appropriate action. What is
done will depend upon the cognitive structure retrieved from
memory.

34. 4. Social Learning:
 Individuals can also learn by observing what
happens to other people and just by being
told about something, as well as by direct
experiences. Much of what we have learned
comes from observing and imitating models-
parents, teachers, peers, superiors, film stars
etc. This view that we can learn through both
observation and direct experience has called
social learning theory.

35. 4. Social Learning:
 This theory assumes that learning is not a
case of environmental determinism (classical
and operant views) or of individual
determinism (The cognitive view). Rather it is
a blending of both. Thus, social learning
theory emphasizes the interactive nature of
cognitive, behavioural and environmental
determinants
 Four processes have been found to
determine the influence that a model will have
on an individual.

36. 4. Social Learning:
 a. Attention Process:
 b. Retention Processes:
 c. Motor Reproduction Processes:
 d. Reinforcement Processes:

37. Effect of the social learning model on the
individual: