This document discusses training and development in organizations. It defines training as the modification of behavior through learning to improve current job performance, while defining development as learning activities directed towards future needs and career growth. It outlines different types of training like on-the-job training methods, soft skills training, sales training, and technical training. It also discusses the current scenario of the training industry in countries like India, UK and USA.

1. Chapter: I
Training and Development
Training could be compared to this metaphor - if I miss one meal in a day, then I will starve to
death. The survival of the organization requires development throughout the ranks in order to
survive, while training makes the organization more effective and efficient in its day-to-day
operations.
‘Training is the formal and systematic modification of behaviour through learning which
occurs as a result of education, instruction, development and planned experience.”
As a brief review of terms, training involves an expert working with learners to transfer to them
certain areas of knowledge or skills to improve in their current jobs.
Successful candidates placed on the jobs need training to perform their duties effectively.
Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only the
workers who need training. Supervisors, managers and executives also need to be developed in
order to enable them to grow and acquire maturity of thought and action. Training and
development constitute an ongoing process in any organization.
Development 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.
Development is a broad, ongoing multi-faceted set of activities (training activities among them)
to bring someone or an organization up to another threshold of performance, often to perform
some job or new role in the future.

2. Nature of Training and Development:
In simple terms, training and development refer to the imparting of specific skills,
abilities and knowledge to an employee. A formal definition of training and development is -
it is any attempt to improve current or future employee performance by increasing an
employee’s ability to perform through learning, usually by changing the employee’s
attitude or increasing his her skills and knowledge.
The need for training and development is determined by the employee’s performance deficiency,
computed as follows:
Training and development need= Standard performance-Actual performance
Training, Development, and Education
HRD programs are divided into three main categories: Training, Development, and Education.
Although some organizations lump all learning under "Training" or "Training and
Development," dividing it into three distinct categories makes the desired goals and objects more
meaningful and precise.
As discussed earlier –
Training is the acquisition of technology, which permits employees to perform their present job
to standards. It improves human performance on the job the employee is presently doing or is
being hired to do. Also, it is given when new technology in introduced into the workplace.
Education is training people to do a different job. It is often given to people who have been
identified as being promotable, being considered for a new job either lateral or upward, or to
increase their potential. Unlike training, which can be fully evaluated immediately upon the
learners returning to work, education can only be completely evaluated when the learners move

3. on to their future jobs or tasks. We can test them on what they learned while in training, but we
cannot be fully satisfied with the evaluation until we see how well they perform their new jobs.
Development is training people to acquire new horizons, technologies, or viewpoints. It enables
leaders to guide their organizations onto new expectations by being proactive rather than
reactive. It enables workers to create better products, faster services, and more competitive
organizations. It is learning for growth of the individual, but not related to a specific present or
future job. Unlike training and education, which can be completely evaluated, development
cannot always be fully evaluated.
We can make a distinction among training, education and development. Such distinction enables
us to acquire a better perspective about the meaning of the terms. Training, as was stated earlier,
refers to the process of imparting specific skills. Education, on the other hand, is confined to
theoretical learning in classroom.
The following table draws a distinction between training and education more clearly.
Training
Education
Application Theoretical orientation
Job Experience Classroom learning
Specific Tasks General concepts
Narrow perspective Broad perspective
The purpose of training:
The aim of training is to help the organization achieve its purpose by adding value to its key
resource – the people it employs. The purpose of training is to:
 To increase productivity and quality
 To promote versatility and adaptability to new methods
 To reduce the number of accidents

4.  To reduce labour turnover
 To increase job satisfaction displaying itself in lower labour turn-over and less
absenteeism
 To increase efficiency
When does the need for training arise?
 The installation of new equipment or techniques
 A change in working methods or products produced
 A realisation that performance is inadequate
 Labour shortage, necessitating the upgrading of some employees
 A desire to reduce the amount of scrap and to improve quality
 An increase in the number of accidents
 Promotion or transfer of individual employees.
 Ensures availability of necessary skills and there could be a pool of talent from which to
promote from.
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.

5.  Aids in understanding and carrying out organizational policies.
 Provides information for future needs in all areas of the organization.
 Organization gets more effective decision-making and problem solving.
 Aids in development for promotion from within.
 Aids in developing leadership skill, motivation, loyalty, better attitudes, and other
aspects that successful workers and mangers usually display.
 Increased productivity.
 Reduced employee turnover.
 Increased efficiency resulting in financial gains.
 Decreased need for supervision.
 Better inter personal relationship and customer satisfaction.
 Increased employee motivation.
 Increased capacity to adopt new technologies and methods.
 Increased innovation in strategies and products.
 Enhanced company image.
 Better Risk management and staff safety consciousness.
 Training is to develop skills and to give induction
 Training improves Quality
 Training helps a Company to fulfil its future personnel needs
 Training improves Organizational Climate
 Training prevents obsolescence
 Training leads to improved profitability and/or more positive attitudes towards profit
orientation.
 Training improves the job knowledge and skills at all levels of the organization
 Training helps prepare guidelines for work.

6. 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
 Narrow experience
Knowledge, Skills, and Abilities
Today's workplace often requires employees to be independent thinkers responsible for making
good decisions based on limited information. This kind of work may require training if the
employee does not have these skills. Below is a list of various competencies that employees may
be required to posess in order to perform their jobs well.
 Adaptability
 Analytical Skills
 Action Orientation
 Business Knowledge/Acumen
 Communication
 Customer Focus
 Decision Making
 Fiscal Management
 Global Perspective
 Innovation
 Interpersonal Skills
 Leadership
 Establishing Objectives
 Risk Management
 Persuasion and Influence
 Planning
 Problem Solving
 Project Management

7.  Results Orientation
 Self-Management
 Teamwork
 Technology
Above KSA's are required before the employee is hired.
The current scenario of training industry in India as well as UK & USA
UK & USA:
ASTD estimates that U.S. organizations spent $125.88 billion on employee learning and
development. This amount reflects direct learning expenditures such as the learning function's
staff salaries, administrative learning costs, and non-salary delivery costs (including outsourced
activities).
Nearly two-thirds of the U.S. total ($78.6 billion)was spent on the internal learning function,
such as staff salaries and internal development costs. The remainder ($47.3 billion) was allocated
to externalservices such as workshops, vendors and external events
INDIA:
The Indian IT education market has grown by 3% to reach Rs 4983 crore in FY 09-10,
Whereas e-Learning grew 4% with Rs 1721 crore in the year.
Within the IT training market, Individual training segment recorded a turnover of Rs. 1370 crore
Corporate training grew by 5% to reach Rs. 1892 crore.
Verticals in training industry:
Soft skills are personal attributes that enhance anindividual's interactions, job performance and
career prospects Soft skills focuses on those elements of training that require changes in behavior
and thinking.
Organizations today recognize the strong relationship between the soft skills of their employees
and effective customer relationships. The main benefit of soft skills is empowerment. Howdoes
your professional skill translate to value? How do you create opportunity? Soft skills are useful

8. for creating and taking advantage of opportunities – jobs, career and business. No matter how
great your technical or "on-the-job" skills are, when job hunting, your marketing skills should be
first-class. Otherwise others who may not be as capable as you, but who have better marketing
skills might beat you to the jobs or work you want.
List of Soft Skills Training Programs:
 Assertiveness - Overcoming Communication Stress
 Business Communication
 Business Presentations Skills
 Change Management
 Communication Skills
 Conflict Resolution
 Corporate and Business Etiquette
 Creativity and Decision Making Skills
 Interpersonal Skills
 Leadership and Teams
 Leadership Skills and Styles
 Problem Solving and Conflict Resolutions
 Procrastination
 Stress Management
 Success through Positive Mental Attitude
 Team Building
 Time Management
Sales training:
Sales training program Develop the skills and techniques needed to be successful at selling and
also this is a method of teaching employees how to accurately and effectively offer a product or
service to a customer. This training program improves sales performance in a company.
Sales training covers presentation skills, Telephone etiquette, and Negotiation skills

9. Retail training:
Sales training workshop that will equip sales staffand supervisors with the necessary competence
and attitude to maximize sales and create long-termcustomer loyalty. Retail management is not
just a skill; it is an artform. Retailing involves understanding consumer behavior in a way that
drives them to purchase yourproduct. It will help to learn how to create successful service,
branding, and marketing strategies. You will look at areas such as specialty retailing, retail
channels, strategic planning, retail site selection, merchandising, and pricing.
Training for new hires:
New employee orientation effectively integrates thenew employee into the organization and
assists with retention, motivation, job satisfaction, and quickly enabling each individual to
become contributing members of the work team.
Train the trainer:
This training is designed to develop or refresh theprofessional trainer's ability to run exciting
andeffective training programsPeople who train this workshop should be experienced trainers
with expertise in developing and conducting training. They should demonstrate
stronginterpersonal skills and be competent group facilitators.
Outbound Training
In outbound programs, participants are made to go through various outdoor activities where they
will be required to face challenging situations as individuals and teams. This will help them see
the importance ofcommunication, leadership, teamwork, planning and delegation. Most of the
company considers outbound training as one of the best platforms for personality development,
confidence building and team building.
Technical Training:
IT Training:IT training focus on software learning and computerlanguages such as C, C++, Java,
Dot net platforms. Some training companies offers vendor certificates such as Microsoft, Red
Hat, CCNA etc.,

10. Process Training:
This training is related to related to the process of an organization, Processes—ranging from
customer serviceprocesses to support processes such as accounts—are the backbone of any
company. This trainingprograms to prepare employees to streamline and speed up the
automated/non-automated processes involved in theirday-to-day work.
The process training focuses on the application rather than just acquisition of knowledge of
processes. Thus, the training program focuses on creating real-life scenarios and practice
activities.Process training benefits anybody in a company who needs to execute business
processes, fully or partially. Process training is essential for companies, in any industry vertical,
to keep up with the stringent demands of a competitive marketplace.
Example for process training is,
BPO/ITES Training:
BPO Training and ITES Training Programs focuses on a wide array of skills required to function
productively of flourishing BPO companies and IT Enabled Services. This type of training
industry offers trainings on the skills required for BPO/ITES, such as Language Training, Accent
Neutralization, Customer Service and English training
Language Training:
Polish your English speaking skills and learn popular foreign languages by accessing the
language training. Language training offering training in English and foreign languages such as
Chinese, Japanese, Spanish, French and German etc,

11. Different methods of training
On the Job Training Methods:
On the job training methods are by far the most commonly used in training for all levels of
personnel. The object of on the job training is to bring the employees to at least a minimum
acceptable standard of performance in the shortest possible lime. The worker by these methods
learns to master the operations involved on the actual job situation under the supervision of his
immediate loss who has to carry the primary burden of conducting this training. Various methods
of on the job training are as follows:-
1) On specific Job
The most common or formal on the job training programme is training for specific job. Current
practice in job training has been strongly influenced by the war time training within industry
which was first designed to improve the job performance through job instruction training. There
are following methods of training:
A) Experience—This is the oldest method of on-the- job training. But as a sole
approach, it is wasteful, time consuming and inefficient. It has been observed that it
should be followed by other training methods to make it more effective. In a survey,
it was found that they kept up to date through a variety of activities which were
largely unrelated to formal continuing education courses. On the job, problem-solving
and colleague interactions were prompted as being most important for professional
growth by 62 per cent respondents.
B) Coaching-On-the-job coaching by a superior is an important and potentially
effective approach if superior is properly trained and oriented. The technique involves
direct personnel instruction and guidance, usually, with extensive demonstration and
continuous critical evaluation and correction. The advantage is increased motivation
for the trainee and the minimisation of the problem of learning transfer from theory to
practice. The danger in this method lies in the possible neglect of coaching by

12. superior.
C) Understudy—The understudy method is considered a somewhat different
approach from those described above, that a certain person is specifically designated
as the heir-apparent. The understudy method makes the trainee an assistant to the
current job holder. The trainee learns by experience, observation and imitation. If
decisions are discussed with the under study, he can become informed the policies
and theories involved. The advantage of this method is that training is conducted in a
practical and realistic situation. However disadvantages are many. The method tends
to perpetuate mistakes and deficiencies of existing managereial practices. Morever,
the understudies are frequently neglected by those they assist.
2) Job Rotation
The major objective of job rotation training is the broadening of the background of trainee in the
organisation. If trainee is rotated periodically from one job to another job, he acquires a general
background. The main advantages are: it provides a general background to the trainee, training
takes place in actual situation, competition can be stimulated among the rotating trainees, and it
stimulates a more co-operative attitude by exposing a man to other fellow's problems and
viewpoints. There are certain disadvantages of this method. The productive work can suffer
because of the obvious disruption caused by such changes. Rotations become less useful as
specialisation proceeds, for few people have the breadth of technical knowledge and skills to
move from one functional area to another.
3) Special Projects
This is a very flexible training device. Such special project assignments grow ordinarily out of an
individual analysis of weaknesses. The trainee may be asked to perform special assignment;
thereby he learns the work procedure. Sometime a task force is created consisting of a number of
trainees representing different functions in the organisation. Trainees not only acquire knowledge
about the assigned activities, but also learn how to work with others.

13. 4) Selective Reading
Individuals in the organisation can gather and advance their knowledge and background through
selective reading. The reading may include professional journals and books. Various business
organisations maintain libraries for their own executives. Many executives become members of
professional associations and they exchange their ideas with others. This is a good method for
assimilating knowledge; however, some executives claim that it is very difficult to find time to
do much reading other than absolutely required in the performance of their jobs.
5) Apprenticeship
Apprentice training can be traced back to medieval times when those intended on learning trade
skill bound themselves to a master craftsman to learn by doing the work under his guidance. In
earlier periods, apprenticeship was not restricted to artisans, but was used in training for the
professions, including medicine, law, dentistry, and teaching. Today's industrial organisations
require large number of skilled craftsmen who can be trained by this system. Such training is
either provided by the organisations or it is also imparted by governmental agencies. Most States
now have apprenticeship laws with supervised plans for such training. Arrangements usually
provide a mixed programme of classroom and job experience.
.
6) Vestibule Schools
Large organisations frequently provided what are described as vestibule schools, a preliminary to
actual shop experience. As far as possible, shop conditions are duplicated, but instructive, not
output, are major objective, with special instructors provided. Vestibule schools are widely used
in training for clerical and office jobs as well as for factory production jobs. Such training is
usually shorter and less complex than that adaptable to the apprenticeship system. Vestibule
training is relatively expensive, but these costs are justified if the volume of training is large, or
if uniform, high-standard results are important.

14. Off-the-job Training Methods :
In these methods, trainees have to leave their workplace and devote their entire time to the
development objective. In these methods development of trainees is primary and any usable
work produced during training is secondary. Following training techniques are used off-the-job:
1)Special course and lectures
Lecturing is the most traditional form of formal training method. Special courses and lectures
can be established by business organisations in numerous ways as a part of their development
programmes. First, there are courses which the organisations themselves establish to be taught by
members of the organisation. Some organisations have regular instructors assigned to their
training and development departments such as Tata and Hindustan Lever in private sector, Life
Insurance Corporation, State Bank of India and other nationalised commercial banks, Reserve
Bank, Hindustan Steel, Fertilizer Corporation and many others in public sector. A second
approach to special courses and lectures is for organisations to work with universities or
institutes in establishing a course or series of % courses to be taught by instructors of these
institutes. A third approach is for the organisations to send personnel to programmes established
by the universities, institutes and other bodies, Such courses are organised for a short period
ranging from 2-3 days to a few weeks. The first such programme was the Sloan Fellowship
Programme, established in 1931 at Massachusetts Institute of Technology, U.S.A. In India, such
courses are organised frequently by the Institute of Management, Administrative Staff College of
India, National Productivity Council, NITIE, All India Management Association and some other
organisations and universities.
2) Conferences
This is also an old method, but still a favourite training method. In order to escape the limitations
of straight lecturing many organisations have adopted guided-discussion type of conferences in
their training programmes In this method, the participants pool their ideas and experience in
attempting to arrive at improved methods of dealing with the problems which are common

15. subject of discussion) Conferences may include buzz sessions that divide conferences into small
groups of four or five for intensive discussion. These small groups then report back to the whole
conference with their conclusions or questions. Conference method allows the trainees to look at
the problem from a broader angle. These conferences, however, have certain limitations. Unless
the discussion is directed to the fell needs of the participants that may well feel that the whole
session is useless.
3) Case studies
This technique, which has been developed and popularised by the Harvard Business School,
U.S.A. is one of the most common form of training. Acase is a written account of a trained
reporter or analyst seeking to describe an actual situation. Some cases are merely illustrative,
others are detailed and comprehensive demanding extensive and intensive analytical ability.
Cases are widely used in a variety of programmes) This method increases the trainee's power of
observation, helping him to ask better questions and to look for a broader range of problems. A
well chosen case may promote objective discussion, but the lack of emotional involvement may
make it difficult to effect any basic change in the behaviour and attitude of trainees.
4) Brainstorming
This is the method of stimulating trainees to creative thinking. This approach developed by Alex
Osborn seeks to reduce inhibiting forces by providing for a maximum of group participation and
a minimum of criticism, A problem is posed and ideas are invited. Quantity rather than quality is
the primary objective; Ideas are encouraged and criticism of any idea is discouraged. Chain
reactions from idea to idea often develop. Later, these ideas are critically examined. There is no
trainer in brainstorming and it has been found that the introduction of known experts into it will
reduce the originality and practicability of the group contributions. Brainstorming frankly
favours divergence, and this fact may be sufficient to explain why brainstorming is so little used
as yet in developing countries where new solutions ought to carry the highest premium. It is
virtually untried even though its immediate use is limited to new ideas only, not change in
behaviour.

16. 5) Laboratory Training
Laboratory training adds to conventional training by providing situations in which the trainees
themselves experience through their own interaction some of the conditions they are talking
about. In this way, they more or less experiment on themselves. Laboratory training is more
concerned about changing individual behaviour and attitude. It is generally more successful in
changing job performance than conventional training methods. There are two methods of
laboratory training—simulation and sensitivity training.
A) Simulation
An increasingly popular technique of management development is simulation of performance. In
this method, instead of taking participants into the field can be simulated in the training session
itself. Simulation is the presentation of real situation of organisations in the training session. It
covers situations of varying complexities and roles for the participants. It creates a whole field
organisation, relates participants through key roles in it, and has them deal with specific
situations of a kind they encounter in real life. There are two common simulation methods of
training: role-playing is one and business game is the other.
(i) Role-Playing
Role-Playing is laboratory method which can be used rather easily as a supplement to
conventional training methods. Its purpose is to increase the trainee's skill in dealing with other
people. One of its greatest uses is in connection with human relations training but it is also used
in sales training as well. It is spontaneous acting of a realistic situation involving two or more
persons under class room situations. Dialogue spontaneously grows out of the situation, as it is
developed by the trainees assigned to it. Other trainees in the group serve as observers or critics.
Since people lake roles every day, they are somewhat experienced in the art, and with a certain
amount of imagination they can project themselves into roles other than their own. Since a
manager is regularly acting roles in his relationship with others, it is essential for him to have
role awareness and to do role thinking so that he can size up each relationship and develop the

17. most effective interaction possible. Role-playing has many advantages. By this method, a trainee
can broaden his experience by trying different approaches, while in actual situation; he often has
only one chance. In evaluation of role-playing in sue firms, it was found that such sessions
resulted in an increase in sensitivity and improved quality of actions of a work sample involving
a human relations difficulty. Role-playing also has weaknesses which partly offset its values. It is
time consuming and expensive. It requires experienced trainers because it can easily turn sour
without effective direction.
(ii) Gaming
Gaming has been devised to simulate the problems of running a company or even a particular
department. It has been used for a variety of training objectives, from investment strategy,
collective bargaining techniques, to the morale of clerical personnel. It has been used at all
levels, from the lop executives to the production supervisors. Gaming is a laboratory method in
which role-playing exists but its difference is that it focuses attention on administrative
problems, while role-playing tends to emphasise mostly feeling and tone between people in
interaction. Gaming involves several teams, each of which is given a firm to operate for a
number of periods. Usually the period is a short one, one year or so. In each period, each team
makes decisions on various matters such as fixation of price, level of production, inventory level,
and so forth'. Since each team is competing with others, each firm's decisions will affect the
results of all others. All the firm's decisions are fed into a computer which is programmed to
behave somewhat like a real market. The computer provides the results, and the winner is the
team which has accumulated largest profit. In the light of such results, strengths and weaknesses
of decisions are analysed.
B. Sensitivity Training:
Sensitivity training is the most controversial laboratory training method. Many of its advocates
have an almost religious zeal in their enhancement with the training group experience. As a
result of criticism and experience, a somewhat revised approach, often described as 'team
development' training, has appeared. It was first used by National Training Laboratories at
Bethel, U.S.A. The training groups themselves called 'T Group'. Since then its use has been
extended to other organisations,universites, and institutes.

18. Sensitivity training is a small-group interaction under stress in an unstructured encounter group
which requires people to become sensitive to one another's feelings in order to develop
reasonable group activity.T-group has several characteristic features: (i) the T-group is generally
small, from ten to twenty members; (ii) the group begins its activity with no formal agenda; (iii)
the role of trainer is primarily to call attention from time to time to the on going process within
the group; (iv) the procedure tends to develop interspection and self-examination, with emotional
levels of involvement and behaviour and the possibility of colleagues and some breakdown of
established insulation and self-defence on the part of individuals. The objectives of such training
are increased openness with others, more concern for others, increased tolerance for individual
differences, less ethnic prejudice, understanding of a group process, enhanced listening skills,
and increased trust and support.

19. Chapter: II
Learning and Development
Learning:
Learning is the act of acquiring new, or modifying and reinforcing,
existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing
different types of information. The ability to learn is possessed by humans, animals and
some machines. Progress over time tends to follow learning curves. Learning is not compulsory;
it is contextual. It does not happen all at once, but builds upon and is shaped by what we already
know. To that end, learning may be viewed as a process, rather than a collection of factual and
procedural knowledge. Learning produces changes in the organism and the changes produced are
relatively permanent.
The Four Stages of Learning
The learning process has often become more difficult than necessary because of the bad feelings
people get when they make mistakes in learning. The bad feelings come from judgments like,
"not doing it right," "not good enough," "can never learn this," etc.
Ironically, not doing it right and making mistakes are vital steps in the learning process. Yet too
often our attention goes to trying to avoid the bad feelings, rather than to the learning at hand.
Understanding the four stages of learning a skill can help keep the learning process focused on
learning to do something, and not feeling bad about ourselves for not already knowing how. Here
are the four stages of learning as uncovered by Abraham Maslow:
1. Unconscious Incompetence
"I don't know that I don't know how to do this." This is the stage of blissful ignorance before
learning begins.

20. 2. Conscious Incompetence
"I know that I don't know how to do this, yet." This is the most difficult stage, where learning
begins, and where the most judgments against self are formed. This is also the stage that most
people give up.
3. Conscious Competence
"I know that I know how to do this." This stage of learning is much easier than the second stage,
but it is still a bit uncomfortable and self-conscious.
4. Unconscious Competence
"What, you say I did something well?" The final stage of learning a skill is when it has become a
natural part of us; we don't have to think about it.
Using the example of learning to drive a car, as a child I first thought that all I needed to do
was sit behind the wheel and steer and use the pedals. This was the happy stage of unconscious
incompetence.
When I began learning to drive, I realized there was a whole lot more to it, and I became a
little daunted. This was the stage of conscious incompetence. There were so many different
things to do and think about, literally hundreds of new behaviors to learn.
In this stage I made lots of mistakes, along with judgments against myself for not already
knowing how to do it. Judgment release can be very helpful here in the second stage because
mistakes are integral to the learning process. They're necessary because learning is essentially
experimental and experience-based, trial and error. Information can be accumulated, but until it
is practiced and used, it's only information. It's not learning, and certainly not a skill.
As I practiced, I moved into the third stage of learning, conscious competence. This felt a lot
better, but still I wasn't very smooth or fluid in my driving. I often had to think about what to do
next, and that felt awkward and uncomfortable.

21. Finally, after enough practice, I got to the place where I didn't have to think about every little
thing I was doing while driving. I thought about my driving only when something alerted me to
it. I became unconsciously competent. Because of the ease and grace in unconscious
competence, my driving became much safer.
Learning Styles :
Everyone processes and learns new information in different ways. There are three main cognitive
learning styles: visual, auditory, and kinesthetic. The common characteristics of each learning
style listed below can help you understand how you learn and what methods of learning best fits
you. Understanding how you learn can help maximize time you spend studying by incorporating
different techniques to custom fit various subjects, concepts, and learning objectives. Each
preferred learning style has methods that fit the different ways an individual may learn best.
Below are the different types of learners and their characteristics & Tips were available
how to attract those learners.
Visual Learner Characterstics:
• Uses visual objects such as graphs, charts, pictures, and seeing information
• Can read body language well and has a good perception of aesthetics
• Able to memorize and recall various information
• Tends to remember things that are written down
• Learns better in lectures by watching them
Helpful Tips
Visual
• Turn notes into pictures, charts, or maps
• Avoid distractions (windows, doorways, etc.)
• Learn the big picture first and then focus on the details
• Make mind and concept maps instead of outlines
• Color code parts of new concepts in your notes
• Use flash cards when trying to study vocabulary

22. Auditory Learner Characterstics:
• Retains information through hearing and speaking
• Often prefers to be told how to do things and then summarizes the main points out loud to help
with memorization
• Notices different aspects of speaking
• Often has talents in music and may concentrate better with soft music playing in the
background
Helpful Tips
Auditory
• Record lectures and then listen to them
• Repeat material out loud and in your own words
• Discuss materials in your study groups
• Read textbooks aloud
• Listen to wordless background music while studying
Kinesthetic Learner Characterstics:
• Likes to use the hands-on approach to learn new material
• Is generally good in math and science
• Would rather demonstrate how to do something rather than verbally explain it
• Usually prefers group work more than others
Helpful Tips
Kinesthetic
• Take study breaks often
• Learn new material while doing something active (e.g., read a textbook while on a treadmill)
• Chew gum while studying
• Work while standing
• Try to take classes with instructors who encourage demonstrations and fieldwork

23. Chapter: III
Organizational Learning
Importance Of Human Resource Development (HRD)Human resource is needed to be developed
as per the change in external environment of the organization, hence, HRD helps to adapt such
changes through the development of existing human resource in terms of skill and knowledge.
The importance or significance of HRD can be explained as follows:
1. HRD Develops Competent HR
HRD develops the skills and knowledge of individual, hence, it helps to provide competent
and efficient HR as per the job requirement. To develop employment's skill and competencies,
different training and development programs are launched.
2. HRD Creates Opportunity For Career Development
HRD helps to grasp the career development opportunities through development of human
skills and knowledge. Career development consists of personal development efforts through a
proper match between training and development opportunities with employe's need.
3. Employ Commitment
Trained and efficient employees are committed towards their jobs which is possible through
HRD. If employees are provided with proper training and development opportunities, they will
feel committed to the work and the organization.
4. Job Satisfaction
When people in the organization are well oriented and developed, they show higher degree of
commitment in actual work place. This inspires them for better performance, which ultimately
leads to job satisfaction.
5. Change Management
HRD facilitates planning, and management of change in an organization. It also manages
conflicts through improved labor management relation. It develops organizational health, culture
and environment which lead to change management.

24. 6. Opportunities For Training And Development
Trainings and development programs are tools of HRD. They provide opportunity for
employee's development by matching training needs with organizational requirement.
Moreover, HRD facilitates integrated growth of employees through training and development
activities.
7. Performance Improvement
HRD develops necessary skills and abilities required to perform organizational activities. As
a result of which, employees can contribute for better performance in an organization. This
leads to greater organizational effectiveness.
Training Needs Analysis:
The process of identifying training needs in an organization for the purpose of improving
employee job performance.
Introduction
Today's work environment requires employees to be skilled in performing complex tasks in an
efficient, cost-effective, and safe manner. Training (a performance improvement tool) is needed
when employees are not performing up to a certain standard or at an expected level of
performance. The difference between actual the actual level of job performance and the expected
level of job performance indicates a need for training. The identification of training needs is the
first step in a uniform method of instructional design.
A successful training needs analysis will identify those who need training and what kind of
training is needed. It is counter-productive to offer training to individuals who do not need it or
to offer the wrong kind of training. A Training Needs Analysis helps to put the training resources
to good use.
Types of Needs Analyses
Many needs assessments are available for use in different employment contexts. Sources that can
help you determine which needs analysis is appropriate for your situation are described below.

25.  Organizational Analysis. An analysis of the business needs or other reasons the training
is desired. An analysis of the organization's strategies, goals, and objectives. What is the
organization overall trying to accomplish? The important questions being answered by
this analysis are who decided that training should be conducted, why a training program
is seen as the recommended solution to a business problem, what the history of the
organization has been with regard to employee training and other management
interventions.
 Person Analysis. Analysis dealing with potential participants and instructors involved in
the process. The important questions being answered by this analysis are who will receive
the training and their level of existing knowledge on the subject, what is their learning
style, and who will conduct the training. Do the employees have required skills? Are
there changes to policies, procedures, software, or equipment that require or necessitate
training?
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is an
analysis of the job and the requirements for performing the work. Also known as a task
analysis or job analysis, this analysis seeks to specify the main duties and skill level
required. This helps ensure that the training which is developed will include relevant
links to the content of the job.
 Performance Analysis. Are the employees performing up to the established standard? If
performance is below expectations, can training help to improve this performance? Is
there a Performance Gap?
 Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job. This
information comes from manuals, documents, or regulations. It is important that the
content of the training does not conflict or contradict job requirements. An experienced
worker can assist (as a subject matter expert) in determining the appropriate content.
 Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not
always be the best solution. It is important to determine if training will be effective in its
usage.

26.  Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective
training results in a return of value to the organization that is greater than the initial
investment to produce or administer the training.
Techniques
Several basic Needs Assessment techniques include:
 Direct observation
 Questionnaires
 Consultation with persons in key positions, and/or with specific knowledge
 Review of relevant literature
 Interviews
 Focus groups
 Assessments/surveys
 Records & report studies
 Work samples
How to Conduct a Training Needs Analysis
At the core of any effective training program is correctly identifying what or who needs to be
trained. Poorly conducted needs analyses can lead to training solutions that train:
 The wrong competencies;
 The wrong people; and
 The wrong learning methods.
The results of a training needs analysis provides the employer with answers to the following
questions:
 What is needed and why?
 Where is it needed?
 Who needs it?

27.  How will it be provided?
 How much will it cost? and
 What will be the business effect?
Employers can conduct a needs analysis by following the steps below.
Step 1: Determine the Desired Business Outcomes
Before a training needs analysis can begin, the employer needs to articulate the goal of the
training. That is, what are the expected business outcomes of the training?
The training goal should correspond to a business objective. This can be specific to an individual
employee, work unit, department or the entire organization.
The ultimate goal of the training should be clearly articulated and kept in the forefront to ensure
that the entire needs analysis process keeps the desired outcomes in sight. It is best for an
employer to answer the question: "How will we know that the training worked?"
Examples of ultimate goals are:
 Improve customer service representatives' customer satisfaction ratings;
 Increase the close rates on business proposals or bids by sales personnel;
 Improve employee morale through better supervision by middle management; and
 Improve the speed at which warehouse employees fill orders.
Step 2: Link Desired Business Outcomes With Employee Behavior
There are generally multiple behaviors that are associated with any desired business outcome.
These behaviors are a result of employees:
 Knowing what to do;
 Having the capability to do it; and
 Having the motivation to do it.

28. At this step in the process, employers should identify the desired critical competencies, i.e.,
behaviors and associated knowledge, skills, abilities and personal characteristics that are linked
to desired business outcomes. This is usually done through collecting information from subject
matter experts.
Data collection may take the form of interviews, focus groups or surveys. Regardless of the
method used, the data should result in a clear understanding of how important each competency
is to achieving the desired business goal.
A rating scale example to assess the importance is one like the following:
How Important Is This for Successful Job Performance?
1 = Not at all
2 = A little
3 = Somewhat
4 = Considerable
5 = Extremely
To ensure that only the competencies that are deemed critical should be considered for inclusion
in other training needs analysis steps, rating averages should be at least a 4.0 on the five-point
rating scale.
Step 3: Identify Trainable Competencies
Not every competency can be improved through training. For example, a sales job may require
sales people to be outgoing and initiate conversations with total strangers. It is more effective,
then, for an employer to hire people that are already extroverts than to attempt to train introverts
to be more outgoing. Similarly, it may be more effective to hire people with specialized
knowledge than to educate and train them.
Employers should evaluate each critical competency from Step 2 and determine if each one is
something they expect employees to possess prior to job entry. Taken together, this should
provide employers with a list of critical competencies that are amenable to training.

29. Step 4: Evaluate Competencies
With a targeted list of competencies in hand, employers should determine the extent to which
their employees possess these. The most often used methods are:
 Competency evaluations; and
 Tests or assessments.
Performance evaluation surveys are best used to evaluate observable behaviors. This can be
easily accomplished by taking the critical competencies from Steps 2 and 3 and having
knowledgeable people rate the targeted employees' behaviors. Most often, supervisors perform
this function.
However, multiple raters, including peers, subordinates and customers, are often used to evaluate
the performance of supervisors and executives. This approach is generally known as 360 degree
surveys.
Performance evaluation surveys become less effective the more raters have to infer unobservable
competencies such as ability, skills and personality. Evaluation of these competencies is better
accomplished through the use of professional tests and assessments. There are many tests
available on the market to measure specific skills, abilities and personality characteristics.
However, choosing the right test should be done in coordination with a testing professional, e.g.,
an organizational psychologist. Care should be taken in selecting tests that are valid measures of
the targeted competency.
Custom-designed assessments are also appropriate, especially if the employer desires to measure
specialized knowledge or effectiveness in a major segment of the work. These can range from
multiple choice job knowledge tests to elaborate job simulations. For example, a very effective
approach to measuring the training needs of supervisors and leaders is using an assessment
center, which is comprised of different role-play exercises that parallel managerial situations.
Step 5: Determine Performance Gaps
Regardless of the methods used to evaluate competencies, individual employee results are then
combined to assess how many employees are in need of improvement in particular competencies.

30. To do this, the employer first needs to establish what constitutes a performance gap. That
standard will vary from employer to employer. Some employers will set higher standards than
others.
Setting that standard will provide the employer with an understanding of how many employees
fall above or below that standard. Those falling below would be considered to be in need of
training.
Step 6: Prioritize Training Needs
Employers should aggregate the data in Step 6 with information on the performance gap
pervasiveness. That is, employers should total how many, or what percentage, of the targeted
workforce needs the training.
Employers should also consider the importance of the competency (see Step 2). Taken together,
pervasiveness and importance should result in a list of training priorities.
Step 7: Determine How to Train
Using the training priority list from Step 6, employers should now consider how best to train
their workforce. Typical training methods include:
 On the job training (OJT);
 Mentoring and coaching;
 Classroom;
 Web-based;
 Books;
 Conferences; and
 University programs.
It is recommended that employers consult a professional who is well versed in adult learning to
help determine the best ways employees can acquire a particular competency.

31. Some learning methods will work better than others. Although no two people learn or retain
information in the same way, studies show that individuals retain information much better if they
actually perform the skill or task. This type of retention is about 75 percent.
Compare that to listening to a lecture, where retention is only five percent. Other forms of
learning retention are as follows:
 Reading, 10 percent;
 Audio-visual, 20 percent;
 Demonstration, 30 percent; and
 Discussion group, 50 percent.
Employers should keep this in mind and strive for the training method that will not only be
suitable for the material, but also have the best chance for retention by employees.
Step 8: Conduct a Cost Benefit Analysis
At this point, employers need to consider the costs associated with a particular training method
and the extent to which performance gaps can be combined into the same training experience.
Cost factors include:
 Required training time;
 Training content development if designed in-house;
 Training evaluation and acquisition if purchased from vendor;
 Training content delivery;
 Lost productivity from time spent in training; and
 Travel and logistical expenses.
On the benefit side, different training methods will have varying degrees of effectiveness (see
Step 7). For example, while web-based training may be the least costly, this may not be the best

32. way for employees to develop a particular skill. Employers need to strike a balance between the
cost of a particular training method and its ability to achieve the desired results.
Step 9: Planning for Training Evaluation
The last step in this process is for employers to decide how they will know whether the training
worked. Training is only effective if the material is retained and used on the job. This step should
include an evaluation component similar to how the needs were assessed in Step 4.
Questions the evaluation process should answer are:
 How much did the training improve the competencies targeted in the training?
 How much did the training improve employees' actual job performance?
 How much did the training improve the meeting of business objectives?
 How much did the training result in a positive return on its investment?
The questions employers want answers to will determine the method and components of the
evaluation process.
Competency-based management :
Competency-based human resources planning serves as a link between human resources
management and the overall strategic plan of an organization. Competencies are defined as
observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours
needed for successful job performance.
Competency-based management supports the integration of human resources planning with
business planning by allowing organizations to assess the current human resource capacity based
on their competencies against the capacity needed to achieve the vision, mission and business
goals of the organization. Targeted human resource strategies, plans and programs to address
gaps (e.g., hiring and staffing; learning; career development; succession management; etc.) are
then designed, developed and implemented to close the gaps.

33. Purpose:
While competencies are not new to most organizations, what is new is their increased application
across varied human resource functions (i.e., recruitment/selection; learning and development,
performance management, career development and succession planning, human resource
planning). Organizations are looking for new ways to acquire, manage and retain the precious
talent needed to achieve their business goals.
Properly designed, competencies translate the strategic vision and goals for the organization into
behaviours or actions employees must display for the organization to be successful.
Competency-based Management (CBM) standardizes and integrates all HR activities based on
competencies that support organizational goals.