The document discusses training and development in organizations. It defines training and development, explaining that training focuses on current job skills while development focuses on future growth. It outlines the training process, including need assessment, program design, delivery, and evaluation. Challenges to effective training like employee schedules and technology changes are also examined. The role of training in organizations is to help them adapt to changes in the business environment, learn and implement new practices, and achieve excellence. An effective training system takes a systematic approach involving analyzing needs, designing the program, delivering instruction, and assessing outcomes.

1. By Nefshida Shanid

2. Unit-1
The Training Context: Nature and Scope of Training,
Training Challenges, Forces Influencing Working and
Learning, Role of Training in Organizations, Systematic
Approach to Training, Learning: Theories and Process
Strategic Training: Models of Training- Faculty,
Customer, Matrix, Corporate University and Business
Embedded Model, Snapshots of Training Practices:
Training Facts and Figures, Training Investment Leaders
etc.

3. TRAINING & DEVELOPMENT
Lots of time training is confused with development, both
are different in certain respects yet components of the
same system. Development implies opportunities created
to help employees grow. It is more of LONG TERM OR
FUTURISTIC in nature as opposed to training, which
FOCUS ON THE CURRENT JOB. It also is not limited to
the job avenues in the current organization but may focus
on other development aspects also.

6. WHY TRAINING??
AN APPOINTED CANDIDATE WHO IS
WELL EDUCATED DIRECTLY JOINS THE
ORGANIZATION. HE IS NEW TO THE
ORGANIZATION AND HIS JOB. MAY
NOT BE FULLY CAPABLE OF
PERFORMING THE TASK EFFICIENTLY.
AS TECHNOLOGY CHANGES, THE
ORGANIZATIONS MAY ADOPT
ADVANCED TECHNOLOGIES FOR
INCREASING EFFECTIVENESS. TO KEEP
THE EMPLOYEES IN TOUCH WITH
NEW DEVELOPMENTS AND
CHANGES, THE TRAINING IS THE BEST
CHOICE

7. TRAINING DEFINITONS
“Training is the act of
increasing the knowledge and
skill of an employee for doing
a particular job”
“Training is the organized
procedure by which learn
knowledge and skill for a
definite purpose”
Edwin B Flippo Dale S Beach

8. TRAINING AND DEVELOPMENT
“TRAINING IS THE FORMAL AND SYSTEMATIC
MODIFICATION OF BEHAVIOR THROUGH LEARNING
WHICH OCCURS AS A RESULT OF EDUCATION,
INSTRUCTION, DEVELOPMENT AND PLANNED
EXPERIENCE.”
“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.”

9. Nature of Training
IT IS A PROCESS OF
ACQUIRING SPECIFIC
SKILLS WHICH ENHANCES
JOB PERFORMANCE.
IT IS A PROCESS OF
TEACHING,
INFORMING OR
EDUCATING
PEOPLE.
IT PROVIDES
REQUIRED
QUALIFICATION TO
INDIVIDUALS IN
ORDER TO
PERFORM THEIR
JOB IN A BETTER
WAY.
IT PROVIDES
QUALIFICATION TO
EMPLOYEES SO
THAT THEY CAN
PERFORM IN
POSITIONS OF
GREATER
DIFFICULTY AND
IT IS AN ACT OF
INCREASING
KNOWLEDGE AND
SKILLS.

10. PURPOSES OF
TRAINING &
DEVELOPMENT
Satisfy personal growth needs
Improve performance
Avoid Managerial Obsolescence
Solve organizational problems
Increase productivity and quality
To reduce labor turnover
To reduce the number of accidents
Increase productivity and quality

13. TRAINING PROCESS
1. NEED ASSESSMENT
 Analyze training needs
 Identify training needs
 Objectives and criteria
2. DESIGN OF TRAINING PROGRAM
 Pretest trainees
 Select training methods
 Plan training content
4. EVALUATION OF TRAINING PROGRAM
 Measure training outcomes
 compare outcomes to objectives/criteria
3. DELIVERY OF TRAINING PROGRAM
Schedule training
Conduct training
Monitor training

14. TRAINING
CHALLENGES
For most companies, the highest priority when it comes to
allocating training resources is increasing the effectiveness of
training programs. This is hardly surprising because both
executives and learners benefit from training that’s optimized to
save time (and money) while delivering all its learning promises.
Even with careful resource allocation, many companies still find
their training to be ineffective (or only partially effective) in
achieving its goals.
i.e., TRAINING CHALLENGES

15. 1. Hectic employee schedules
2. A dispersed workforce
3. Different learning habits
4. Lack of engagement
5. Training that isn’t relevant
6. Costs, costs, and costs
7. Rapid changes in technology
8. Age, gender, professional status
9.Language problem in training
10.Learning cannot be
forced(resistance to learning)

16. “The greater the obstacle,
the more glory in
overcoming it”!
So, there are simple
to address common training
challenges and improve the
effectiveness of the training.

17. LMS
A Learning Management
System (LMS) is a software
application for the
administration,
documentation, tracking,
reporting and delivery of
educational courses or
training programs.

19. FORCES INFLUENCING WORKING AND
LEARNING
Economic cycle Globalization
Increased value placed
on intangible assets and
human capital
Talent management
Customer service and
quality emphasis
Changing demographics
and diversity of the work
force
New technology
High-performance
model of work systems

20. Training can help companies deal with these
factors by first identifying the need for training
and also the force or weakness that the
company is experiencing. It also can develop
to determine what type of training is needed
and to what extend.
The overall training towards the forces that are
affecting the company can help to improve
the company and also to overcome the force
as well as being aware of problems that may
occur.

21. Economic cycle
 Provide an opportunity for
companies to take a closer
look at training and
development to identify
those activities that are
critical for supporting the
business strategy as well as
those mandated by law
This Photo by Unknown Author is licensed under CC BY-NC-ND

22. Globalization of business
Globalization of business is the change in a
business in a company associated with a
single country to one that operates in a
multiple country.

23. A company's value include three type of assets that are critical for
company to provide goods and services. They are
Increased Value Placed On Intangible Assets and Human
Capital :
1. Financial Asset (cash and securities)
2.physical assets (property, plant, equipment)
3.Intangible assets (Human capital, customer capital, social capital and intellectual
capital)
Human capital refers to sum of attributes, life experience, knowledge,
energy, enthusiasm. (eg: Education, Work- related know- how)
Social capital refers to relationship in the company. (e.g.: corporate culture, management
practices)
Customer capital refers to value of relationship with person or organization outside the
company to meet goal.(e.g.: Brands, customer relationship)
Intellectual capital refers to codified knowledge that exists in the company. (e.g.: patents,
copyrights).

24. The value of intangible assets and human capital has three
implications:1. Focus on knowledge worker 2. Employee engagement
3. Change and continuous learning.
Focus on knowledge worker - employees who contribute to the
company not through manual labor but through what they know,
perhaps about customers or a specialized body of knowledge.
Knowledge workers are employees who own the intellectual
means of producing a product or service.

26. Customer service and Quality emphasis:
Customer service and quality emphasis can be
explained as a company or business emphasis
on excellent customer service and how to reach
a greater level of customer service for its
customers and also a quality towards every
aspect of the company or business

28. New Technology
Technology changed the way of training. Technology have
impact on all sectors like robotics, artificial intelligence,
nanotechnology, CAD etc.
Training reduces the cost . Technological
changes has great impact on training
delivery methods. New technologies include
Internet, e-mail, DVDs, CD-ROM's, mobile
technology, satellite, PDAs and iPod's.

29. High-performance model of work systems
High performance work systems can be explained
as system that improve the overall effectiveness
and production of a business which usually occurs
through the combination of training and
technology
Work Team involve employees with various skills
who interact to assemble a product or provide a
service.
Cross training refers to training employee in a
wide range of skills so they can perform any role in
a team.
Virtual Team refers to teams that are separated by
time, geographic distance, culture and they rely on
technology. They are connected through mail,
video conferencing, Internet. This Photo by Unknown Author is licensed under CC BY-SA

30. ROLE OF TRAINING
IN AN
ORGANIZATION
This Photo by Unknown Author is licensed under CC BY-SA-NC

31. ROLE OF TRAINING IN AN ORGANIZATION
BUSINESS
ENVIRONMENT
CHANGES AND
CHALLENGES
LEARNING AND
IMPLEMENTATION
BUSINESS
EXCELLENCE

32. BUSINESS
ENVIRONMENT
Business environment is the sum total of all
external and internal factors that influence a
business. The business environment can
include factors such as: clients and
suppliers; its competition and owners;
improvements in technology; laws and
government activities; and market, social
and economic trends.
TRAINING aims at systematic assessment of
the BE both external and internal
environment and ensures the management
with perfect human resources.

33. CHANGES
AND
CHALLENGES
 Change is a crucial component of
growth and evolution of any
organization. Planning and
managing change both cultural
and technological, is one of the
most challenging elements of a
manager's job. TRAINING improves
the employees knowledge, skill and
capabilities in order to cope up with
the business challenges.

34. LEARNING AND
IMPLEMENTATION
“Tell me and I forget,
teach me and I may remember,
involve me and I learn.”
TRAINING is all about helping the
organization to learn and translate
that learning to action.

35. BUSINESS
EXCELLENCE
 Business Excellence is described as
outstanding practices in managing
the organization and achieving
results. These practices focus on
how a world class organization
should operate. TRAINING improves
the employees knowledge, skill and
capabilities to attain the
organizational excellence.

36. SAT
Training is a transforming process that requires
some input and in turn it produces output in
the form of knowledge, skills, and attitudes
(KSAs).

39. SAT/SYSTEMATIC APPROACH TO TRAINING
The Systematic Approach to Training (SAT) is a
methodology for managing training programs. It is
an orderly; logical approach to determining what
people must know and do at a particular job or in
a specific profession. The systematic approach to
training ensures that people are prepared for their
work by having the necessary knowledge, skills,
and attitudes to do their job.

40.  Training is the giving of
information and
knowledge, through
speech, the written word
or other methods of
demonstration in a
manner that instructs the
trainee.
 LEARNING is the
process of absorbing that
information in order to
increase skills and abilities
and make use of it under a
variety of contexts
This Photo by Unknown Author is licensed under CC BY-SA-NC

41. LEARNING
THEORIES
By studying and
knowing the different
learning theories, we
can better understand
how learning occurs. ...
Three learning
theories:

42. This association leads to new behavior or change in
old behavior. This change in behavior ends in
LEARNING. i.e, BEHAVIORISM

45. Operant conditioning
Operant conditioning is a method
of learning that occurs through
rewards and punishments for
behavior. Through operant
conditioning, an individual makes
an association between a
particular behavior and a
consequence (Skinner, 1938).

46. BEHAVIORISM
BONUS POINTS
PARTICIPATION POINTS
VERBAL REINFORCEMENT
ESTABLISHING RULES
DOESN’T PREPARE THE LEARNER FOR PROBLEM SOLVING
NO CREATIVE THINKING
LEARNER ONLY PREPARED FOR AUTOMATIC RESPONSE
DONOT TAKE INITIATIVE/ IMPROVE THING

48. Argues that the black box of the mind
should be opened and understood.
The learner is viewed as a information
processor(like a computer)

49. COGNITISM
follows and
completes the
BEHAVIORISM

50. Examples of Cognitism
CLASSIFYING INFORMATION
LINKING CONCEPTS
PROVIDING STRUCTURE
REAL WORLD EXAMPLES
DISCUSSIONS
PROBLEM SOLVING
ANALOGIES
IMAGERY

51. CONSTRUCTIVISM
Knowledge is
constructed by the
learner and since
everyone has a
different set of
experiences and
perceptions,
LEARNING is
unique and
different for each
person.

53. ADULT
LEARNING

56. Knowles’ 4 Principles Of
Adults
Learning/Andragogy
 Adults need to be involved in the
planning and evaluation of their
instruction.
 Experience (including mistakes)
provides the basis for the learning
activities.
 Adults are most interested in learning
subjects that have immediate relevance
and impact to their job or personal life.
 Adult learning is problem-centered
rather than content-oriented.

57. EXPERIENTIAL
LEARNING

58. EXPERIENTIAL LEARNING is learning from experience or
learning by doing challenging activity.
Experiential Learning ‘Laboratory’
Take them away from usual place to area where they can
experiment, be challenged and think about new concepts
Work as team
Contributes to transfer of learning back to the workplace

59. Online learning

60. PROGRAMMED LEARNING/PI
Innovation in teaching technology
Programme
Programmer/ programme writer
Target group
E.g. “how to read a balance sheet” brought out by ILO
is a Programmed Instruction

61. LEARNING
PROCESS

62. Kolb identified two separate learning activities that occur
in the learning cycle:
*perception (the way we take in information) and
*processing (how we deal with information).
Kolb’s model (based on experiential learning theory)
identifies four modes in the learning cycle:
1. Concrete Experimentation
2. Reflection
3. Abstract Conceptualization
4. Active Experimentation.

63. Basically, this is a fancy way of saying that we learn by:
 Doing something (Concrete Experimentation)
 Thinking about it (Reflection)
 Doing some research
 Talking
 with others and applying what we already know to the
situation (Abstract Conceptualization)
 Doing something new or doing the same thing in a
more sophisticated way based on our learning (Active
Experimentation).

64.  some people best perceive information using concrete
experiences and emotions (like feeling, touching,
seeing, and hearing) while others best perceive
information abstractly (using mental or visual
representations).
Note the vertical axis on the diagram.
 Once information is perceived it must be processed.
You may process information best through active
experimentation (doing something with the information)
while others process best through reflective observation
(thinking about it).
Note the horizontal axis on the diagram.

66. Main Steps in the Strategic Training
and Development Process
There are four main steps in the strategic training and development
process, with a few sub steps under each. The first step is the
business strategy, wherein the organization sets out its mission,
values and goals. The second step is when the organization
develops its strategic training and development initiatives. Under this
step, the organization will diversify its learning portfolio and improve
customer service. This approach also calls for accelerating the pace
of employee learning, and building systems to capture and share
knowledge.

67. The next area of the process lies with the implementation
of the initiatives, specifically the training and development
activities. The company can, for example, institute web-
based training initiatives. In order to improve the quality
of training, the company can also make development
planning mandatory. Another online method for
developing initiatives is to build web sites and other tools
for knowledge sharing, so that members of the
organization can help to train each other. In addition if
the amount of customer service training is increased, this
should help as well.

68. The fourth area is to develop metrics for measuring the
effectiveness of the training initiatives. Metrics allow the
company to test its efforts and make adjustments to the
program to improve effectiveness. There should be
specific learning objectives that can be measured. The
organization should also factor in broad-based
organizational improvement.
A learning climate can be increased in the organization if
training and development is a strategic priority.

71.  Training is a transforming process that requires some
input and in turn it produces output in the form of
knowledge, skills, and attitudes (KSAs).
 Strategy is a master plan to action for achieving the long
term goal .
 Strategic training is preparing your managers and
employees with the skills they need to complete their
work tasks both efficiently and effectively and help them
reach your company's main goals.

72. MODELS OF TRAINING
THE FACULTY MODEL
THE CUSTOMER MODEL
THE MATRIX MODEL
THE CORPORATE UNIVERSITY
MODEL
BUSINESS EMBEDDED MODEL

73. MODELS OF TRAINING
• Training is a sub-system of the organization because
the departments such as marketing & sales, HR,
production, finance, etc. depends on training for its
survival.
• Training is a transforming process that requires
some input and in turn it produces output in the
form of knowledge, skills, and attitudes (KSAs).

74. The Faculty Model
Training Specialty Areas

75. Faculty Model
The Faculty Model of training department organization employs a
structure like a college. The department is headed by a director
under whom there is a staff of experts with highly specialized
knowledge of particular topics or skill areas. Each expert develops
and delivers training in his/her area of expertise. Strengths of this
model include the available expertise, and the ease of planning
programs around areas of expertise. Weaknesses include
potentially not meeting the needs of the company—building
programs based on expertise rather than needs, trainees may not
be motivated to learn if the training content doesn’t match
business needs, and training dollars may be spent on unnecessary
training.

76. The Customer Model
Business Functions

77. The Customer Model
 The Customer Model of training involves having a training function for
each division or function of the firm. Strengths include that this organizes
training by business needs, trainers should be in tune with business needs
and plan training programs accordingly, trainees are more likely to find the
training content meaningful. Weaknesses include trainers needing to
spend significant time learning about the function they serve before they
can effectively serve them, there may be redundancy in the training
provided across functions, and the programs may vary in effectiveness
across functional areas because it is difficult for the training director to
oversee each functional area to maintain quality across areas, employees
from the functional area may serve as trainers, but lack training in
instructional design and learning theory.

79. The Matrix Model
The Matrix Model of training department organization
involves having trainers report both to a training director
and a functional area manager. Thus, the trainer must be
both a training expert and an expert in a functional area.
Strengths include the link to business needs, the expertise
each trainer has in a functional area, and the likelihood that
the trainer will also stay current in the training field.
Weaknesses of this model include the greater time
demands on the trainer and conflicts due to reporting to
two managers.

81. The corporate university model
 Corporate University Model believes the organization should
provide its workers the ability to re-tool their skills and knowledge
continually (Equips with new tool) and train themselves with skill
beyond the job training.
 CU Model offers employers the opportunity to add value to the
knowledge and skills and in return give back to the organization
their output through innovation, efficiency and productivity
 It is believed that this model really results well. The employers have
shown more efficiency in their job, they have learned new skills and
also earn knowledge to boost their careers.

82. CUM follow a process:
1. Audit of current KSA of employees of the organizations
2. To develop such K&S that support business needs and
help organization to gain competitive advantage
3. Use appropriate technology to support the learning
function
4. Learning and performance evaluation
5. Finally Partnership with academia(research, education,
scholarship)

83.  A CUM enables the organization to achieve its
objective(of being more competitive and profitable). But
main focus is to align human capital with business
requirements and long term vision of organization.