The document discusses the essential role of training and development in modern organizations, emphasizing that change is inevitable due to technological advancements and globalization. It outlines the differences between training and development, their importance for organizational success, and the structured steps involved in the training process, including needs assessment, program design, delivery, and evaluation. Additionally, it highlights various training methods, learning objectives, and barriers to effective learning.

1. Training & Development
Krishantha Jayasundara
BA (English, Psychology,Sociology) University of Peradeniya, PQHRM(IPM), NDTHRD(IPM)

2. Change
2

3. 3

4. Change
4

5. Introduction
Change is inevitable 5

6. Introduction
Change is inevitable 6

7. Introduction
Change is inevitable 7

8. Introduction
Change is inevitable 8

9. Introduction
• Change is inevitable
9

10. Introduction
• Change is inevitable
10

11. 11

12. Introduction
• The training & development play a major
role in modern organizations due to the
rapid change in technology & the working
environment
12

13. Introduction
• Globalization of markets & the increasing
competitions are reasons for it.
13

14. Introduction
• Multi-skilled workforce, efficiency, and
adoptability are important.
14

15. Training
• A systematic process of developing the
following aspects in individuals.
• Knowledge
• Skills
15

16. Training
16

17. Training
• A systematic process of developing the
following aspects in individuals.
• Technology
• Needed to perform better in the present
job
17

18. Development
• Helping an individual to successfully meet
more challenging job tasks in the future
18

19. Training vs. Development
Training
Current
Job
Knowledge
Skills
Attitude
19

20. Training vs. Development
Development
Future Job
Tasks
Knowledge
Skills
Attitude
20

21. Training vs. Development
Training
focuses on
current job
Development
focuses on
future job
tasks
21

22. Training vs. Development
Training is
limited to job
related KAS
Development
is an overall
growth
22

23. Training vs. Development
Training is
temporary in
nature
Development
is permanent
in nature
23

24. Training vs. Development
Training is
short term
Development
is long term
24

25. Training vs. Development
Training is for
better
performance
in current job
Development
is for better
performance
in future jobs
25

26. Importance of Training
• Improve Product quality
26

27. Importance of Training
• Improve quality of service levels- customer
satisfaction
27

28. Importance of Training
• Use hidden potentials of people
28

29. Importance of Training
• Increase moral and attitudes
29

30. Importance of Training
• Career progression
30

31. Importance of Development
• Acts as a succession planning
31

32. Importance of Development
32

33. Importance of Development
• Tracking for long term HR Goals
33

34. 34

35. Steps of Training
1. Training needs
35

36. Steps of Training
1. Training needs
The needs of the following level should be
understood
I. Individual level
II. Occupational level
III. Organizational level
36

37. Steps of Training
2. Analyzing training needs
• Finding the gap between the current skill
levels and the desired skill level
37

38. Steps of Training
• These are the indications of training needs
 Drop in productivity
38

39. Steps of Training
• These are the indications of training needs
 Conflicts
39

40. Steps of Training
• These are the indications of training needs
 Product defects
40

41. Steps of Training
• These are the indications of training needs
 Staff turnover
41

42. Steps of Training
• These are the indications of training needs
 Lack of interest
42

43. Steps of Training
• These are the indications of training needs
 Loss of market share
43

44. Steps of Training
3. Planning and designing training
programmes
• Objectives of the programme
44

45. Steps of Training
3. Planning and designing training
programmes
• Identify the target group (knowledge/Skills/
Age)
45

46. Steps of Training
3. Planning and designing training
programmes
• Programme content (should be suitable for
the target group)
46

47. Steps of Training
3. Planning and designing training
programmes
• Administration and costing (fixed cost-fee
of the lecturer/documents...est. /variable
costs)
47

48. Steps of Training
4.Conducting the training
• This is called the delivery of training.
48

49. Steps of Training
4.Conducting the training
• Taking the attention of employees is very
important because the success of the
training programme depends on it
49

50. Steps of Training
4.Conducting the training
• The trainer should have skills to deliver
(presentation skills/knowledge)
50

51. Steps of Training
4.Conducting the training
51

52. Steps of Training
5. Training Evaluation
• The success of the training can be
measured by evaluating it.
52

53. Steps of Training
5. Training Evaluation
53

54. Steps of Training
5. Training Evaluation
54

55. Steps of Training
5. Training Evaluation
• Training evaluation helps us understand
whether we have actually met our
objectives.
55

56. Steps of Training
5. Training Evaluation
• The knowledge of the employees can be
measured to see whether they have
succeeded
56

57. Steps of Training
• Training can be evaluated at 5 levels
57

58. Steps of Training
• Training development level
58

59. Steps of Training
• Participant reaction level
59

60. Steps of Training
• Participant learning (relatively permanent
change in behavior) level
60

61. Steps of Training
• Job behavioural level
61

62. Steps of Training
• Organizational level
62

63. Training Methods
• Lecture method
63

64. Training Methods
• On the job training (OJT)
64

65. Training Methods
• Off the job training
65

66. Training Methods
• Role plays
66

67. Training Methods
• Case study method
67

68. Training Methods
• Computer aided instruction
68

69. Learning Objectives
• Cognitive learning
Cognitive refers knowledge learning
(gather knowledge)
69

70. Learning Objectives
• Cognitive learning
How to apply the knowledge gathered
70

71. Learning Objectives
71

72. Learning Objectives
• Psychomotor Learning
Acquiring physical skills to successfully
complete a job task
72

73. Learning Objectives
• Affective Learning
It means the development of attitudes,
values & interests.
73

74. Learning Objectives
• Affective Learning
This is the most difficult part in training
because usually it is hard to change or
create the attitudes in people
74

75. Learning Objectives
• Affective Learning
The trainer should be highly professional
to handle this area of training.
75

76. Barriers to Learning
Trainee
Centered
Barriers
Trainer
Centered
Barriers
Environmental
Barriers
76

77. Barriers to Learning
• Trainee centered barriers
Language and speech barriers
77

78. Barriers to Learning
• Trainee centered barriers
Know it all syndrome (trainee thinks that
he knows everything)
78

79. Barriers to Learning
• Trainee centered barriers
Negativity
79

80. Barriers to Learning
• Trainee centered barriers
Shyness or aggression
80

81. Barriers to Learning
• Trainee centered barriers
Resistance to change
81

82. Barriers to Learning
• Barriers attributed to trainer
Unskilled trainer
82

83. Barriers to Learning
• Barriers attributed to trainer
Wrong techniques and approach
83

84. Barriers to Learning
• Barriers attributed to trainer
Accents
84

85. Barriers to Learning
• Barriers attributed to trainer
Manner of delivery
85

86. Barriers to Learning
• Barriers attributed to trainer
Lack of subject knowledge
86

87. Barriers to Learning
• Environmental barriers
Noise, cold, heat
87

88. Barriers to Learning
• Environmental barriers
lack of ventilation
88

89. Barriers to Learning
• Environmental barriers
Disturbances
89

90. Barriers to Learning
• Environmental barriers
Time constraints (limitations of time)
90