Training and Development
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Some Important Definitions
Learning is the broadest term of all, the act of acquiring knowledge or skill,
learning is the Permanent changes in a person that is related to past
experiences and the opportunity to acquire skills and knowledge
Training must be directed to acquiring a new skill in work, even if the
training program is about giving knowledge only then this knowledge must be
aimed at the facilitation of the new skill
Development activities are not job related but are oriented to both personal
and organizational growth. The focus of such activities is on broadening the
learner’s conceptual and perceptual base in areas not previously explored or
experienced by the individual.
Education is Theoretical learning in the classroom or any institution is
education which is a process of systematic learning something in an
institution that develops a sense of judgment and reasoning in employees.
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Difference between Training and Development
Employee development is a joint, on-going effort on the part of an employee
and the organization for which he or she works to upgrade the planned growth
and expansion of knowledge and expertise beyond the present job
requirements. This is accomplished through systematic training, learning
experiences, work assignments, and assessment efforts. Training is the
acquisition of knowledge, skills and competencies as a result of teaching.
Development teaches how to become more productive and effective at work
and at the company. In other words, training provides the skill and
development maximizes it.
Employee development depends upon the individual employee whether
employee is willing to participate or not. Employee development also depends
upon the organization culture, attitude of top management, and limited
opportunities of promotion.
Development is education that focuses on the future. An employee’s
developmental plan focuses on what he doesn’t know that he will need to
know for a future promotion.
Development helps round out an employee’s skills in his current job --
perhaps through cross training -- and prepares him for a different job in the
future. It can include classes in management, working with a mentor in
another department or another form of preparation for a new position.
HR professionals need to look at training and development together versus
pulling them apart. There are facets of both training efforts and development
efforts that have value.
With a strong, constructed strategy and vision, incorporating these two things
is actually very natural. Training and development are a partnership; they’re a
process, not an event.They are both value driven.
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Onboarding and Orientation (Induction)
First, what is the difference between orientation and onboarding?
Well, Orientation is one phase of 6 phases in the onboarding process as shown
below in the figure:
Here are the main differences between Orientation and Onboarding:
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Can't do / won't do model
Can't do is simply when the employee has a missing link with his / her
knowledge and skills but he / she wants to get the job done but simply can't,
this is perfectly normal and acceptable and can be solved through training…
But not every "Can't do" employee is cured by training; here are some reasons
for the "Can't do" employees:
1) They were never trained and were hired with the employer knowing
that they were not fully competent and would need training.
2) They do not have the materials or equipment to do the job.
3) Not enough staff is provided for the work that needs to be done.
4) There is a lack of communication or miscommunication.
5) The job is unsafe.
The Won't do employee is the employee who has the knowledge and the skills
but does not want to get the job done because of lack of the right attitude
Here are some reasons for the "Won't do" employees:
1) They are lazy.
2) They are underpaid.
3) They lack motivation.
4) The absence of job fit.
Training won't do any good for the "Won't do" employees.
Competency Knowledge and Attitude Action
Autonomy Skills
Type 1 Habiba Minimum Interference / Development
Type 2 Disha Coaching
Type 3 Rwan Training
Type 4 HR Mistake Coaching then Training
Attitude problem = Won’t doمش عايز يعمل
Knowledge and Skills problem = Can’t doمش قادر يعمل
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Training Cycle
The ADDIE model is the generic process traditionally used by instructional
designers and training developers. The five phases—Analysis, Design,
Development, Implementation, and Evaluation—represent a dynamic, flexible
guideline for building effective training and performance support tools. While
perhaps the most common design model, there are a number of weaknesses to
the ADDIE model which have led to a number of spin-offs or variations.
1) Analysis
Data is collected to identify gaps between actual and desired organizational
performance. If those gaps point to a lack of employee knowledge and skills,
then specific training objectives are established to address the training needs.
According to the ADDIE model, the first thing you should do when you’re
handed a new training project is a detailed analysis.
There are three types of analysis to do in this phase:
a) Training Needs Analysis
The training coordinator must understand the training programs needed
through training needs analysis which is done on three levels:
• Individual analysis: this is done as a result of the performance
appraisal.
• Team Analysis: this is done as a result of the understanding of the
departmental goals
• Strategic Analysis: this is done as a result of understanding of the
strategic goals
b) Audience Analysis
Once you validate that the training is indeed needed, it’s time to analyze your
learners. Knowing key demographics and background information about your
learners will help you identify the information they need to know and the best
way to present it to them.
c) Task Analysis
Now that you know what your course is about and who will be taking it, it’s
time to take a close look at the specific processes and tasks you’ll be training
learners on by breaking them down into step-by-step chunks.
This phase is not concluded unless the training coordinator has provided the
most important document; The Annual Training Plan…
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2) Design
With the analyses out of the way, you’re ready to start development, right?
Wrong!
Don’t skip the first “D”! Starting to develop your course without completing
the design phase is like building a house without a blueprint. It makes much
more sense to start with a clear plan of how everything in the course will be
laid out and how the text, multimedia, and navigation will fit together. Exactly
which deliverable you create as a result of the design phase depends on your
time, budget, resources, and what you’ve outlined in your project plan, but
typically one of two deliverables comes out of the design phase:
• Prototype: This is typically a model or sample of a course that is created
to test and identify whether specific features or concepts work. The
prototype lets a stakeholder get a feel for how the course looks and
functions before developing the entire course and all of its features.
• Training Objectives: Training or learning objectives are the intended
measurable outcome that your learners will achieve once they’ve
finished a course. They should detail the information that will be
acquired and what learners will be able to accomplish through learning
this information.
3) Development
You have the training program and you have its details, let’s go get it…
• Training Provider: you contact several training providers (from your
experience and from the feedback in the market)
• Content Creation: In this phase you choose and add the final
graphics, multimedia, colors, and fonts to make your course look
polished and professional. You’ll also use your authoring tool to
build out activities, quizzes, interactions, and functional navigation
to create an engaging course.
• Testing: Once you’ve created your content, you need to test it.
Things that need to be tested and reviewed include spelling,
grammar, learning objectives, navigation, and flow. Testing is
typically done during the development process instead of after, so
that as testers identify problem areas, the developer can make
changes to the final product.
• Documents: Prepare the roster and the training evaluation
documents.
• Facility Management (Logistics): Choose and prepare the location.
• Calendar Management: Inform the department and section heads'
with the training date and location
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4) Implementation
Once your course is fully developed and thoroughly tested, you’re ready to
share it with your learners.
It is for the better that the Training coordinators attend a percentage of the
time in any given session.
You shall provide the material to the learners through three ways:
• Hand to hand: print the material and hand it to the learners
• Web: If you don’t need to track learner behavior, you can upload
content directly to the web and provide a URL link for your learners to
access the training. However, since learner activity isn’t tracked, you
won’t know whether they completed the course, how long it took them
to do so, or if they went wrong somewhere.
• Learning Management System: If you do need to track your learners
and their progress, your best bet is to share your content through an
LMS. Every LMS offers different features and functionalities, but they
share some tracking capabilities, such as whether learners completed a
module and how long it took them.
5) Evaluation
Training evaluation basically helps with the discovery of training gaps and
opportunities in training employees. Training evaluation collects information
that can help determine improvements on training programs and help trainers
decide if certain programs should be discontinued. The training evaluation
process is essential to assess training effectiveness, help improve overall work
quality, and boost employee morale and motivation by engaging them in the
development of training programs.
There are 4 ways to evaluate training:
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Training Types
OJB & Brick and Mortar
1. Informal Learning (not included in the TP)
It involves learning through day-to-day unplanned interactions between
the new worker and his/her colleagues.
2. Apprenticeship Training (not included in the TP)
It is a structured process by which people become skilled workers through
a combination of classroom instruction and on-the-job training.
3. Job Instruction (not included in the TP)
It refers to teaching a new employee the logical sequence of steps in a job
step by step.
4. Programmed Learning
It is a step-by-step self-learning method: 1) presenting questions, facts, or
problems to the learner; 2) allowing the person to respond; and 3)
providing feedback on the accuracy of the answers.
5. Group Discussion
Group discussions provide a forum for the exchange of this information.
They allow participants to learn from one another. Discussions can occur
in many sizes (partners, small or large groups) and could be led by the
instructor or not. (Standup meetings)
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Off the job & Brick and Mortar
6. Lectures
Just like in school, it is a quick and simple way to provide knowledge to
large groups.
7. Vestibule
It is a method in which trainees learn on the actual or simulated
equipment they will use on the job, but are trained off the job. It can be
considered a combination of on and off-the-job training.
8. Case Study
A case study provides a realistic situation for students to analyze and then
use for practice of their new skills or knowledge.
9. Self-Directed
Self-directed study allows learners to progress at their own pace through a
set of training materials such as workbooks or CD-ROM or Web-based
materials, usually without the aid of an instructor.
OJB and Online
10. Social learning
IT posits that people learn from one another, via observation, imitation,
and modeling. The theory has often been called a bridge between
behaviorist and cognitive learning theories because it encompasses
attention, memory, and motivation.
11. Discussion Forum
It is the same as the group discussion but online
Off the job and Online
12. Audiovisual based
Tools include films, PowerPoint presentations, video conferencing,
audiotapes, and videotapes.
13. Virtual Training
A trainer in a central location teaches groups of employees at remote
locations via television hookups. Videoconferencing – allows people in one
location to communicate live via a combination of audio and visual
equipment with people in different locations – another city or country or
with groups in several cities.
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14. Electronic performance Support Systems (EPSS)
The systems are sets of computerized tools and displays that effectively
automate and integrate training, documentation, and phone support, thus
enabling individuals to provide support that’s faster, cheaper, and more
effective than the traditional methods.
15. Simulated learning
It is a variety of different activities including but not limited to virtual reality-
type games, step-by-step animated guides, role playing and software training.
16. Webinar
A webinar is a presentation, lecture, workshop or seminar that is transmitted
over the Web using video conferencing software. A key feature of a Webinar is
its interactive elements is the ability to give, receive and discuss information
in real-time.
17. E-Learning
E-learning is the delivery of formal and informal training and educational
materials, processes, and programs via the use of electronic media. E-learning
includes Web based learning, computer-based training (CBT), and virtual
classrooms. Delivery might be over the Internet, an organization's
intranet/extranet, satellite broadcast or other means. There is a major
problem with e-Learning in long-term retention of curriculum content as a
result of the speed with which the learner completes the course.
Generally, e-Learning is a cost-effective method that should be used in
conjunction with other training methods.
18. Mobile Learning
Mobile learning involves the use of mobile technology, either alone or in
combination with other information and communication technology (ICT), to
enable learning anytime and anywhere. Learning can unfold in a variety of
ways: people can use mobile devices to access educational resources, connect
with others, or create content, both inside and outside classrooms. Mobile
learning also encompasses efforts to support broad educational goals such as
the effective administration of school systems and improved communication
between schools and families.
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Training Transfer
Ultimately, the goal of implementation is transfer of training, or on-the-job
use of knowledge, skills, and behaviors learned in training. Transfer of
training requires that employees actually learn the content of the training
program. Training transfer is performing certain activities before, during, and
after training sessions that enable employees to more effectively and quickly
apply the skills learned in training on the job.
Training transfer is the goal when employees are involved in any internal or
external training activity, session, seminar, or on-the-job training.
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General Concepts
1. Adult learning
There are 5 concepts to understand about Adult Learning:
• The need to know: adult learners need to know why they need to learn
something before undertaking to learn it.
• Learner self-concept: adults need to be responsible for their own
decisions and to be treated as capable of self-direction
• Role of learners' experience: adult learners have a variety of
experiences of life, which represent the richest resource for learning.
These experiences are however imbued with bias and presupposition.
• Readiness to learn: adults are ready to learn those things they need to
know in order to cope effectively with life situations.
• Orientation to learning: adults are motivated to learn to the extent that
they perceive that it will help them perform tasks they confront in
their life situations.
2. Learning Styles
There are three types of learners as below:
• Visual learners remember best what they see pictures, diagrams, flow
charts, time lines, films, and demonstrations.
• Auditory learners, called verbal learners; it’s a learning style in which a
person learns through listening. An auditory learner depends on
hearing and speaking as a main way of learning.
• Kinesthetic learners, also known as tactile learners, learn best through
a hand on approach. They prefer to actively explore the physical world
around them.
3. Levels of learning
• Knowledge simply means that the learner can recall facts.
• Comprehension allows the learner to translate or interpret information.
• Application is the ability to use learned information in a new situation.
• Analysis means understanding information to the level of being able to
break it down and explain how it fits together.
• Synthesis is the level at which the learner would be able to respond to
new situations and determine trouble-shooting techniques and
solutions.
• Evaluation is the highest level of learning because it allows one to make
judgments.
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Development Cycle
• Succession Planning
Succession planning is different from replacement planning. It does not focus
on finding internal backups from within departments; rather, it examines the
needs by level (such as the move from middle to senior manager). All talent at
each level is "pooled". Talent pools are thus defined as all people who are
considered promotable to the next level up on the organization chart
regardless of department. When need is great – such as may occur when all
members of a group (like senior executives) are at or near retirement age –
then a special focus may be placed on accelerating the development of the
talent pool. Such a group, targeted for faster development, is called an
acceleration pool.
The organization commits to develop all who express interest in promotion –
and that is by no means everyone. But organizational leaders manage
expectations by indicating that when a vacancy occurs, the best applicant to
meet the organization’s needs will be chosen – and that may mean someone
from outside the organization.
• Development Methods
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1. Behavior Role modeling
The method uses a combination of demonstration (or videotape) and role
playing to enhance interpersonal skills. Small group so of trainees observe
someone demonstrate how to handle a particular type of interpersonal
problem, then they practice the behavior in a role play and get nonthreatening
feedback.
2. Case Study
Cases are descriptions of events in an organization and used in a variety of
ways in courses to develop management skills, such as practice analytical and
decision-making skills. The benefits of using case study are to increase
understanding about situations managers encounter and effective managerial
behavior.
3. Business Games
Simulations require trainees to analyze complex problems and make
decisions. After decisions are made, trainees usually receive feedback about
what happened as a result of their decision. Business games can be used also
to assess training needs, the success of prior training, or the validity of a
manager’s mental model for a particular decision situation.
4. Experience Learning
Much of the management skill essential for effective leadership is learned
from experience rather than from formal learning programs. Appropriate
values and behaviors can be learned from competent superiors who provide
positive role models to emulate.
Experiencing failure may not result in beneficial learning and change unless a
person accepts some responsibility for it, acknowledges personal limitations,
and finds way to overcome them.
Also, growth and learning are greater when job experiences are diverse as well
as challenging. It is beneficial for managers to have early experience with a
wide variety of problems that require different leadership behavior and skills.
The obstacles to learning from experience are greatest at higher level of
management. Hard-driving, achievement-oriented managers are more likely
to be successful early in their careers, but these traits may also interfere with
their capacity to changing situations.
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5. Multisource Feedback
This approach is called by various names, including 360-degree feedback and
multi rater feedback. This approach can be used for variety of purposes, but
the primary use is to assess the strengths and developmental needs for
individual managers.
6. Assessment Centers
These methods may include interviews, aptitude tests, personality inventories,
a short autobiographical essay, a speaking exercise, and a writing exercise. AC
can enhance self-awareness, help to identify training needs, and facilitate
subsequent development of interpersonal and leadership skills, while
managers who serve on the staff of these centers may also experience an
increase in their managerial skills.
7. Job Rotation
Managers who are assigned to work in a variety of different functional
subunits of the organization for periods of time can learn about the unique
problems and processes in different subunits and the interdependencies
among different parts of the organization. Also, it provides managers the
opportunity to develop a large network of contact.
8. Action Learning (Forever Strong Movie)
The emphasis is on developing cognitive and interpersonal skills rather than
technical knowledge. The managers meet periodically with a skilled facilitator
to discuss, analyze, and learn from their experiences.
9. Mentoring (Eva’s Company: Coffee with the CEO)
Mentoring is a relationship in which a more experienced manager helps a less
experienced protégé; the mentor is usually at a higher managerial level and is
not the protégé’s immediate supervisor.
10. Executive Coaching
Having a coach provides the unusual opportunity to discuss issues and try out
ideas with someone who can understand them and provide helpful, objective
feedback and suggestions, while maintaining strict confidentiality. Executive
coaching is especially useful in conjunction with techniques that provide
information about developmental needs but do not directly improve skills.
The person who provides the coaching may be external or internal consultant.
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11. Outdoor training
The methods, often called outdoor training, involve physical activities
performed by a group of people in an outdoor setting. An experienced
facilitator conducts the activities, provides coaching and encouragement, and
helps participants understand the link between their experiences in an activity
and organization life. The perceptions of teamwork and individual problem
solving increased for participants, especially when intact groups were used.
12. Training Program
Any ordinary training program with the intent of development.
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