Training and Development
• Objectives
• By the end of the presentation one should
be able to:
• Define and differentiate education, training
and development
• Understand why organisations train
• To understand the link between learning
theories and training
M.Ismail Basharmal
Objectives cont:
• Outline the benefits of training and the role
of trainers
• Understand the basic systematic training
cycle
• Understand employee or management
development and its benefits
• Outline methods that are used in
management development
M.Ismail Basharmal
Definitions of education, training
and development
• Education
• Long term learning activity aimed at preparing
individuals for a variety of roles in society as
citizens, workers and members of family groups
• The focus is on the individual and his or her
needs
• Training
• Any learning activity directed towards acquisition
of specific knowledge and skills for the purpose
of an occupation or task
• The focus is on job or task
M.Ismail Basharmal
Definitions of education, training
and development
• Development
• Learning activity which is directed towards
future needs rather than present needs
which is cornered more on career growth
than immediate performance
• Focus is on the organisation’s future
manpower requirements and growth
needs of individuals in the workplace
M.Ismail Basharmal
Reasons why oraginsations are
involved in training
• Organisations are involved in training
because of the following reasons:
• Requirements of new comers
• Shortfalls in employee performance
• Organizational change
• The individual’s expressed needs
M.Ismail Basharmal
Learning Theories and Training
• Theory of Learning
• A complex process of acquiring knowledge,
understanding, skills and values in order to be able to
adapt to the environment in which we live.
• Always learning is accompanied by a change in behavior
• Learning is acquired and acquisition depends on 3
factors which are
• Skill of the teacher
• Conditions in which learning takes place
• Innate qualities of learner (Intelligence)
M.Ismail Basharmal
Learning theories and training
continues
• Learning is classified into two types which
are andragogy and pendagogy
• Where andragigy focuses on school
children and pendagogy focuses on
adults.
• Training is based on the andragogy type of
learning
M.Ismail Basharmal
Learning theories and training
cont:
• Theories
• Aristotle: Mental discipline approach.
• Learning is fundamentally a matter of inmade
intelligence. The practical effects of this
approach are that
• Learning is structured
• Learning methods are dictating (telling)
• The subject matter is taken to be important in its
own right
• Memorizing and rule –learning are seen as
crucial
M.Ismail Basharmal
Learning theories and training
cont:
• Pavlov (1894-1936) Classical
Conditioning ( salivation of dogs).
• Thorndike EL: (1874-1949) operating
conditioning difference
• B F Skinner :Operant conditioning
programmed leaning based on those ideas
of stimulus response –reinforcement which
calls for the importance of relevant
rewards on education and training
M.Ismail Basharmal
Learning theories and training
cont
• Gestaltists led by Max Wertheriner (1880 -1943):
learning is a matter of assembling one’s world
into a meaningful patterns rather than just
connections between separate elements which
are more easily perceived than individual parts .
• Cognitive psychologist – learning as a complex
process involving the exercise of problem
solving capacity, mental mapping, intuition,
imaginary perception and purpose. Learning
could be latent stored away until required for
use.
M.Ismail Basharmal
Current approaches to learning
at work
• Some organisations use:
• Trainee centered rather than organizational centered
approaches
• Experimental learning- freedom of choice which involve
• Participative forums
• Flexible training programs
• Training and development in most organisations is
directed towards organizational goals not individual goals
therefore there tend to be conflict between collective and
individual priorities
M.Ismail Basharmal
Ways of facilitating learning at
work
• Signal learning
• Stimulus response
• Chairing
• Verbal associations
• Discrimination learning – skills learning
• Concept learning
• Rule learning
• Problem solving
M.Ismail Basharmal
Learning organization
• A learning organisation is where People
continuously expand their capacity to create
results they truly desire where new and
expensive patterns of thinking are natured ,
where collective aspiration is set free and where
people are continuously learning how to learn
together. According toHamel & Pralated (1994)
creating a learning organization is only half the
solution just as important is creating an
unlearning organization. To create the future,
the company must unlearn at least some of its
past.
M.Ismail Basharmal
Benefits of training
• Benefits of Training to the organisation
• Maintenance of sufficient and suitable range of
skills amongst employees
• Development of Knowledge and skills in the
workforce
• Harnessing of work experience and other forms
of on the job development in a planned way
• Achievement of improved job performance and
productivity
• Improved service to customers
• Increase motivation among employees
M.Ismail Basharmal
Benefits of training
• Benefits to Individual
• Increase in personal repertory of skills
• Increased job satisfaction\Increased value
of employee in the labour market
• Increased prospects of internal promotion
M.Ismail Basharmal
Systematic Training and
Development
• Factors that influence the quality and
Quantity of training
• Degree of Change in the external environment
• Degree of internal change
• Availability of suitable skills within the workforce
• Adaptability of existing workforce
• The extend to which the organization supports
the idea of internal career development
M.Ismail Basharmal
Systematic Training and
Development
• The commitment of senior management to
training as an essential part of economic
success
• Extend to which management see training as a
motivating factor in work
• Knowledge and skills of those responsible for
caring out the training
• Identifying training needs
• Designing training activities
• Assessing the results of training
M.Ismail Basharmal
Systematic Training :- The Basic Cycle
» Training policy
» Establishing
training
programme
Identify training needs Plan training
Evaluate training Carry out training
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Nadler’s critical event Model
• identify training needs
• Conduct training specify
• job peformance
• Obtain instructional feedback identify learner
• resources evaluation needs
• Select instructional determine objectives
• strategies
• Build curriculum
M.Ismail Basharmal
Training policy
• Training policy of an organization is
normally included in other human
resources policies
• It sets out what the organization is
prepared to do in terms of developing its
employees
• Fulfillment of an organization’s policy can
be achieved in two different ways which
are:
M.Ismail Basharmal
Training policy
• Some organizations grow their own specialists
and managers to provide a substantial training
organization to sustain all their needs
• Others contract out their training to external
providers such as colleges, consultants and
private training organizations for example Star
Africa
• Midway …. Providing educational training and
job training within but contracting out
management and supervisory training
M.Ismail Basharmal
Trainer Roles in Organisation
• Wadler (1969) has three main roles which are:
• 1) learning Specialist
• -Instructor
• - Curriculum Builder
• - Methods and material developer
• 2) Administrator
• Developer of personnel
• Maintainer of community relations
• Sponsor of ongoing programmes
• Arranger for facilities and finances
M.Ismail Basharmal
Trainer Roles in Organisation
• 3) Problem solver
• Advocate(sponser)
• Expert
• Alternative Identifier
• Catalyst
• process Specialist
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Trainer Roles in Organisation
• Pettigrew and Colleagues (1983) identified
two major divisions of trainer perceptions
• Trainer’s attitude towards training as a
traditionally oriented or interventionist
• Trainers’ response to change as
maintenance of status quo or as
contributing to organizational change
M.Ismail Basharmal
Types of trainers
• Caretakers – Use Traditional, trainer centered
approach within a system that is accepted as
remaining stable
• Educators – Use traditional approaches to
learning but accept need for change
• Evangelists – Who work with the constraints of
existing systems and procedures but also adopt
learner centered approaches in training
• Innovators- Perceive both the organization and
learning processes as subject to change and
adapt to what is essentially a catalyst role
M.Ismail Basharmal
Job functions of trainers
• Training of Trainers report (1978)
identified four key job functions applicable
to most training specialist’s posts
• determining and managing
• planning and organization
• direct training
• consulting and advisory
M.Ismail Basharmal
Priorities for training officers
• Birkberck College (1971) highlighted the
following priorities:
• selling training to managers
• identifying training needs
• evaluating training
• selecting trainees
• discussing trainees programmes
• planning recruitment
• costing training
M.Ismail Basharmal
Identification of training needs
• A training need is a shortfall in employee
performance, or potential performance
which can be remedied by appropriate
training. Training needs arise from:
• the organization or corporate requirements
• Department or function
• The job or occupational gap
• The individual employee
M.Ismail Basharmal
Training need Equation
• (Demands of the job) less (Level of
knowledge, understanding etc possessed
by employee) equals (Training need )
• Where the demands of the job could be:
• knowledge
• Skills
• Understanding
• Need for change
M.Ismail Basharmal
Training need analysis
• Turrell (1980) sees three sources of training
needs in an organization
• Those caused by changes in technology
markets, legislation and manpower composition
• Those derived from work problems such as
manpower utilization, machine utilization
disputes, safety and quality issues.
• Those arising from manpower wastage
associated with poor recruitment , induction
training and the like
M.Ismail Basharmal
Steps in training need analysis
• Step 1 preparation
• Consider-Scope, organizational objectives and Time
scale.
• Step 2:Data Collection
• Consider Level of information, job and individual
• Step 3:Interpretation
• Consider Nature of needs extend & non training needs
• Step 4: Recommendations
• This involves Training proposed recourses and time
scale
• Step 5: Action Plan
• Identifying those responsible and the Time schedule
M.Ismail Basharmal
Methods of collecting data for
training need analysis
• Data for training needs analysis can be collected
using the following methods:
• Recorded data for example personal statistics,
job descriptions and appraissal records.
• Interviews : these could be done with immediate
staff, managers, or with relevant specialist staff.
• Questionnaires: to immediate staff and
managers
• observation:
• Aptitude tests
• Group discussions
M.Ismail Basharmal
Analysing and interpreting data
• There are two points to consider when analysing data
which are:
• The standard of performance and the level of
performance
• Evidence pointing to training needs
• High turnover among new recruits
• Increase in material wastage
• Increase in number of reject items
• Increase in number of customer complaints
• Failure to meet job target
• Increase in accident rate
• Decrease in productivity
• Increase in machine breakdown
M.Ismail Basharmal
Training plans
central role of training plans
training policy
assessment of needs
Internal external
Factors training plan factors
implementation
evaluation
M.Ismail Basharmal
Training plan
• Definition: a systematic statement of training
intentions and the means by which they are to
be achieved and measured. An outline of a
training plan include the following:
• Programme aim
• Target groups
• Target numbers
• Programme evaluation
• Administration and costing
• Training staff
M.Ismail Basharmal
Designing training programmes
• When training needs have been ascertained
the role of the training specialist is to act as a
designer of relevant programmes.
• Issues to consider
• What are we trying to achieve in this
programme
• What do we expect participants to achieve
• What content is required to achieve these aims
• How should this content be structured
M.Ismail Basharmal
Designing training programmes
• What learning methods should we employ?
• Who should conduct the training?
• Where and when should the training take
place?
• To what extent should participants be
considered about the nature and scope of the
programme?
• How should we evaluate the success of the
programme?
M.Ismail Basharmal
Training methods
• Training methods are considered inline
with their relevancy to training objectives.
• In training the trainer is targeting the
following:
• Knowledge and understanding
• skills
M.Ismail Basharmal
Training methods for knowledge
and understanding
• Off Job methods
• Lectures/ talks
• classroom instructions
• programmed instruction
• group discussions
• case study analysis
• simulation exercises
M.Ismail Basharmal
Training methods
• On the job methods
• - job construction
• - learning from the experienced
• - Coaching/ counseling
• - Delegation
• - Secondments
• - Special projects
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Training for skills
• Skills are divided into three :
• Manual, example mixing chemicals in a lab
• Thinking skills
• Communication and social skills
• Each skill has its own method of training
as follows:
Manual: job instruction, sitting by Nellie and off the
job instruction
M.Ismail Basharmal
Training for skills
• Thinking skills: case study exercise,
problem solving exercise, setting written
questions and project work.
• Communication and social skills,
effective speaking courses, report writing
courses, role play exercise, discussion
groups and leadership exercise
M.Ismail Basharmal
Responsibility for training
• The following people are responsible for
training in the organisation:
• Personnel managers
• Training managers
• Training officers
• Instructors
• Line managers
• supervisors
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Training locations
• External off the job, example university
• External on the job, by secondment
• In-service off the job, using organisation’s
own training facility the case of ZESA and
PTC these had their own training colleges
to train their employees.
• In service on the job: guided experience in
the workplace
M.Ismail Basharmal
Competence based traininng
• Why competence based training?
• In organisations you can have qualified
professionals who are not competent
enough to do the job.
• Example; you can have a qualified
incompetent engineer who may need
further competence based training to
enhance performance at work
M.Ismail Basharmal
Management development
• Its an important area in training and
development.
• Definition: any attempt to improve managerial
effectiveness through the planned and
deliberate learning process (MSC, 1978)
• Focus: training and education of managers
• Changing managerial styles
• Formalised system associated with performance
appraissal and carrier planning. (Moris,1978)
M.Ismail Basharmal
Trends in management
development
• Improvement of management
effectiveness
• Improvement of management performance
as a whole group
• Improvement of organisational
effectiveness
M.Ismail Basharmal
Methods of management
development
• Management development can be
achieved through:
• Coaching
• Mentoring
• Delegation
• Projects or secondment
• Succession planning
M.Ismail Basharmal
Evaluating training
• This is a means to assess the value or worthy of
something. There are two types of evaluation
which are:
• Preordinate type, this focuses on measurable
outcomes
• Responsive evaluation by Guba
&lincolin(1981), this focuses on the concerns of
the parties involved and adopts to changing
conditions or new information. It is more
concerned about portrayal than measurement.
M.Ismail Basharmal
Evaluation process
Training prog prog prog
Needs objective methods implement
Analysis
results
prog prog
improvements evaluation
prog dropped
M.Ismail Basharmal
Zimbabwe scenario
• Organisations confused on whether to train or not
because employee leave for greener pastures after
training, some companies now outsource the required
skills than train.
• Companies still training in zimbabwe:
• Star Africa , developing its management for the regional
companies eg management being trained french and
grooming
• Inscor, training its employees their culture.
• Delta, involved in intensive training of its staff and is still
involved in apprenticeship training as well as its Human
Resources managers
M.Ismail Basharmal
Zimbabwe scenario
• The government has a vehicle for training which
is ZIMDEF. This is meant to help organisation
train but the vehicle is not providing the required
assistance in terms of giving allowances to those
on training. There are also training centres
under this vehicle, a good example being MTB.
The Public Service also has training centres
where organisations can send their employees
and mangement for training, for example ZIPAM.
M.Ismail Basharmal
References
1.Cole C.A.(1997), Personnel management Theory and Practice, Martins the
Printers,Newyork.
2. Drucker, P. (1955), The Practice of Management
3 Mainpower Service Commission, (1978) Management Development, MSC.
4 Morris J.F. (1978), Management development & development management.
5.Institute of Personel Management of Zimbabwe, (1998), Management of training
module
6. Pavlov,I. (1927), Conditional reflexes, Oxford University Press, London, U.K
7.Thorndike E.L (1913), The psychology of Learning, Teachers College Press.
8. Hamel, G &Parahalad C. (1994) Competing For The Future, Harvard Business School
Press, London, Uk.
9. Nadler L. The Variety of Training Roles,Industrial and Commecial Training,Vol 1,No1,
1969.
10. Turrel,M.(1980), Training Analysis, Macdonalds & Evans.
11. Schein, E.H>(1970), Organisational Psychology, 2 nd Edition, Prentice, Hall
M.Ismail Basharmal
