TRAINING &

DEVELOPMENT
 Learning
Training
Development
 Learning

the processing and assimilation of

what we hear, see or experience
that alters or improves our knowledge,
skills and attitudes.
 Training
 the planned and systematic modification of
behaviour
 through learning events, programmes and
instruction
 which enable individuals to achieve the level
of knowledge, skills and competence
 necessary to carry out their work effectively.
Learning and Training

Training is something you do.

Learning is something that happens.
Training is successful if learning occurs.
Changed behaviour in the workplace is
essential if organisations are going to grow
and develop.
Planned training that relates to the current
organisational direction can make a real
difference.
Development

 the growth or realisation of a person’s

ability and potential
 through the provision of learning and
educational experience.
 Systems Model of Training

Phase Phase Phase Phase

One: Two: Three: Four:

Needs Implemen-
Design Evaluation
Analysis tation
Needs Assessment

 Search for the gap between the desired

performance and actual performance
(now or likely future performance)
 Determine whether there is a need for
training vs other HR interventions
 Determine, Who, if anyone, needs training
 Determine, What training is needed
Needs Assessment Analysis

Organisation Task Organisational

Analysis Analysis = Demands

Performance
gap
Person
Analysis
= Employee Capability
Training Design
 TRAINING METHODS

ON THE JOB

OFF THE JOB

Evaluating the Training Program

Most widely used model of training evaluation

was developed by Donald Kirkpatrick

Criterion 1: Reactions

Criterion 2: Learning

Criterion 3: Job Behavior

Criterion 4: Organizational Results

PERFORMANCE
MANAGEMENT
Using the results Performance Planning &
for different Goal setting
organizational
decisions

Performance Observation of
Appraisal performance &

Interview Management continual

feedback

Process

Performance Appraisal
using a predetermined
format
ISSUES INVOLVED

 WHY is performance management done?

 WHO does the assessment?

 WHEN is the assessment done?

 WHAT criteria is assessed?

 HOW is the assessment done?

 Performance Management
System (PMS)

Consistent with the

strategic mission

Effectively
documents Beneficial as a
performance development tool
Effective
PMS
Viewed as fair Useful as an
by employees administrative
tool
Is legal and job
related
Talent Management
and Career
Planning
Stages of Career Development
Stage 5: Late Career (ages 55-retirement):
Remain productive in work, maintain self esteem,
prepare for effective retirement.
Stage 4: Mid Career (ages 40-55): Reappraise
early career & early adulthood, reaffirm or modify goals,
make choices appropriate to middle adult years, remain
productive.

Stage 3: Early Career (ages 25-40): Learn job, learn or

ganizational rules and norms, fit into chosen occupation and organ
ization, increase competence, pursue goals.
Stage 2: Organizational Entry (ages 18-25): Obtain job
offer(s) from desired organization(s), select appropriate job based on
complete and accurate information.
Stage 1: Preparation for Work (ages 0-25): Develop
occupational self-image, assess alternative occupations, develop initial
occupational choice, pursue necessary education.
Balancing Individual and Organizational
Needs