F1-21 Training and Development

Session 21
Training and Development
FOCUS
This session covers the following content from the ACCA Study Guide.
D. Leading and Managing Individuals and Teams

6. Learning and training at work
a) Explain the importance of learning and development in the workplace.
b) Describe the learning process: Honey and Mumford, Kolb.
c) Describe the role of the human resources department and individual
managers in the learning process.
d) Describe the training and development process: identifying needs, setting
objectives, programme design, delivery and validation.
e) Explain the terms "training", "development" and "education" and the
characteristics of each.
f) List the benefits of effective training and development in the workplace.
Session 21 Guidance
Note that training and development contain a wide range of examinable topics and can be linked with
appraisal and performance management.
Understand the overall purpose and importance of training as well as the difference in approach
between training and development (s.1).
Recognise the different schools of thought regarding how people learn. Make sure that you know the
difference between behaviourist psychology and the cognitive approach and study the learning styles
according to Honey and Mumford, and Kolb (s.2).
(continued on next page)
F1 Accountant in Business Becker Professional Education | ACCA Study System
Ali Niaz - ali.niaz298@gmail.com

VISUAL OVERVIEW
Objective: To explain the importance of training and development within organisations.
TRAINING, DEVELOPMENT AND

EDUCATION
Purpose
Concepts
Importance
Approach
Benefits
Other Factors
LEARNING PROCESS NEEDS ANALYSIS

Learning Styles Stages
Behaviourist Learning Techniques
Cognitive Psychology Meeting Training Needs
Honey and Mumford Development Plan
Kolb
Effective Learning
Barriers
PLAYERS
Management
Employee
Training Manager
METHODS
On-the-Job Training
Demonstration, Instruction
and Coaching
Internal Courses
External Courses
College-Based Courses
Others
Training and Development
Evaluation
Session 21 Guidance
Know the roles of the key players (s.3)
Understand various training methods, which can be divided into off-the-job education/training
and on-the-job training (s.4), as well as training needs analysis, which represents a systematic
approach to training (s.5).
2014 DeVry/Becker Educational Development Corp. All rights reserved. 21-1

Session 21 Training and Development F1 Accountant in Business
1 Training, Development and Education

1.1 Purpose
To ensure that the organisation meets current and future
operational, departmental and organisational goals and objectives
through immediate improvement of work-related performance
(training) and the longer-term ability of individuals to show
improvement (development).
1.2 Concepts
1.2.1 Training
"The planned and systematic modification of behaviour through

learning events, programmes and instruction which enables individuals
to achieve the level of knowledge, skills and competence to carry out
their work effectively."
Armstrong
"The systematic analytical based designing of methods and media so

as to enable an individual or group to learn predetermined knowledge
and/or processes against predetermined objectives and apply it to a
required standard."
Robin Good
< Training takes place continually with the aim to equip

employees with skills necessary to achieve short-term
objectives.
< It should change behaviour, improve specific knowledge
or skills and show benefits in the short-term through, for
example:
= on-the-job training and instructionemployee learns by
doing the work under guidance;
= simulationemployee learns by doing examples of work to
be performed on the job;
= demonstrationsemployee is shown how to do the work
and then applies principles at a later date;
= work shadowingemployee follows another employee to
see how the work is done;
= internal and external coursesformal lectures, exercises,
case studies, discussion groups);
= self-studyreading, study tapes, interactive video/CD; and
= self-learningdoing the work and learning from mistakes
made.
< Training is not usually specific to an individual; many
employees will pass through the same training programme.
21-2 2014 DeVry/Becker Educational Development Corp. All rights reserved.

F1 Accountant in Business Session 21 Training and Development
1.2.2 Development
DevelopmentThe growth or realisation of a person's ability

and potential through the provision of learning and educational
experiences.
< Achieves long-term goals, emphasises "personal" growth

of employee, is tailored to meet the specific needs of an
individual and concentrates on general skills rather than
specific skills.
< Development has longer-term horizons than training and is
usually geared towards promotion and personal skills (e.g.
leadership, time management). It involves training on specific
skills over a period (e.g. time management course which is
then put into practice by the employee).
< In a professional context, continuing professional development
(CPD) is the means by which members of professional
associations maintain, improve and broaden their knowledge
and skills, and progress the personal qualities required in their
professional lives. Development aims "to improve personal
performance and enhance career progression", which arguably
is much wider than just formal training with courses.
1.2.3 Education and Learning
Educationthe knowledge or skill obtained or developed by a

learning process.
Learningthe process of acquiring knowledge through experience,
which leads to a change in behaviour.
< An individual who is "educated" is regarded as being in

possession of certain knowledge or skills and has gone
through a particular process to acquire them. This involves
learning (e.g. theory) and training (e.g. practical application).
< Education, especially university and professional education
and successful completion of examinations, can thus be
considered essential for professional development but is
only one part (perhaps the starting point) of the professional
development process.

1.3 Importance
A strategic and coherent approach to training and development of employees to ensure a continuing
contribution to securing a competitive advantage
Involves all levels of management and employees
Development of Part of
human resources management
strategy
Commitment to
values and goals
< Current and future organisational, departmental and

operational objectives are effectively and efficiently met.
< Continuous improvement of the performance of the
organisation, its employees and teams.
< Employees maximise their potential and growth within the
organisation.
< Whatever method of training and development is chosen, it
should be:
= relevant to the employee's job;
= part of the employee's development plan;
= of interest to and motivating for the employee; and
= cost effective.
1.4 Approach
< Organisations often incorporate training and development in
their strategic plan.
< Identify the skills, knowledge, competences and attitudes
required for the organisation to achieve its objectives.
< Identify the training and development activities required to
ensure that the skills, knowledge, competences and attitudes
are available for the benefit of the organisation.
< Execute actions necessary to achieve relevant training and
development.

1.4.1 Training Approach

1.4.2 Development Approach
1.5 Benefits
1.5.1 To the Organisation
Ensures that the organisation is able to compete effectively in
its marketplace.
Allows the organisation to be open and adaptive (e.g. change
management).
Indoctrination of corporate culture and motivation for
organisational goals.
Maintains skills required to meet strategic, tactical and
operational objectives.
Provides a resource of appropriate expertise.
Allows for succession planning.
Provides employee multi-skill flexibility.
Enhances existing skills.
Greater cost effectiveness (e.g. less supervision, less waste).
Higher productivity.
Lower absenteeism (e.g. because of accidents or boredom).
Lower staff turnover.
Enhances reputation in the local community and with potential
recruits.
Enhances reputation with alumni (e.g. staff who leave may
refer business).

1.5.2 To the Employee
Example 1 Benefits to Employee

Identify FIVE benefits of training and development to the
employee.
Solution
1.
2.
3.
4.
5.
1.6 Other Factors

< Training and development cannot be considered to cover all
aspects of the organisation/employee relationship. Many
other factors must also be taken into consideration.
< For example:
= personal factorsage, gender, physique, education,
aptitude;
= domestic circumstancesmarried, divorced, children,
location;
= job factorsenvironment, space, machinery, methods,
hours;
= work groupwork mates, peer group, personalities;
= organisation factorstype, pay, conditions, attitudes;
= conflict of valueshome life, lack of free time, ethics; and
= situational stressdeadlines, redundancies, recession.

2 Learning Process
2.1 Learning Styles*

< Learning styles categorise how people learn.
< Training and development opportunities need to reflect
learning styles, particularly in group situations. *There are two
basic schools of
2.2 Behaviourist Learning psychology concerning
learning theorythe
< This type of learning concerns stimulus response. It behaviourist school
concentrates on the relationship between stimuli (inputs and the cognitive
through senses from the environment) and the reaction to school.
such stimuli.
< "Learning" is the formation of new connections between a
given stimuli and response, based on repeated experience
(e.g. conditioning, reinforcement).
< Adjustment is made based on the results of a response:*
= successful and rewardingdo it again;
= unsuccessful or unpleasantavoid or change.
< Trial-and-error learning and reward-punishment forms of *Learners may seek
motivation work on this basis. feedback and use it to
automatically control
2.3 Cognitive Psychology their performance
(i.e. modify their
< This school considers that learning is basically information behaviour).
processing; knowledge is information that can be used to
modify or maintain previous behaviour.
< The human mind not only takes in sensory information, but
also organises, interprets and rationalises it in order to make a
decision about future behaviour.*
< Learning uses feedback on the results of past behaviour, *The stimulus plus
as well as from other sources, to make rational decisions what it means governs
about whether to maintain successful behaviours or modify the learning response.
unsuccessful behaviours (in order to achieve goals).
< Concepts such as motivation, objectives and feedback are
important in cognitive learning theory.
2.4 Honey and Mumford

< Identified four learning styles: theorists, reflectors, activists
and pragmatists.
2.4.1 Theorists
< Wish to fully understand basic principles.
< Are analytical.
< Are intellectual.
< Are averse to practical, hands-on type training.
< Prefer programmed, structured, theoretical training given by
like-minded individuals.

2.4.2 Reflectors
< Are observers.
< Are thoughtful before taking action.
< Need to be self-paced.
< Cannot be rushed or ill-informed.
< Will produce well-researched and thought-out conclusions.
< Tend to be slow.
< Will ask questions but try to avoid any other form of
participation.
2.4.3 Activists
< Practical and participative.
< Flexible and optimistic.
< Prefer hands-on experience, rather than theory.
< Like the pressure of new situations.
< Rush into situations and then become easily bored.
2.4.4 Pragmatists
< Will only participate if they can see the relevance.
< Quickly learn new skills through on-the-job training.
< Prefer learning outcomes which involve improvement.
< May easily disregard undeveloped learning opportunities.
2.5 Kolb
< Developed the experiential learning cycle:*
= Concrete experiencesan action, participation, doing
something;
= Observationperception of processes undertaken in
*Basically, the
carrying out the action;
experiential learning
= Reflectionanalyse and evaluate what was done in the cycle is the concept of
processes, perhaps with a third party; self-learning, learning
= Formation of abstract concepts and generalisations by experience, learning
understand the end result of the action and how the on the job and self-
processes contributed in a positive or negative way to the development.
result; and
= Applying/testingemploying the concepts in new
situations, which will then lead to new concrete experiences.
2.6 Effective Learning

< Individuals learn:
= if they want to (must be of interest);
= if they need to (must be motivating);
= through relation to past, present or future experiences;
= by putting into practice what they have been taught;
= with appropriate help and guidance; and
= in informal and non-threatening environments.

2.7 Barriers
No corporate employee development strategy.
Ineffective corporate culture.
No individual development programmes.
"Job for life" mentality.
< "Change blindness."
< Limited individual horizon and boundary.
< Lack of individual motivation and positive mental attitude.
< Peer pressure and group mentality.
< Inappropriate training and learning techniques.
< Trainer is not fully prepared.
< Training environment is not conducive to learning.
3 Players
3.1 Management
< Senior management acts as facilitators.
< Incorporate development of employees in corporate strategy.
< General management establishes and fosters a learning and
development culture.
< Managers and supervisors may:
= determine training needs of their departments and teams;
= identify their subordinates' competence gaps;
= design personal development programmes with individuals;
= assist with programme selection and design;
= identify opportunities for on-the-job learning and
development;
= disseminate relevant information to employees;
= motivate and encourage subordinates to undertake training;
= evaluate the "front-line" effect of training and development;
and
= appraise and counsel individual employees.*
< Where managers and supervisors provide training (e.g. on the

job):
= sufficient time and resources must be made available;
*In "open cultures",
= "train the trainer" programmes must be available; and it is not unusual
= interpersonal skills also must be enhanced. for subordinates to
also assess training
< Interpersonal skills required include:
opportunities for their
= coaching; immediate manager.
= counselling;
= appraisal;
= motivational;
= mentoring;
= listening;
= persuasion; and
= presentational (i.e. prepare and present a training session).

3.2 Employee
< Modern training and development thought, together with
cultural change, place greater emphasis on the responsibility
of the individual to identify their own training and development
requirements.
< De-layering, especially within middle management, has
resulted in fewer opportunities for vertical development.
< A "job for life" is no longer feasible in the majority of
organisations.
< Employees who require work for life must be prepared to learn
new skills to ensure continued job opportunities.
< Multi-skilling is now considered essential for personal job
progression.
< The pace and the impact of technological change require that
employees continually reassess their skills and development
requirements.
3.3 Training Manager

< The training manager is a specialist appointed to manage the
training and development function in the organisation's human
resources strategy.
< The training manager has many roles and responsibilities.
3.3.1 Coordinating
= Coordinating training and development between
departments.
= Ensuring a consistent application of the training strategy.
= Liaising with all departments on training requirements.
= Arranging training courses.
= Maintaining a central training resource (e.g. course
material, equipment, records, external course programmes
and consultants).
3.3.2 Developing (Usually in Cooperation With Other Managers)

= Analysing training needs.
= Identifying current skills gaps.
= Designing and delivering training programmes.
= Assisting managers (and others) to deliver training
programmes.
= Analysing feedback from courses and development
programmes.
= Providing feedback to course owners and presenters.
= Modifying programmes to reflect feedback.
= Running "train the trainer" programmes.
3.3.3 Researching
= Criticallyevaluating and developing the training strategy.
= Advising the board on training and development matters.
= Identifying new and future skills required by the
organisation.
= Keeping up to date with training developments and
technology.

4 Methods
4.1 On-the-Job Training (Practical)
< Training given in the normal work situation in the attitude/
knowledge/skill behaviour pattern appropriate to a task or job.
It encompasses:
= Inductionwhen a new employee joins a department
and is given a brief overview of the department, rules and
regulations, the organisation and their role. The induction
process is continued by utilising one or more of the methods
noted below.
= Work experiencean employee is seconded to another
department or organisation to obtain detailed knowledge
and experience of the work carried out. Such experience
can then be used in the employee's original position.
= Job rotationan employee is given several jobs in
quick succession to gain a broad understanding of an
organisation.
= Demonstration/instructionemployee is shown how to
carry out a simple task.
= Coachingworking with an employee to prepare for a job
which involves several tasks over a period.
4.2 Demonstration, Instruction and Coaching

< The employee basically is told how to do a job, is shown how
to do the job and then allowed to do the job.
< Coaching implies a closer, longer-term relationship between
the trainer and the trainee, especially where the job is
complicated, involves many separate tasks and will take a long
time to complete or for the necessary skill level to be obtained
(e.g. audit assurance training).
< The trainer must be well prepared and skilled in the
techniques of:
= briefing;
= supervising;
= reviewing; and
= appraising.
4.2.1 Advantages 4.2.2 Disadvantages

Training is relevant to the employee's Poor interpersonal skills of the trainer.
day-to-day activity. Trainer and employee may have a
Opportunities are afforded for the personality clash.
employee to make mistakes. Trainer may be inappropriate (e.g. does
Training and learning can be carried out not know job).
at the employee's pace. Bad habits of trainer may be passed on
Difficult jobs can be broken down into to employee.
tasks. Insufficient time is allocated to the
training.
Employee is left to "sink or swim".

Example 2 The Coaching Cycle

Suggest FIVE stages in the coaching cycle.
Solution
1.
2.
3.
4.
5.
4.3 Internal Courses (Formal)

< Usually run by an internal training department using training
staff or specialist staff within the organisation.
4.3.1 Methods Used

< Formal lecturesused to give factual information
through one-way presentation allowing little opportunity
for participation, usually resulting in a low retention rate
(especially if boring).
< Group discussionsgood at generating ideas and solutions,
but require a good chairperson to ensure that all is equal and
that the discussion does not go off track.
< Demonstrationsadd interest and allow for deliberate errors
to be made, but are no substitute for real-life experience and
may not be taken seriously.
< Simulationsthe task is learnt through the use of a model or
mock-up. Mainly used in training for hazardous or high-risk
areas. Trainees may view the exercise as artificial.
< Role-play exercisesuseful for developing interpersonal
skills, but require careful planning, tactful feedback and
must be seen to be fair and relevant by participants. Often
participants find the situations embarrassing and difficult to
role play.
< Case studiesuseful to reinforce (or test) general principles
previously taught. Employees may be required to develop
solutions and learn new principles. Can be time consuming
for the learning obtained and may be considered a game by
some.


Designed to meet the general May not meet all of the specific
requirements of the employees and the requirements of an employee.
firm. May be too early or too late to be of
Presented by individuals who know the maximum benefit.
practical aspects of the job. Training department presenters may not
Can call on external experts to present have the practical background.
relevant sessions. Specialists may not have the necessary
Can be organised to suit the work presentation skills.
pattern of the employees. External specialist may not understand
Easy to link learning to the workplace the culture of the organisation.
and therefore reinforce. May not be cost effective for a small
Enable employees to meet other number of attendees.
members of the organisation at a similar No exposure to the external
stage of development. environmentall in-house.
4.4 External Courses (Formal)

< These are similar in nature and method to internal courses.
Can be used to plug gaps in internal Cannot be tailored to suit the exact
training. requirements of the employee.
Access to resources not available Presenters will not have specific
or economically viable within the knowledge of the organisation.
organisation. Employees are required to identify
Able to exchange ideas with other reinforcement opportunities in the
people from different organisations. workplace.
Courses may be held on a regular basis; Employees may consider the course
therefore, a number of employees can to be a "jolly" (e.g. away from work
attend over time (i.e. less disruption due for a few days, staying in hotels, etc).
to employee absence). Although motivational, no improvement
Held away from the workplace. in skills may be obtained.
Therefore no disruptions are caused by
interruptions from work.
Useful to broaden general knowledge of
a subject.
One employee or a small group could
attend, then disseminate knowledge
throughout the organisation through
internal training.

4.5 College-Based Courses

< Usually used for "further education" (e.g. to obtain a relevant
qualification).
< Types of courses include:
= Day releaseusually one day a week for formal study.
= Night school/weekendsattend for one or more evenings
or at weekends during employee's own time.
= Block releaseformal study in a set programme, usually
for a number of days at a time.
= "Sandwich" courseswork and study rotation over a
number of years (e.g. three months' college, three months'
work experience, say, over two years).
= Full-time sponsorshipattend college/university for a
full-time course while on the organisation's payroll. May
involve on-the-job training during vacations.
< The type of course (or combination) chosen can suit
the organisation's and employee's needs and personal
requirements.
< Courses are usually theoretical in nature and the lecturers
may lack practical experience.
< Courses which lead to national examinations set at fixed times
in a year (e.g. June and December) may be disruptive to the
organisation (e.g. employees are not available in peak work
periods).
< Prolonged periods of employee illness may mean training is
deferred (perhaps for up to one year).
4.6 Others
< Distance learningself-study of materialbooks, videos,
CDs, TV broadcastswith progress examinations and,
perhaps, college-based modules or revision course.
< Computer-based traininginteractive CD, discussion
forums on the Internet, webcasts, videos, etc.
4.7 Training and Development Evaluation

< Training and development must be cost effective and assist in
meeting the strategic objectives of the organisation.
< The effectiveness of the training must be measured against
the training objectives.
4.7.1 Observation of Reactions During Training

< How did the employees respond during and just after the
training programmeStimulated? Bored? Attentive? Asleep?
< Observation is an inexact approach to assess the training and
employees during training as it is difficult to match against
quantitative objectives. Perhaps the employees are happy
because they are spending time away from their work.

4.7.2 On Course Testing

< Can be used at the end of, or during, the training to assess
what has been learnt and understood.
< May be paper based, computer based, practical exercises,
simulations or observed exercises.
< Only tests ones understanding in the environment of the
training programme. Does not test the transfer of skills,
knowledge or attitude to the workplace or job.
4.7.3 Course Assessments/Questionnaires

< Used to obtain (from the employee) immediate feedback on
the perceived value of the course.
< Very difficult for employees to assess usefulness of training
to their workplace and job because they have not yet tried to
apply the learning to their work situation.
< Useful to obtain employee's impression of the quality of
material, presentation and methods used on the course.
4.7.4 Follow-Up Questionnaires/Interviews/Discussion Groups

< Used to assess the impact of training on the workplace and
job after the employee has had the opportunity to put into
practice what was taught (e.g. two months later).
4.7.5 Job Performance Measurement

< The effect of the training can be measured directly through the
changes made by the employee in carrying out the job.
< Appropriate means of measurement will need to have been
established when the training objectives were set.
< May take the form of:
= random observation of the employee carrying out his or
her work duties over a period (e.g. improved technique to
ensure a safer operation);
= measurement of, for example, improved productivity (e.g.
higher throughout, fewer rejected products, completing
work within budget);
= review of customer complaints over a set period (say six
months);
= review of absenteeism records for a set period;
= regular appraisal made by immediate superior and (if
360-degree appraisal is used) by subordinates (usually the
best way of assessing interpersonal skills); and/or
= self-appraisal.
4.7.6 Individual Progression

< Individual progression in an organisation is often directly
linked to the level of training and development given to
individuals.
< It is essential that a personal development plan is established,
critical success factors set and performance indicators
established (see Session 22).
< The training and development provided needs to be sufficient
to ensure the most effective progression. It is possible that
if too much is given too quickly, the result will be negative
progression and a poor cost benefit.
< Note that other factors (e.g. favouritism) also may play a part.

4.7.7 Operational, Departmental and Organisational Results

< The successful achievement of operational, departmental and
organisational goals and objectives (for many companies)
relies on an effective policy of staff training and development.
< It is generally accepted that organisations which are
supportive of staff training and development recoup the costs
of such support through an improved bottom line.
< There are, however, many other factors which affect the
results of organisations and the direct impact of training and
development cannot always be easily measured (but reduced
staff turnover, lower absenteeism, for example, are easily
measured).
< Qualitative measures have to be considered and an
appropriate cost/benefit analysis carried out (usually at board
level).
5 Training Needs Analysis
5.1 Stages
Training needs analysisthe systematic investigation of an

organisation, its aims, objectives, procedures and the capabilities of
its personnel in order to identify specific requirements for training and
recommend training strategies, plans and training provisions to satisfy
those requirements.
< Basically:
= where are we nowcurrent results, knowledge and skills;
= where do we want to bedesired results, knowledge and
skills; and
= how do we get thereaction required.
< Specifically:
= fully understand the organisation and its business strategy;
= understand the job through the job description and
personnel specification;
= identify changes required in the job or the job holder's
performance;
= determine the essential skills, knowledge and attitudes
required;
= access the current level of skills, knowledge and attitude
("ska");
= identify the deficient areas (e.g. the "ska" gap); and
= develop an appropriate action plan to address the situation.

5.2 Techniques
< Desktop reviews of job analysis reports and procedure
manuals.
< Formal or informal interviews of individuals or groups.
< Observation at the organisational, departmental and operative
levels.
< Questionnaires.
< Diaries and log sheets (may take time to complete and may be
inaccurate).
< Appraisal and performance reviews.
< Review of critical incident reports, accident records,
breakdown records (such incidents are often caused by poor
training or lack of training).
< Employee training and attitude surveys (e.g. ask employees
what training they require).
5.3 Meeting Training Needs

< Needs can be either individual or group, reactive or
proactive. There may also be no need for training, whereby
alternative action can be taken.
5.3.1 Individual v Group Needs

< Individual needs may relate to:
= induction training;
= introductory training at a basic level;
= progressive training (i.e. as part of a development
programme);
= corrective training (e.g. to eliminate mistakes made);
= reinforcement training (e.g. to remind of particular policies);
or
= update training (e.g. on new procedures, use of new
technologies).
< Group needs relate to:
= collective behaviour training;
= the external environment (e.g. customers, suppliers, etc.);
and
= the internal relationships between group members.
5.3.2 Reactive v Proactive Needs

< Reactive needs:
= Weaknesses already exist and action needs to be taken.
= Relate to a specific training need.
= Indication of a difference between performance and
organisational objectives and expectations.

< Examples of reactive needs include:

= poorjob technique;
= reductionin quality of product;
= increasing labour turnover;
= machine breakdowns due to misuse;
= increasing grievances;
= increasing absenteeism;
= increasing customer complaints;
= poor supervision and management practices; and
= insufficient briefing when delegating.
< Proactive needs:
= Long-term approach.
= Deal with anticipated changes in the future.
= Relate to development, as longer term.
< Examples of proactive needs include:
= change management;
= future introduction of new products and processes;
= future legislation;
= long-term succession planning; and
= technological changes.
5.3.3 No Need
< Examples where training and development may not be
appropriate include:
= poor recruitment (e.g. the wrong people are being
employed);
= inappropriate equipment (e.g. incorrect tools, old and worn
out);
= poor job design (e.g. incorrect analysis of job and
requirements);
= personal problems (e.g. poor health that is not work
related);
= personality conflicts (training may not solve this problem);
and
= lack of motivation (counselling will be required to identify
why).
5.4 Development Plan

< Personal to each employee.
< Analyses current skills, knowledge and attitude.
< Identifies strengths and weaknesses.
< Agrees to goals to remove weaknesses in current job.
< Agrees training is required to achieve goals.
< Identifies potential opportunities for growth.
< Sets goals for growth.
< Draws up the development plan to achieve goals, incorporating
critical success factors, performance indicators, feedback and
appraisal checks.

Summary
< Training takes place continually to immediately equip employees with the skills necessary to
achieve short-term objectives and may take the form of:
on-the-job instruction;
simulation;
demonstration;
work shadowing;
internal and external courses; and
self-study.
< Development has a long-term focus and involves the growth or realisation of a person's
ability through provision of learning and educational experiences.
< Education is the act or process of acquiring general knowledge, developing the powers of
reasoning and judgement, and of general intellectual preparation.
< An employee's development process will involve:
appraisal of strengths and weaknesses including potential for development;
a tailored program based on the employee's potential and goals; and
periodic evaluation of progress.
< Training and development, including education, result in operational benefits, lower staff
costs and reputational benefits.
< Learning styles categorise the methods by which people learn:
Behaviourists believe in a stimulus-response learning (conditioning).
Cognitive learning theorists believe that the human mind organises, interprets and ration-
alises information.
< Honey and Mumford identified four learning styles: theorists, reflectors, activists and
pragmatists.
< Kolb developed the experiential learning cycle of concrete experiences, reflective
observation, abstract conceptualisation and active testing/experimentation.
< Management roles in the training process include coordinating, developing and researching.
< Training and development evaluation includes observation of reactions during training,
on course testing, course assessments, follow up communications, job performance
measurement, individual progression and organisational results.
< Training needs analysis determines the nature and type of training, development and
education which the organisation should undertake to retain or improve its strategic
advantage. The results of the training needs analysis will then become the foundation for
the organisation's development plan.

Session 21
Session 21 Quiz
Estimated time: 25 minutes
1. Explain the difference between training and development. (1.2)

2. List the SIX stages of a training approach. (1.4)
3. Describe Honey and Mumford's reflector learning style. (2.4)
4. List the methods of training. (4.14.6)
5. Define "training needs analysis". (5.1)
Study Question Bank

Estimated time: 40 minutes
Priority Estimated Time Completed

Training and
MCQ21 40 minutes
Development

EXAMPLE SOLUTIONS
Solution 1Benefits to Employee

Increased job satisfaction.
Improved work methods.
Enhanced skills, knowledge and abilities.
Greater "saleability" to current or future employer (e.g. promotion
opportunities).
Psychological well-being (e.g. a feeling of value to the organisation
and peers).
Enhanced motivation.
Achievement of personal goals.
Solution 2The Coaching Cycle

< Identify what is required to be learnt and set objectives.
< Identify the employee's strengths and weaknesses.
< Plan an appropriate training and development programme. This
should include appropriate critical success factors and performance
indicators together with feedback mechanisms.
< Implement the programme and adjust as it progresses to take into
account new learning and development opportunities.
< Review and maintain the employee's progress on a regular basis
(e.g. receive feedback on progress and adjust the training and
development programme as necessary).

NOTES

F1-21 Training and Development

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Session 21

Training and Development

D. Leading and Managing Individuals and Teams

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TRAINING, DEVELOPMENT AND

LEARNING PROCESS NEEDS ANALYSIS

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1 Training, Development and Education

"The planned and systematic modification of behaviour through

"The systematic analytical based designing of methods and media so

< Training takes place continually with the aim to equip

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DevelopmentThe growth or realisation of a person's ability

< Achieves long-term goals, emphasises "personal" growth

1.2.3 Education and Learning

Educationthe knowledge or skill obtained or developed by a

< An individual who is "educated" is regarded as being in

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< Current and future organisational, departmental and

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1.4.1 Training Approach

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1.4.2 Development Approach

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1.5.2 To the Employee

Example 1 Benefits to Employee

1.6 Other Factors

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2.1 Learning Styles*

2.4 Honey and Mumford

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2.6 Effective Learning

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< Where managers and supervisors provide training (e.g. on the

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3.3 Training Manager

3.3.2 Developing (Usually in Cooperation With Other Managers)

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4.2 Demonstration, Instruction and Coaching

4.2.1 Advantages 4.2.2 Disadvantages

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Example 2 The Coaching Cycle

4.3 Internal Courses (Formal)

4.3.1 Methods Used

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4.3.2 Advantages 4.3.3 Disadvantages

4.4 External Courses (Formal)

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4.5 College-Based Courses

4.7 Training and Development Evaluation