Training and Development: Introduction and Overview Abstract Training and development play an important role in the effectiveness

of organisations and to the experiences of people in work. Training has implications for productivity, health and safety at work and personal development. All organisations employing people need to train and develop their staff. Most organisations are cognisant of this requirement and invest effort and other resources in training and development. Such investment can take the form of employing specialist training and development staff and paying salaries to staff undergoing training and development. Investment in training and development entails obtaining and maintaining space and equipment. It also means that operational personnel, employed in the organisation's main business functions, such as production, maintenance, sales, marketing and management support, must also direct their attention and effort from time to time towards supporting training development and delivery. This means they are required to give less attention to activities that are obviously more productive in terms of the organisation's main business. However, investment in training and development is generally regarded as good management practice to maintain appropriate expertise now and in the future. TRAINING AND DEVELOPMENT OBJECTIVES
The principal objective of training and development division is to make sure the availability of a skilled and willing workforce to an organization. In addition to that, there are four other objectives: Individual, Organizational, Functional, and Societal. Individual Objectives help employees in achieving their personal goals, which in turn, enhances the individual contribution to an organization. Organizational Objectives assist the organization with its primary objective by bringing individual effectiveness. Functional Objectives maintain the department s contribution at a level suitable to the organization s needs. Societal Objectives ensure that an organization is ethically and socially responsible to the needs and challenges of the society.

Training is an educational process. People can learn new information, re-learn and reinforce
existing knowledge and skills, and most importantly have time to think and consider what new options can help them improve their effectiveness at work. Effective trainings convey relevant and useful information that inform participants and develop skills and behaviors that can be transferred back to the workplace.

The goal of training is to create an impact that lasts beyond the end time of the training itself. The focus is on creating specific action steps and commitments that focus people s attention on incorporating their new skills and ideas back at work. Training can be offered as skill development for individuals and groups. In general, trainings involve presentation and learning of content as a means for enhancing skill development and improving workplace behaviors.

What is teaching?
The range of professional duties performed by teachers is wide and extensive. At the heart of a teacher's role is the promotion of learning for all pupils TEACHING VS TRAINING Definitions for teach are: To cause to know something , to guide the studies of , to impart the knowledge of , to instruct by precept, example, or experience . On the contrary the definitions for train are: To form by instruction, discipline, or drill , to make prepared for a test of skill . Having read what is mentioned in the dictionary let us look at the below where we can get fair idea about the differences both teaching and training: Teaching is mostly theoretically oriented where as training is practical oriented. Teaching provides new knowledge to the people while training helps the already knowledgeable people to learn the tools and techniques to apply the same. Teaching fills mind while training shapes habits. Training lays stress on skills and abilities with a shorter time span where as teaching on education, knowledge and wisdom with a longer time span. Training is for a specific area where as teaching is, in general, a broader area. Teacher commands lot of respect where as the trainer is mostly treated from the commercial perspective. Teaching may relate to the subject area. On the contrary, training may relate to functional area. Generally teacher provides feedback to students. On the other hand, the trainer gets feedback from trainees. Teaching usually refers to classroom learning. On the contrary, training refers workshops, seminars involving various games, role-plays, simulation methods etc., Indian education presently focuses on teaching not on training. Focusing on training, as well, makes the students more confident and competent and helps them to get employment opportunities. A right blend of both teaching and training is the need of the hour. To conclude, training is different from teaching. Training equips mindset, tools set and skills set. Training is always an active area where there will be interaction, questioning, learning by doing, role-plays, team games and practical activities. Although training is subset of teaching it does have lot of impact in equipping the participants with novel tools and techniques to become competent at the job front.

Training helps in uncorking the hidden talents among the people, which until then not realized apart from making the people highly creative and competent.

Issue Definition Issues are events that occur outside the control of an organization; that affect at some level the strategic direction, core business or mandate of the organization; and that may require the organization to take action

Issues Management
is the process of identifying and resolving issues in a project or organization.

Using this Issue Management Process, you can identify and resolve issues quickly, before they have an undesirable impact.
Whether you experience staffing, supplier, equipment or other issues, this process will guide you through the steps towards their speedy resolution.

Issue Management Process will help you to:

Identify and record issues clearly Use Issue Forms to document issues properly Determine the impact of each issue Prioritize issues and report on their status Review all issues and decide on a course of action Take the steps needed to resolve issues quickly

Importance of issue management

Assign actions to staff to resolve issues Monitor the outcome of the actions taken Assign roles and responsibilities for managing issues Report on the status of issues to management

Your ability to identify and resolve issues as quickly as possible will directly affect the success of your team. This Issue Management Process will help you achieve this, by describing the steps taken to resolve issues swiftly and efficiently.

Management Concepts
For any kind of organization to run smoothly in achieving their set goals and objectives they need to implement management concepts. To plan for it, there are four basic management concepts that allow any organization to handle planned, tactical and set decisions. What are those plans? The answer lies here

Any organization, whether new or old, whether small or big need to run smoothly and achieve the goals and objectives which it has set forth. For this they had developed and implemented their own management concepts. There are basically four management concepts that allow any organization to handle the tactical, planned and set decisions. The four basic functions of the management are just to have a controlled plan over the preventive measure.

The four functions of management are:

The base function is to: Plan It is the foundation area of management. It is the base upon which the all the areas of management should be built. Planning requires administration to assess; where the company is presently set, and where it would be in the upcoming. From there an appropriate course of action is determined and implemented to attain the company s goals and objectives Planning is unending course of action. There may be sudden strategies where companies have to face. Sometimes they are uncontrollable. You can say that they are external factors that constantly affect a company both optimistically and pessimistically. Depending on the conditions, a company may have to alter its course of action in accomplishing certain goals. This kind of preparation, arrangement is known as strategic planning. In strategic planning, management analyzes inside and outside factors that may affect the company and so objectives and goals. Here they should have a study of strengths and weaknesses, opportunities and threats. For management to do this efficiently, it has to be very practical and ample. The subsequent function is to: Organize The second function of the management is getting prepared, getting organized. Management must organize all its resources well before in hand to put into practice the course of action to decide that has been planned in the base function. Through this process, management will now determine the inside directorial configuration; establish and maintain relationships, and also assign required resources. While determining the inside directorial configuration, management ought to look at the different divisions or departments. They also see to the harmonization of staff, and try to find out the best way to handle the important tasks and expenditure of information within the company. Management determines the division of work according to its need. It also has to decide for suitable departments to hand over authority and responsibilities. The third function is to: Direct Directing is the third function of the management. Working under this function helps the management to control and supervise the actions of the staff. This helps them to assist the staff in achieving the company s goals and also accomplishing their personal or career goals which can be powered by motivation, communication, department dynamics, and department leadership. Employees those which are highly provoked generally surpass in their job performance and also play important role in achieving the company s goal. And here lies the reason why managers

focus on motivating their employees. They come about with prize and incentive programs based on job performance and geared in the direction of the employees requirements. It is very important to maintain a productive working environment, building positive interpersonal relationships, and problem solving. And this can be done only with Effective communication. Understanding the communication process and working on area that need improvement, help managers to become more effective communicators. The finest technique of finding the areas that requires improvement is to ask themselves and others at regular intervals, how well they are doing. This leads to better relationship and helps the managers for better directing plans. The final function is to: Control Control, the last of four functions of management, includes establishing performance standards which are of course based on the company s objectives. It also involves evaluating and reporting of actual job performance. When these points are studied by the management then it is necessary to compare both the things. This study on comparision of both decides further corrective and preventive actions. In an effort of solving performance problems, management should higher standards. They should straightforwardly speak to the employee or department having problem. On the contrary, if there are inadequate resources or disallow other external factors standards from being attained, management had to lower their standards as per requirement. The controlling processes as in comparison with other three, is unending process or say continuous process. With this management can make out any probable problems. It helps them in taking necessary preventive measures against the consequences. Management can also recognize any further developing problems that need corrective actions. Effective and efficient management leads to success, the success where it attains the objectives and goals of the organizations. Of course for achieving the ultimate goal and aim management need to work creatively in problem solving in all the four functions. Management not only has to see the needs of accomplishing the goals but also has to look in to the process that their way is feasible for the company

Principles of learning and development

principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations.

Readiness
Readiness implies a degree of single-mindedness and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value of the subject matter, and providing continuous mental or physical challenge, is usually the instructor s responsibility. If students have a strong purpose, a clear objective, and a definite

reason for learning something, they make more progress than if they lack motivation. When students are ready to learn, they meet the instructor at least halfway, and this simplifies the instructor s job. Since learning is an active process, students must have adequate rest, health, and physical ability. Basic needs of students must be satisfied before they are ready or capable of learning. Students who are exhausted or in ill health obviously cannot learn much. If outside responsibilities, interests, or worries weigh too heavily on their minds, if their schedules are overcrowded, or if their personal problems seem insoluble, students may have little interest in learning.

Exercise
The principle of exercise states that those things most often repeated are best remembered. It is the basis of drill and practice. It has been proven that students learn best and retain information longer when they have meaningful practice and repetition. The key here is that the practice must be meaningful. It is clear that practice leads to improvement only when it is followed by positive feedback. The human memory is fallible. The mind can rarely retain, evaluate, and apply new concepts or practices after a single exposure. Students do not learn complex tasks in a single session. They learn by applying what they have been told and shown. Every time practice occurs, learning continues. These include student recall, review and summary, and manual drill and physical applications. All of these serve to create learning habits. The instructor must repeat important items of subject matter at reasonable intervals, and provide opportunities for students to practice while making sure that this process is directed toward a goal.

Effect
The principle of effect is based on the emotional reaction of the student. It has a direct relationship to motivation. The principle of effect is that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. The student will strive to continue doing what provides a pleasant effect to continue learning. Positive reinforcement is more apt to lead to success and motivate the learner, so the instructor should recognize and commend improvement. Whatever the learning situation, it should contain elements that affect the students positively and give them a feeling of satisfaction. Therefore, instructors should be cautious about using punishment in the classroom. One of the important obligations of the instructor is to set up the learning situation in such a manner that each trainee will be able to see evidence of progress and achieve some degree of success. Experiences that produce feelings of defeat, frustration, anger, confusion, or futility are unpleasant for the student. If, for example, an instructor attempts to teach advanced concepts on the initial engagement, the student is likely to feel inferior and be frustrated. Impressing upon students the difficulty of a task to be learned can make the teaching task difficult. Usually it is better to tell students that a problem or task, although difficult, is within their capability to understand or perform. Every learning experience does not have to be entirely successful, nor does the student have to master each lesson completely. However, every learning experience

should contain elements that leave the student with some good feelings. A student s chance of success is definitely increased if the learning experience is a pleasant one.

Intensity
The more intense the material taught, the more likely it will be retained. A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. For example, a student can get more understanding and appreciation of a movie by watching it than by reading the script. Likewise, a student is likely to gain greater understanding of tasks by performing them rather than merely reading about them. The more immediate and dramatic the learning is to a real situation, the more impressive the learning is upon the student. Real world applications that integrate procedures and tasks that students are capable of learning will make a vivid impression on them. In contrast to practical instruction, the classroom imposes limitations on the amount of realism that can be brought into teaching. The instructor needs to use imagination in approaching reality as closely as possible. Classroom instruction can benefit from a wide variety of instructional aids, to improve realism, motivate learning, and challenge students. Instructors should emphasize important points of instruction with gestures, showmanship, and voice. Demonstrations, skits, and role playing do much to increase the learning experience of students. Examples, analogies, and personal experiences also make learning come to life. Instructors should make full use of the senses (hearing, sight, touch, taste, smell, balance, rhythm, depth perception, and others)

Freedom
The principle of freedom states that things freely learned are best learned. Conversely, the further a student is coerced, the more difficult is for him to learn, assimilate and implement what is learned. Compulsion and coercion are antithetical to personal growth. The greater the freedom enjoyed by individuals within a society, the greater the intellectual and moral advancement enjoyed by society as a whole. Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action -- these are the three great freedoms that constitute personal responsibility. If no freedom is granted, students may have little interest in learning.

Stakeholders in Training
Stakeholders in Training

There are three major stakeholders in training program 1. The Organization 2. The Trainee

3. The Trainer Stakeholders in the training takes a training plan forward, perhaps over a period of one year, and sets parameters and priorities for the implementation stage. General questions, which are asked in relationships to the training systems, are:

What type of training is required? Why the training is required? What is the budget of the training? What are the most sensitive and critical areas? How the training will be carried out? By whom the training program will be carried out? Where and when will the training program be carried out?

Organization

An organization has a very close relationship with the trainee and the trainer because it is the first contact for both. The demand for the training in the organization increases when the organization wants:

To hire new people training as a means of training new recruits To Expand When the company wants to increase its headcount To increase certain number of staff (in position) by a certain date To enhance the performance of employees Organization's name to be a part of training unit

Demand for Training also increases when there is change in the nature of job, change in taste of consumer, change in methods of product development, etc. The organization goes through the following steps for the transfer of training to the field. But the problem arises when the organization outsource the training process. In this situation the organization assumes that the trainer must be aware of the type of training need s of the participants and their organization and their content will meet those needs. This leads to failure of the program, which results in collusion. Therefore, it's a foremost duty of the organization to make the trainer and their organization aware of their culture, climate, responsibilities of organization, etc. Trainee

The trainee is a major stakeholder in a training program. The whole training program is developed for the trainees only. Each candidate plays an important role in the transfer of training because one participant's attitude regarding the training influence the other participants and also each participant can assist by advancing the learning process to realize the training objectives. Participant's willingness to invest in the program is directly proportional to the benefits of the learning that the trainee could expect. Each participant forms their own perception towards training. Some perceptions remain the same during the program, while some faded depending upon the assessment of a program by the participant. Some personal factors that affect the trainee's learning are:

Family Situation Personal Problems Relation between the training program and personal objective Level of self esteem Benefits expected from training Comfort level with the trainer Learning style of trainee KSA of trainee Previous training experiences Desire for professional growth and development Some environmental factors that affect the trainee's learning are:

Relationship with colleagues and subordinates Training team Trainer team Training objective Content of training Training design i.e. methods, techniques, and strategies Environment in the program Composition of training group Infrastructure i.e. eating facilities, tea/coffee breaks

No matter how good the training program is, in the end it is the participant only who decides whether to change his behavior or not. Trainees do not change their behavior merely because someone tells them to do. They change when they feel there is a need of it. They do it with their own learning style. The trainer and the organization can only try to remove the mental blocks of the trainee, rest depends on trainee itself. Trainer

The effective transfer of training depends a lot on the trainer because it is the trainer only who can remove the mental block of trainee, motivate the trainee to learn, delete the negative perception of the trainee regarding the training. Besides all that, a lot depends on personality of trainer also. The major competencies that are required to be present in a trainer are:

Presentation Skills Business Skills i.e. budgeting, time management, negotiation, etc. Content Development i.e. material production, graphics, layouts, etc Self development i.e. interpersonal skills, good listening skills, flexible, accepting the share of accountability, etc

Trainer s Skills The skills that need to be present in a trainer are:

Training Design Evaluating the training program Training need analysis Worksheet design and Exercises design