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DEVELOPMENT
TRAINING
Training is a learning process that involves the acquisition of
knowledge sharpening of skills, concepts, rules or changing of
attitudes and behavior to enhance the performance of employees.
It is an activity leading to skilled behavior.
• It’s not what one wants in life, but it’s knowing how to reach
it.
• It’s not where one wants to go, but it’s knowing how to get
there.
• It’s not how high you want to rise, but it’s knowing how to
take off.
• It may not be quite the outcome one was aiming for, but it
will be an outcome.
• It’s not what one dreams of doing, but it’s having the
knowledge to do it.
• It’s not a set of goals, but it’s more like a vision.
• It’s not the goal one has set, but it’s what one need to
achieve.
Training is about knowing where we stand (no matter
how good or bad the current situation looks) at present and
where we will be after some point of time.
DEVELOPMENT
Development refers to those learning opportunities designed
to help employees grow. It is not primarily skill-
oriented.Instead,it provides general knowledge and attitudes
which will be helpful to employees in higher positions. Efforts
towards development often depend on personal drive and
ambition. Development activities such as those supplied by
management developmental programmes are generally
voluntary.
Development is a long-term education process
utilizing a systematic and organized procedure by which
managerial personnel learn conceptual and theoretical
knowledge for general purpose. It involves philosophical and
theoretical educational concepts and it is designed for
managers. It involves of broader education and its purpose is
long-term development. In words of Campbell,” training
courses are typically designed for short-term, stated set
purpose, such as the operation of some pieces of machinery
while development involves a broader education for long-
term purposes.
Training involves helping an individual learn how
to perform his present job satisfactorily. Development
involves preparing the individual for a future job and growth
of an individual for a future job and growth of the individual
in all respects. Development complements training because
human resource can exert their full potential only when the
learning process goes far beyond simple routine.
PERFORMANCE APPRAISAL:
Performance appraisal is the process of obtaining, analysing and
recording information about the employee. The focus of the
performance appraisal is measuring and improving the actual
performance of the employee and also the future potential of the
employee. It is a powerful tool to calibrate, refine and reward the
performance of the employee. It helps to analyze his
achievement of the overall organisational goals.
OBJECTIVES OF PERFORMANCE
APPRAISAL:
• To review the performance off employees over a
given period of time.
• To judge the gap between actual and the desired
performance.
• To identify the strength and weaknesses of the individuals so
as to identify the training and development needs of the
future.
• To provide feedback to the employees regarding their past
performance.
• To judge the effectiveness of other human resources
functions of organisation such as recruitment, selection,
training and development.
• To reduce the grievances of the employees.
• To provide information to assist in HR decision like
promotion, transfer etc.
FEEDBACK
After the evaluation, the situation should be analysed to
identify the possible causes for a difference between the
expected outcomes and the actual outcomes. Necessary
precautions should be taken in designing and implementing future
training programmes so as to avoid these causes. The outcomes
of a training programme should justify the time, money and
efforts invested by the organisation and the trainers as well as to
others concerned with the designing and implementation of
training programmes. Follow-up action is required to ensure
implementation of evaluation report at every stage.
EXPERIENCE:
• Adult learners come to each event with their unique
former
• Adult learners learn if the training is pitched at their
level and type of experience.
• Use vocabulary, language style, and examples that are
familiar.
• Draw examples from the group to enrich and build the
session.
AUTONOMY:
• Autonomy is freedom of choice
• Adult learners want to be treated as responsible and
capable.
• They like to actively participate and contribute towards
the learning. The more they take charge (participate
and contribute) greater the learning.
• Make the training active.
ACTION:
• Provide opportunities within the training session for
learners to practice the new learning in an environment
that is as the work setting as possible
• Ensure new learning can be applied on the job
• Practice is a part of the learning process, not a result of
it.