Training and Development: Concepts and Methods
Training – Definition
Training is the process, formal or informal, planned or not, through which people acquire new knowledge, skills, attitudes, and behaviors relevant to their work. The extent of this definition allows for including some of the latest advances in the field (e.g., mentoring and coaching).
In a broad sense: Activities developed to improve competencies and skills of the individual, in order to better contribute to the achievement of the objectives of the organization.
In the strict sense: Acquisition of knowledge and skills in order to enable the individual to be able to carry out a specific task / job.
Development
- Activities carried out to meet the personal needs of individuals.
- Activities that help individuals “grow” and expand their skills and competencies.
Training versus Development
- Training – activities with more short-term goals and intended to fill specific gaps related to the role of the employee.
- Development – activities that enrich the employee’s individual capabilities, in line with the organization’s long-term objectives (e.g., strategic plan).
Training
Human learning mechanisms are not only activated in controlled environments such as classroom / training. Learning can occur at all times and situations in life.
Examples:
- conversations with management;
- coaching / mentoring / tutoring;
- meetings with co-workers;
- participation in collective decision-making processes;
- meetings with clients;
- missions abroad
Instruction, Learning, Training and Development
Instruction: Instruction of unskilled employees (training and development are directed to qualified employees and senior management).
Learning: Transmission of general knowledge; development of capacities enabling integration in the environment; autonomy; progress of society in general.
Training: Scope of work-related objectives (relatively short time horizon; fills specific gaps related to the role of the employee).
Development: Activities with a broad time horizon, designed to enrich individual capacities in line with the needs and objectives of the organization (e.g., strategic plans).
Training Types
Nature:
To know: to acquire and to improve general and specific knowledge, necessary to the exercise of the job, and cognitive capacities (knowledge, memory, understanding, analysis / evaluation).
To know how to do: allows to acquire and improve motor skills and other abilities and competences to perform the job, that is, the instruments, methods and techniques necessary for the good performance.
To know how to be: allows to acquire and improve attitudes, behaviors and ways of being suitable to the job and needs of the organization (e.g., good interpersonal communication skills, customer relationship skills, ability to manage conflicts, etc.).
Number of participants: Individual, group organization
Form: internal, external, in the classroom, on the job, outdoors, mixed
Training Methods
Information presentation: expository sessions, computer-aided training, e-learning
Simulations: case studies, role playing, simulations sensu stricto, virtual reality, assessment centers
On the job training: new employee orientation, socialization, job rotation, tutoring, coaching and mentoring
Advantages of In-Class Training/Expository Classes
- The session can be administered to multiple managers and executives simultaneously.
- The material can be supplied quickly, standardized and at low cost.
- The session / class ensures that the topics are all covered.
- Fears of exposure of managers and executives (for example, their employees) are lower.
- If the training provider promotes the discussion and interaction of trainees; benefits that do not occur in one-to-one methods are possible.
- If the sessions involve people from various organizations, trainees can benefit from diverse perspectives and establish advantageous networking for the performance of their duties.
Disadvantages of In-Class Training/Expository Classes
- Feedback (regarding training success) is limited and not always as thorough as desirable.
- It is difficult to prove that there is learning and / or that there is application of knowledge and skills acquired.
- Certain forms of learning, such as the diagnosis and analysis of problems and situations, are not trained.
- Subjects can easily forget the content after the sessions.
- The fact that trainees take on a relatively passive role makes it difficult to learn and apply the topics in organizational everyday life.