KEY COMPONENTS OF LEARNING


Figure 1 the business role of training and development (Raymond A.Noe & Amitabh Deo kodwani 2017 7 e, p 6)

                                                                                                                                             

The overall goal of training and development is learning. Learning refers to employees acquiring knowledge, skills, competencies, attitudes, or behaviors. But the focus of training and development is not just on employees learning for its own sake. Today, merely offering training programs is not enough to get support and funding from executives and to establish the credibility of the training and development function to managers and employees. Learning needs to demonstrate how it contributes to the company’s competitive advantage through improving employee performance, supporting the business strategy (such as growing the business), and contributing positively to business outcomes such as quality, productivity, development of new products, and retaining key employees (Raymond A.Noe 2017).

Human capital refers to knowledge (know what), advanced skills (know how), system understanding and creativity (know why), and motivation to deliver high-quality products and services (care why).1 Human capital may be more valuable than physical capital (equipment or technology) or financial capital (monetary assets, cash) for providing a company with an advantage over its competitors, because it is difficult to imitate or purchase and it is unique to the company (Raymond A.Noe & Amitabh Deo Kodwani  2017).

Training refers to a planned effort by a company to facilitate learning of job-related competencies, knowledge, skills, and behaviors by employees. The goal of training is for employees to master the knowledge, skills, and behaviors emphasized in training and apply them to their day-to-day activities (Goldstein& Ford, 2002) in Khawaja & Nadeem (2013).

Development programs worth investing so much into, as most successful organizations consider the progress of workforce and therefore invest in their training. This results to increase in skill and competence that improve morale and productivity (Sheeba, 2011). Development seems to reduce the turnover rate of employees (Deckop et al. 2006). Thus advancement opportunities do not only reduce absenteeism, but it increases employee’s commitment and satisfaction that helps reduce turnover (Atif et al. 2010)

Training and development must be designed and delivered to meet the needs of all employees in such a way that the employees will not be only productive but also be satisfied. Training and development has a positive impact on the employees to carry out their work more effectively, increasing their interpersonal and technical abilities, team work, job confidence and work motivation (Kate Hutchings, Cherrie J. Zhu, Brian K. Cooper, Yiming Zhang and Sijun Shao 2009)

 

Formal training and development refers to training and development programs, courses, and events that are developed and organized by the company. Informal learning refers to learning that is learner initiated, involves action and doing, is motivated by an intent to develop, and does not occur in a formal learning setting (Boeren, E 2011).

Informal learning occurs without a trainer or instructor, and its breadth, depth, and timing is controlled by the employee. It occurs on an as-needed basis and may involve an employee learning either alone or through face-to-face or technology-aided social interactions (Jay cross.2007). Informal learning can occur through many different ways, including casual unplanned interactions with peers, e-mail, informal mentoring, or company-developed or publically available social networking websites such as Twitter or Facebook Knowledge management refers to the process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge.6 Knowledge management contributes to informal learning (Jay cross.2007).

 

 

 

 

Atif et al.(2010): “ Employee Retention Relationship to Training and Development: A Compensation Perspective”. African Journal of Business Management. Vol. 5(7), pp. 2679-2685.

Boeren, E 2011, 'Gender differences in formal, non-formal and informal adult learning' Studies in continuing education, vol 33, no.3, pp. 333-346.

Deckop et al. (2006):"The Effect of Human Resource Management Practices on the Retention of Former Welfare Clients”. Hum. Res. Mgt., vol. 45(4). Pp 539-559.

Jay cross. 2007. Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance 1st Edition

J. Roy, “Transforming informal learning into a competitive advantage,” T+D (October 2010): 23–25; P. Galagan, “Unformal, the new normal,” T+D (September 2010): 29–31

Kate Hutchings, Cherrie J. Zhu, Brain K, Cooper, Yiming Zhang and Sijun Shao (2009): “Perceptions of the effectiveness of training and development of „grey-collar‟ workers in the People’s Republic of China”. Human Resource Development International, Vol.12, No.3, pp 279-296.

Raymond A.Noe.2017.employee training and development.

Sheeba Hamid (2011): “A Study of Effectiveness of Training and Development Programmes of UPSTDC, India – An analysis”, South Asian Journal of Tourism and Heritage, Vol.4 (1).

T. Bingham and M. Conner, The New Social Learning (Alexandria, VA: ASTD Press, 2010)

Y. Kim and R. E. Ployhart, “The effects of staffing and training on firm productivity and profit growth before, during, and after the great recession,” Journal of Applied Psychology, 99, 361–389

 

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