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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