Training and Development

Training and Development

DOI: 10.4018/978-1-5225-2044-3.ch005


After you read this chapter, you will be able to understand the importance for training and development in the companies and organizations, understand the content of the training and development, understand how to carry out the training and development, and understand what the training and development should be provided by the company to the Millennial Generation workers.
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Educational Training

What Is Training?

The major function of training is to produce people who perform their work “at standard.” There is a set of procedure to envision how training contributes, which is to look at the six steps by which individuals control their positions (Laird, Holton, & Naquin, 2003):

  • Step 1: Definite the right or standard approach for carrying out all the tasks needed by the company or organization.

  • Step 2: Secure people to carry out these tasks.

  • Step 3: Find out how much of the tasks they are already able to perform. That is to say, “What is their inventory of the necessary technology?”

  • Step 4: Train them to satisfy the skill gaps: the difference in what they cannot already perform and the standard for implementing the task.

  • Step 5: Test them to make certain they are able to carry out their assigned tasks to minimum standards.

  • Step 6: Given them the resource necessary to carry out their tasks.

According the six-step process, there are two remaining inputs to be identified, namely, time and material. Sometimes, training is focused on the satisfying of two inputs to organization effectiveness, namely, people and technology. To sum up, the purpose of training is to assist new employees master the technology of their tasks (Laird et al., 2003).

The Training Model/The Training Cycle

The training cycle is proposed by Rae (1999), and is shown in Figure 1. According to the description by Rae (1999), Figure 1 summarizes the units of this training cycle. It starts with an identification or suspicion of a training or development requirement, and it is completed with the final act of evaluation, long-term confirmation that the learning carried out has been performed successfully and is being maintained. The evaluation processes in Figure 1 are exhibited in black boxes and the training processes in white boxes, as well as joint task and learning processes being shown in gray.

Figure 1.

The training cycle

Source: Rae (1999).

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