Training and development - Knowledge (XXG)

368:, especially when the training is being conducted on a large-scale, are frequently conducted in order to gauge what needs to be trained, how it should be trained, and how extensively. Needs assessments in the training and development context often reveal employee and management-specific skills to develop (e.g. for new employees), organizational-wide problems to address (e.g. performance issues), adaptations needed to suit changing environments (e.g. new technology), or employee development needs (e.g. career planning). The needs assessment can predict the degree of effectiveness of training and development programs and how closely the needs were met, the execution of the training (i.e. how effective the trainer was), and trainee characteristics (e.g. motivation, cognitive abilities). Effectiveness of training is typically done on an individual or team-level, with few studies investigating the impacts on organizations. 71:

academic was publishing related to training included a 1918 article in the Journal of Applied Psychology. This article explored an undergraduate curriculum designed for applied psychologists. Training was also discussed in first handbook on adult education in 1934. World War II influenced the focus of applied psychology research to be on effectiveness of training programs, particularly in military contexts. By the 1960s and 70s, the field began developing theories and conducting theory-based research because up until that point, the field had been rooted in trial-and-error intervention research. This era also brought along the development of new training methods such as the use of computers, television, case studies, and role playing. The scope of training and development also expanded to include

453:. Organisations should establish diversity and inclusion programs that specifically target training and development opportunities for underrepresented groups. These programmes should focus on opportunities for future managers at the bottom of the hierarchy, as advancement to lower-level and middle-level positions is crucial for promotion to upper-level management. These policies can help ensure employees have equal access to career advancement resources and can increase the implementation of mechanisms for reporting discrimination or advancement barriers. Some efforts to support diversity and exclusion commitments in workplaces may be enshrined in law, for example the New Zealand Public Service Act 2020. 535:

tasks successfully, while instrumentality beliefs pertain to the perceived usefulness of training in achieving career goals. Employees with high self-efficacy and strong instrumentality beliefs are more likely to apply the skills and knowledge gained from training in their work. This underscores the need for training programs to not only impart knowledge but also boost employees' confidence in their abilities and the relevance of the training to their career advancement. Enhancing these beliefs can lead to a more effective transfer of training, ultimately improving job performance and satisfaction.

334:

strengths-based feedback, which is a type of positive feedback that allows the employees to recognize their strengths and further improve their performance with that knowledge. It has been shown that using this strategy as a base for constructive feedback shows support and encouragement towards the employee, which boosts their confidence. Confidence in the workplace allows individuals to stay focused and engaged. However, the disadvantage of strengths-based feedback is failing to perform at one's full potential due to overconfidence.

428:- disparities in training opportunities can adversely affect individuals from underrepresented groups, leading to slower career progression, reduced employee engagement, and limited professional growth. Individuals may experience lower self-esteem and decreased motivation due to perceived or actual access to development opportunities. For example, if a leadership training programme does not have minority representation, individuals may lack the confidence to “break the glass ceiling” and seek out the opportunity for themselves. 313: 206:

organization's goals, improved customer valuation and improved/updated technology. There is significant importance in training as it prepares employees for higher job responsibilities, shows employees they are valued, improves IT and computer processes, and tests the efficiency of new performance management systems. However, some believe training wastes time and money because, in certain cases, real life experience may trump education, and organizations want to spend less, not more.

557:

can lead to significant improvements in employee motivation and job satisfaction. As public sector organizations continue to face challenges in a rapidly changing environment, investing in effective training and development programs will be crucial for building a motivated and capable workforce. This investment not only benefits individual employees but also enhances the overall capacity of public sector organizations to deliver high-quality services to the public.

115:

remain motivated and engaged. The instructional systems design approach (often referred to as ADDIE model) is great for designing effective learning programs and used for instructional design. Instructional design is the process of designing, developing and delivering learning content. There are 5 phases in the ADDIE model: (1) needs assessment, (2) program design, (3) program development, (4) training delivery or implementation, and (5) evaluation of training.

158:, internship, apprenticeship, job rotation, job instructional technique (JIT), or by being an understudy. To contrast, off-the-job training methods happen outside the organization where employees attend things such as lectures, seminars, and conferences or they take part in simulation exercises like case studies and role-playing. It could also include vestibule, sensitivity or transactional training activities. Other training methods include: 338:

and trainees in the workplace. The more the training environment can be a positive, nurturing experience, the more—and faster—attendees are apt to learn. Another aspect of reinforcement-based training is to discuss what has been taught in a training session and how employees can apply what they have learned to the job. This can be done by conducting pre and post-training brainstorming sessions.

544:

professional growth, leading to increased work engagement and organizational performance. Providing both formal and informal training opportunities, such as mentoring and on-the-job experience, can cultivate a motivated and skilled workforce. This approach not only enhances individual capabilities but also contributes to the overall effectiveness and efficiency of public sector organizations.

210: 437:- when training opportunities are not equitably distributed, organisations may have reduced diversity in leadership and decision-making. This can stifle innovation and hinder organisational performance. Failure to address these disparities can lead to higher turnover rates and lower employee morale. Organisations may also face legal challenges related to discrimination claims. 471:. These can support underrepresented groups by providing them with guidance, networking opportunities, and advocacy within the organisation. Creating supportive networks for minority and gender groups can provide safe spaces for people identifying as minorities to develop programmes that are suited to them and to provide a united voice to report ongoing discrimination. 84:". It was in this decade that research revealing the impact and importance of fostering a training and development-positive culture (including management and co-worker) was first conducted. The turn of the century brought more research in topics such as team-training, for example cross-training. Cross-training emphasizes training in coworkers' responsibilities. 480:. Organisations should collect data on training participation and outcomes to identify and address gaps. This may include census or regular pulse surveys or records of learning that are linked to a person’s self-identified attributes. This approach helps ensure that interventions are based on empirical evidence and are targeted where they are most needed. 553:

To address these challenges, it is essential to design training programs that are evidence-based and tailored to the specific needs of public sector employees. Moreover, ongoing evaluation and feedback mechanisms can help refine training programs and ensure their effectiveness in enhancing PSM and overall job performance.

231: 107:

and mastery training. Typical projects in the field include executive and supervisory/management development, new-employee orientation, professional-skills training, technical/job training, customer-service training, sales-and-marketing training, and health-and-safety training. Training is particularly critical in

416:

groups, leading to a mismatch between available opportunities and the actual development needs of these employees. For example, some leadership programs might fail to address cultural differences in leadership, promoting instead traditional hierarchical systems that are not followed in some minority cultures.

552:

Despite the potential benefits of training, there are challenges in its implementation. Public managers often hold conservative views about the effectiveness of training. Additionally, there is a lack of consensus on the true yield of training investments, particularly in terms of long-term outcomes.

534:

Self-efficacy and instrumentality beliefs play a significant role in the successful implementation of training programs. examine the role of self-efficacy and instrumentality beliefs in the implementation of training programs. Self-efficacy refers to an individual's belief in their ability to perform

383:

To address these disparities, organisations can implement diversity policies, provide bias training, and establish mentorship programs to support underrepresented groups. By adopting these policies and fostering supportive networks, organisations can ensure they are providing diverse work forces with

133:

determine delivery method, production of learning product that is in line with design, determine instructional strategies/media/methods, quality evaluation of the learning product, development of communication strategy, development of required technology, development and evaluation of assessments and

405:

significantly impact the distribution of training opportunities. Stereotypes and implicit biases can undermine the confidence and performance of minority groups to seek out training, affecting their career development. For example, cultural expectations, sexual harassment or other discrimination may

395:

are barriers to access to professional development. Structural factors, such as historical exclusion of women and minorities from certain roles, create a legacy of unequal access to training resources. For instance, women and minorities often have less access to senior mentors and role models, which

299:

Motivation is an internal process that leads to an employee's behaviour and willingness to achieve organizational goals. Creating a motivational environment within an organization can help employees achieve their highest level of productivity. Motivation can create an engaged workforce that enhances

507:

Training and development are pivotal in the public sector, serving as essential tools for enhancing the skills, knowledge, and motivation of employees. Public Service Motivation (PSM) is a concept that has garnered significant attention, particularly in the context of training public employees. PSM

379:

Training and development are crucial to organisational performance, employee career advancement and engagement. Despite advancements in workplace equality, some people will continue to face significant barriers to training opportunities. These barriers may disproportionately affect people based on

556:

In conclusion, training and development play a vital role in enhancing Public Service Motivation and improving the performance of public sector employees. By focusing on knowledge acquisition, attitude development, and the cultivation of self-efficacy and instrumentality beliefs, training programs

516:

Research by Chen et al. (2019) explores the potential of training programs to enhance PSM among public employees. The study employs a pretest-posttest design to assess whether training can lead to improvements in PSM, public service knowledge, and attitudes toward public service work. The findings

337:

Reinforcement is another principle of employee training and development. Studies have shown that reinforcement directly influences employee learning, which is highly correlated with performance after training. Reinforcement based training emphasizes the importance of communication between managers

106:

Especially in the last couple decades, training has become more trainee-focused, which allows those being trained more flexibility and active learning opportunities. For example, these active learning techniques include exploratory/discovery learning, error management training, guided exploration,

102:

The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants

205:

The benefits of training employees are increased productivity and performance in the workplace, uniformity of work processes, reduced supervision and reduced wastage, promoting employees from within, improving organizational structure and designs, boosting morale, better knowledge of policies and

114:

It is important to note that all employees require different levels and types of development in order to fulfill their job roles in the organization. All employees need some type(s) of training and development on an ongoing basis to maintain effective performance, adjust to new ways or work, and

79:

literature to frame training programs. The 1980s marked a shift to focus on how employees were receiving and implementing training programs, and encouraged the collection of data for evaluation purposes, particularly management training programs. The development piece of training and development

415:

can perpetuate disparities in training access. Biased recruitment and selection processes, unequal distribution of resources, and a lack of targeted support for underrepresented groups contribute to this issue. For instance, training programs often fail to address the specific needs of minority

441:

Management teams that are not diverse can be self-replicating as senior leaders’ demographic characteristics significantly impact the types of programs, policies and practices implemented in the organisation – i.e. there are more likely to be diversity programmes if the management team is also

329:

There are many basic training and development principles in human resource management. For instance, performance feedback is important as managers can use it to identify the employee's lack of skills in areas of the job and their approach to improving that weakness while maintaining behaviour.

489:

The Occupational Information Network (O*NET) cites Training and Development Specialists as having a bright outlook, meaning that the occupation will grow rapidly or have several job openings in the next few years. Related professions include training and development managers, (chief) learning

70:

Aspects of training and development have been linked to ancient civilizations around the globe. Early training-related articles appeared in journals marketed to enslavers in the antebellum south and training approaches and philosophies were discussed extensively by Booker T. Washington. Early

525:

Training programs in the public sector often focus on imparting essential knowledge and skills required for effective job performance. Training can improve employees' basic knowledge of public service, including understanding the goals of public service, the importance of neutrality, and the

543:

Training and development are integral components of high-performance work practices, which are human resource practices designed to enhance employee motivation and performance. Training and development opportunities are considered high-performance work practices as they promote personal and

333:

Traditional constructive feedback, also known as weakness-based feedback, can often be viewed as malicious from the employees’ perspective. When interpreted negatively, employees lose motivation on the job, affecting their production level. Employers often use another type of feedback,

45:

and development technically have differing definitions, the two are oftentimes used interchangeably and/or together. Training and development have historically been topics within adult education and applied psychology but have within the last two decades become closely associated with

517:

suggest that training can indeed enhance PSM, provided that the training is perceived as effective and satisfactory by the participants. This highlights the importance of designing training programs that are not only informative but also engaging and relevant to the employees' roles.

103:

are those who actually undergo the processes. The facilitators are human resource management staff. And the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others.

498:

consultants. Training and development specialists are equipped with the tools to conduct needs analyses, build training programs to suit the organization's needs by using various training techniques, create training materials, and execute and guide training programs.

272:

Aik and Tway (2006) estimated that only 20-30% of training given to employees are used within the next month. To mitigate this issue, they recommended some general principles to follow to increase the employees' desire to take part in the program. These include:

304:

Intrinsic factors: These represent the internal factors to an individual, such as the difficulty of the work, achievement recognition, responsibility, opportunity for meaningful work, involvement in decision making, and importance within the

183:

individuals work at their own pace during programmed instruction. Including books, manuals, or computers to break down subject-matter content into highly organized, logical sequences that demand a continuous response on the trainee's part.

1272: 462:. Training programs that raise awareness about unconscious biases and teach strategies for mitigating them can help create a more equitable development environment and promote discussion where minority groups have been excluded. 346:

Training has been used in organizations for the past several decades. Although training and development requires investments of many types, there are cited benefits to integrating training and development into organizations:

508:

refers to the intrinsic motivation to serve the public and contribute to the common good. Training programs designed to enhance PSM can lead to improved job performance and satisfaction among public sector employees.

149:

Many different training methods exist today, including both on and off-the-job methods. On-the-job training methods happen within the organization where employees learn by working alongside co-workers in ways such as

526:

relationship between public employees and the state. Additionally, training can foster positive attitudes toward public service work, which are crucial for maintaining high levels of motivation and job satisfaction.

176:

information can be presented in lectures, demonstrations, films, and videotapes or through computer instruction. (This includes vestibule training where trainees are instructed in the operation of equipment.)

320:

Both intrinsic and extrinsic motivators link to employee performance in the workplace. A company's techniques to motivate employees may change over time depending on the current dynamics of the workplace.

1318:

Wood, Robert; Kakebeeke, Bastiaan; Debowski, Shelda; Frese, Michael (April 2000). "The Impact of Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search".

718:"David R. Roediger and Esch Elizabeth. The Production of Difference. Race and the Management of Labor in US History. Oxford University Press, Oxford [etc.]2012. x, 286 pp. Ill. £22.50" 164:: system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work. 445:

To address these disparities, organisations can implement diversity policies, provide bias training, and establish mentorship programs to support underrepresented groups. These may include:

2244: 140:

participation in side-programs, training delivery, learning participation, implementation of a communication plan, evaluation of business, execution of formal evaluations.

780: 1598: 2538: 1965: 1918: 1750: 111:, which rely on high safety standards to prevent catastrophic damage to employees, equipment, or the environment (e.g. nuclear power plants, operating rooms). 284:

Maintaining a positive attitude, as an uncooperative attitude towards learning could hinder the individual's capability to grasp the knowledge being provided.

2167:"The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management" 2148:"The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management" 2110:"The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management" 202:

training that uses computer and/or online resources. Such as CBT (computer-based training), videotapes, satellites and broadcast interactive TV/DVD/CD-ROM.

170:

training programs that combine practical, on-the-job experience with formal education. Typically these programs are offered at colleges and universities.

420:

The impact of excluding or limited a person’s access to training and development opportunities can affect both the individual and the organisation.

491: 121:

problem identification, (TNA) training needs analysis, target audience determined, stakeholder's needs identified, identify the resources required.

2347:"Effect of Self-Efficacy and Instrumentality Beliefs on Training Implementation Behaviors: Testing the Moderating Effect of Organizational Climate" 1726: 1684: 1556: 1531: 1501: 1473: 1413: 1060: 616:

Aguinis, Herman; Kraiger, Kurt (January 2009). "Benefits of Training and Development for Individuals and Teams, Organizations, and Society".

300:

individual and organizational performance. The model for motivation is represented by motivators separated into two different categories:

1003:

Marks, Michelle A.; Sabella, Mark J.; Burke, C. Shawn; Zaccaro, Stephen J. (2002). "The impact of cross-training on team effectiveness".

146:(integral part of each step) formal evaluation, continuous learning evaluation, evaluation of business, potential points of improvement. 308:

Extrinsic factors: These are external factors to the individual, such as job security, salary, benefits, work conditions, and vacations.

2533: 2484: 2455: 2436: 1941: 1894: 1160: 1135: 1110: 1085: 957:

Birdi, Kamal; Allan, Catriona; Warr, Peter (1997). "Correlates and perceived outcomes of 4 types of employee development activity".

259: 2386:"The Effect of Access to Training and Development Opportunities, on Rates of Work Engagement, Within the U.S. Federal Workforce" 41:

via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While

1180: 800: 2091:"The Effect of Access to Training and Development Opportunities, on Rate of Work Engagement Within the U.S. Federal Workforce" 2053:"The Effect of Access to Training and Development Opportunities, on Rate of Work Engagement Within the U.S. Federal Workforce" 364:

However, if the training and development is not strategic and pointed at specific goals, it can lead to more harm than good.

1862: 241: 2558: 108: 1126:

Thomas N. Garavan; Pat Costine & Noreen Heraty (1995). "Training and Development: Concepts, Attitudes, and Issues".

72: 59: 38: 2553: 2024: 884: 618: 406:

dissuade women from pursuing leadership roles, thereby limiting their access to formal training or mentoring programs.

1273:"Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects" 196:

used when it is not practical or safe to train people on the actual equipment or within the actual work environment.

80:

became increasingly popular in the 1980s and 90s, with employees more frequently being influenced by the concept of "

1181:"Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability" 87:

Skills training has taken on varying organizational forms across industrialized economies. Germany has an elaborate

2227:"Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination" 2186:"Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination" 2072:"Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination" 290:

Providing external motivators, such as a reward for the completion of the training or an extrinsic goal to follow.

1979:

Brown, Judith (December 2002). "Training Needs Assessment: A Must for Developing an Effective Training Program".

1572: 47: 1236:

McDaniel, Mark A.; Schlager, Mark S. (June 1990). "Discovery Learning and Transfer of Problem-Solving Skills".

495: 76: 919:

Burke, Michael J.; Day, Russell R. (1986). "A cumulative study of the effectiveness of managerial training".

2496: 2518:

How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan

1052:

How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan

2203: 312: 2273: 1768: 88: 55: 2494:

Cohn JM, Khurana R, Reeves L (October 2005). "Growing talent as if your business depended on it".

99:

Training and development encompasses three main activities: training, education, and development.

2004: 1959: 1912: 1868: 1796: 1744: 1386: 1378: 846: 774: 747: 698: 651: 287:

Increasing competence, which is the ability for an individual to make good decisions efficiently.

799:

Bell, Bradford S.; Tannenbaum, Scott I.; Ford, J. Kevin; Noe, Raymond A.; Kraiger, Kurt (2017).

33:

involve improving the effectiveness of organizations and the individuals and teams within them.

2548: 2543: 2505: 2480: 2451: 2432: 2405: 2366: 2324: 2166: 2147: 2109: 1996: 1947: 1937: 1900: 1890: 1858: 1788: 1732: 1722: 1690: 1680: 1655: 1552: 1527: 1497: 1469: 1409: 1370: 1335: 1300: 1292: 1253: 1218: 1210: 1156: 1131: 1106: 1081: 1056: 1028: 1020: 982: 974: 936: 901: 838: 830: 739: 690: 643: 635: 587: – Acquisition of knowledge, skills, and competencies as a result of teaching or practice 91:

system whereas the United States and the United Kingdom have weak vocational training system.

81: 51: 2305:"Can Training Enhance Public Employees' Public Service Motivation? A Pretest–Posttest Design" 2129:"Can Training Enhance Public Employees' Public Service Motivation? A Pretest–Posttest Design" 2090: 2052: 281:, which increases the learner's personal belief that they can fully comprehend the teachings. 2397: 2385: 2358: 2316: 2226: 2185: 2128: 2071: 2033: 1988: 1848: 1840: 1780: 1647: 1362: 1327: 1284: 1245: 1200: 1192: 1012: 966: 928: 893: 820: 812: 729: 682: 627: 365: 2346: 2304: 2022:

Tannenbaum, S I; Yukl, G (January 1992). "Training and Development in Work Organizations".

670: 631: 17: 2190:

Review of Public and Personnel AdministrationReview of Public and Personnel Administration

566: 2037: 897: 2345:

Quratulain, Samina; Khan, Abdul Karim; Sabharwal, Meghna; Javed, Basharat (June 2021).

671:"Origins and Historical Influences on Human Resource Development: A Global Perspective" 1832: 27:

Improving the effectiveness of organizations and the individuals and teams within them

2527: 2473: 2467: 2008: 1800: 1390: 801:"100 years of training and development research: What we know and where we should go" 751: 702: 578: 278: 127:

learning intervention/implementation outline and mapped, mapping evaluation methods.

1872: 1599:"Why Your Employee Training Is A Waste Of Time And Money -- And What To Do About It" 850: 655: 75:

training, focus on the development of the individual employee, and the use of new

1784: 1635: 1050: 1651: 1992: 1844: 1288: 1196: 970: 932: 209: 190:

methods used to teach the skills and procedures required for a number of jobs.

2401: 1249: 1101:

Patrick J. Montana & Bruce H. Charnov (2000). "Training and Development".

734: 717: 155: 2409: 2370: 2362: 2328: 2320: 2000: 1951: 1904: 1792: 1736: 1694: 1659: 1438: 1374: 1339: 1296: 1257: 1214: 1024: 1016: 978: 940: 905: 834: 743: 694: 686: 639: 1353:

Roberts, Karlene H. (July 1990). "Managing High Reliability Organizations".

1331: 572: 2509: 1718:

Motivation and performance : a guide to motivating a diverse workforce

1636:"Elements and principles of training as a performance improvement solution" 1304: 1222: 1032: 842: 647: 1716: 1674: 986: 569: – Any form of learning adults engage in beyond traditional schooling 1769:"Delivering effective performance feedback: The strengths-based approach" 584: 151: 42: 34: 1382: 1676:

Managing employee performance : motivation, ability, and obstacles

816: 581: – Support method for informal learning processes in organisations 1853: 1205: 825: 1366: 478:

Using data to track and address disparities in training opportunities

882:

Campbell, J P (January 1971). "Personnel Training and Development".

1813:

Nelson, Bob. “A Dose of Positive Reinforcement Can Go a Long Way.”

380:

their minority status, such as gender or cultural identification.

1767:

Aguinis, Herman; Gottfredson, Ryan K.; Joo, Harry (1 March 2012).

311: 208: 1547: