Chapter 1 Introduction to Training and Development.ppt

Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.

1. Training and Development
By
Dr NazrulIslam
MBA, PhD

2. Chapter 1
Introduction to
Training and Development
By
Dr NazrulIslam

3. What is Training?
Training is a systematic processthrough
which an organization’s human resources
gain knowledgeand develop skillsby
instruction and practicalactivities that
result in improved corporate
performance.

4. Training-a planned effort by a
company to facilitate employees’ learning
of job-related competencies.
Competencies include knowledge, skills or
behavior critical for successful job
performance.
The goal of training is for employees to
master the competencies and apply them
to their day-to-day activities.
What is Training?

5. What is Training? (cont.)
To use training to gain a competitive
advantage, a company should view
training broadly as a way to create
intellectual capital.
Training is an Intellectual Capitalthat is
concerned with basic skills advanced
skills an understanding of the customer
or manufacturing system, and self-
motivated creativity.

6. Summary of the Definition
Training is a systematic process & a planned
effort;
Through which an organization’s human resources
gain knowledge and develop skills;
Purpose is to master the competencies and apply
them to their day-to-day activities;
Training is used to gain a competitive advantage;
A company should view training as a way to
create intellectual capital;
It improves corporate performance.

7. High-leverage training is linked to strategic
business goals and objectives;
It uses an instructional design process to
ensure that training is effective;
It compares or benchmarks the company's
training programs against training programs
of other companies;
It creates working conditions that encourage
continuous learning.
High-Leverage Training

8. Continuous learning requires
employees to understand the entire
work system, including the
relationships among their jobs, their
work units, and the company as
well.
Continuous learning

9. Managers take an active role in:
Identifying training needs;
Ensuring that employees use training in
their work;
Facilitating the sharing of knowledge, by
using informational maps. Information
Mapping offers classroom training as well as
self-paced and instructor-led e-learning
programs.
Role of Managers in Training

10. Today, training is being evaluated on
how training addresses business needs
related to learning, behavior change,
and performance improvement.
Use of Training Today

11. There is a greater emphasis on:
Providing educational opportunities for all
employees;
Performance improvement as an ongoing
process than a one-time training event;
Demonstrating to executives, managers, and
trainees the benefits of training;
Learning as a lifelong event;
Training being used to help attain strategic
business objectives.
Emphasis of the Company
Today

12. Training and Development -
Difference
Training
The acquisition of Knowledge, Skills and Abilities (KSA), to
improve performance on one’s current job.
Usually consists of short-term focus on acquiring skills to
perform one’s job
employees to develop the knowledge, skills and attitudes
required to carry out the work needed to meet an
organization’s objectives.
Development
The acquisition of knowledge, skills and abilities (KSA), required
to perform one’s future job responsibilities and for the long-
term achievement of individual career goals and organizational
objectives.
The goal is to prepare employees for managerial careers.
Improving an individual in line with the requirements of that
individual.

13. Training, & Development –
Difference, Contd.,
Trainingrefers to educating technical and
operational employees in how to better do
their current jobs
Short-Term skills oriented
Developmentrefers to educating
professionals and managers in the skills they
need to do their jobs in the future
Long-Term career oriented

14. Training, Education &
Development -Differences
Trainingis short term, task oriented
and targeted on achieving a change of
attitude, skills and knowledge in a
specific area. It is usually job related.
Development is a long term investment
in human resources.
Educationis a lifetime investment. It
tends to be initiated by a person in the
area of his/her interest.

15. Importance of Training
Helps in maintaining high quality products
/services;
Achieves high service standards;
Provides information for new comers;
Refreshes memory of old employees;
Achieves learning about new things,
technology, products / services delivery
Reduces mistakes -minimizing costs;
Opportunity for staff to feedback / suggest
improvements;
Improves communication & relationships -
better teamwork.

16. 1-16
Typical Areas of Training and Development
Communication skills
Computer skills
Customer service
Diversity
Ethics
Human relations
Quality initiatives
Safety
Sexual harassment

17. What Managers Should Do to
Support Training

18. The ASK Concept
If we follow the GAP concept, training
is simply a means to use activities to
fill the gaps of performance between
the actual results and the expected
results.
This GAP can be separated into 3
main themes -
1.Attitude
2.Skills
3.Knowledge

19. Exercise
Rank ASKby difficulty to develop in people.
Attitude
Skills
Knowledge
•Easy
•Moderately
difficult
•Most difficult

20. Five Principles of Learning
Through ASK employees learns. However, learning
might be if 5 principles are followed.
Participation: involve trainees, learn by doing
Repetition: repeat ideas & concepts to help
people learn
Relevance: learn better when material is
meaningful and related
Transference: to real world using simulations
Feedback: ask for it and adjust training
methods to audience.

21. A Systematic Approach
to Training
Key Concepts in Preparing a Training
Plan
Before you train and develop people identify
what:
They must know -before they can perform job
They should know -to improve performance
Would be nice for them to know –but not
necessary to perform duties.

22. Nine Steps in the Training
Process
1.Assessing training needs
2.Preparing training plan
3.Specifying training objectives
4.Designing the training program(s)
5.Selecting the instructional methods
6.Completing the training plan
7.Implementing the training program
8.Evaluating the training
9.Planning future training

23. 1. Assessing Training Needs
Conduct a training needs analysis by
either one, or both, of the following.
External approach -Company, guests,
society.
Internal approach –using a staff opinion
survey.

24. 2. Preparing Training Plan
Ask your self “What are we going to
achieve in the time period?”
Use a holistic approach by using a
calendar for inputting your training
activities.
Consider whether to design a long (5-10
years), medium (3-5 years) or short (1
year) term plan.

25. 1-25
Training Calendar Example
1234567...
Attitude
Train the trainer
Job competency
Sales techniques
Telephone manner
…
Training Area Month in the year

26. Individual Plans
For individual personalized training, we
must assess the trainees’ weakness and
strengths first before setting up
appropriate programs.
Training areas may be tailor-made.
Trainee should receive an individual timetable
for self progress.

27. 3. Specifying Training
Objectives
Training Objectives must be specific &
measurable.
What should trainees be able to accomplish
after participating in the training program?
What is the desired levelof such
accomplishment, according to industry or
organizational standards?
Do you want to develop attitudes, skills,
knowledge or some combination of these
three?

28. 4. Designing the Training
Program(s)
1.Program duration
2.Program structure
3.Instruction methods
4.Trainers qualifications
5.Nature of trainees
6.Support resources –
materials, OHP,
classroom, etc.
7.Training location &
environment
8.Criteria & methods
for assessing
participant learning
and achievement
9.Criteria & methods
for evaluating the
program.

29. 5. Selecting Instructional Methods
Note: This is the most important step
On-the job-training (OJT)
Learn while you’re working
Off -the job-training
In house, training or classroom
External, consultancies or attending external
classes
Independent bodies, such as government talks
Distance learning, from books or notes
Computer-assisted learning
Interactive-video training
Video conferencing, same as classroom except
teachers and students are in different locations.

30. 6. Completing the Training
Plan
Target group–assess your audience
Topic–task, skill or attitude ingredient
Method–direct (one way communication) or
indirect (discussion, games, experimental
exercises…). Important as evaluation of trainees
usually lies on the perception on what they did
in the training session
Time –length, period, breaks important to
consider
Location –away from the office?

31. 7. Implementing the Training
Program
Besides trainers qualifications and
experience:
Participant selection
Group comfort -physical & psychological
Trainer enthusiasm & skills
Effective communication
Feedback mechanism
The need to learn new training skills
Preparation by trainers

32. 8. Evaluating the Training
Three Levels of Evaluation, Such as,
1.Immediate Feedback
Survey or interview directly after training
2.Post-Training Test
Trainee applying learned tasks in
workplace?
3.Post-Training Appraisals
Conducted by immediate supervisors of
trainees

33. 9. Planning Future Training
Last step in the training process –
After taking all evaluated comments,
trainers should modify the programs to
keep good things and make suggested
improvements
Remember, even with the same topic for
different trainees, trainers should address
many parts of the training process again and
consider new approaches.

34. Categories of Training
Methods
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35. Examples of Training Methods
Training
Methods
Classroom
Instruction
Audiovisual
Training
Computer-
Based
Training
On-the-Job
Training
Simulations
Business
Games &
Case
Studies
Behavior
Modeling
Experiential
Programs
Team
Training
Action
Learning

36. Use of Instructional Methods

37. Characteristics of Effective
On-the-Job Training (OJT)
The organization should issue a policy
statement describing the purpose of OJT and
emphasizing the organization‘s support for it.
The organization should specify who is
accountable for conducting OJT.
The organization should review OJT practices at
companies in similar industries.
Managers and peers should be trained in OJT
principles.

38. Ways That Training Helps
Employees Learn

39. Measures of Training
Success
The following indicators may be used to
measure the success of training.
Trainee Satisfaction
Return on Investment (ROI)
Performance Improvement
New Skills, Knowledge & Attitude
Transfer of Training

40. Measures of Training
Success

41. Transfer of Training
•Transfer of training: On-the-job use of
knowledge, skills, and behaviors learned
in training.
•Can be measured by asking employees
three questions about specific training
tasks:
1.Do you perform the task?
2.How many times do you perform the task?
3.To what extent do you perform difficult and
challenging learned tasks?

42. Orientation of New Employees
•Orientation:
training designed
to prepare
employees
–to perform their
jobs effectively,
–learn about their
organization, and
–establish work
relationships.
The objectives of
orientation
programs include
making new
employees familiar
with the
organization’s
rules, policies, and
procedures.

43. Content of
a Typical
Orientation
Program

44. Diversity Training
•Training designed to change employee
attitudes about diversity and/or
develop skills needed to work in a
diverse workforce.
•These programs generally emphasize
either
–attitude awareness and change, or
–behavior change

45. Effective Training Designing
Process
A systematic approach for developing training
programs.
Is based on the principles of Instructional
System Design (ISD).
Is sometimes referred to as the ADDIE model
because it includes analysis, design,
development, implementation, and
evaluation.
Should be systematic yet flexible enough to
adapt to business needs.

46. Effective Training Designing
Process, Contd.,

47. Effective Training Designing
Process (cont.)
Regardless of the specific Instructional System
Design (ISD) approach used, all the steps share
the following assumptions:
Training design is effective only if it helps employees
reach their training objectives.
Measurable learning objectives should be identified
before the training program begins.
Evaluation plays an important part in planning and
choosing a training method, monitoring the training
program, and suggesting changes to the training
design process.

48. The Instructional Systems Designs
(ISD) Model of Training & Development
ISD Model
A rational and scientific model of the
training & development process that
consists of three major steps:
a training needs analysis
training design and delivery
training evaluation

49. Instructional System Design Model
(ISD)
Training Design &
Delivery
1.Training Objectives
2.Training Contents
3.Training Methods
4.Learning Principles
Training
Evaluation
1.Evaluation
Criteria
2.Evaluation Design
The Instructional System Design Model of Training & Developing

50. Flaws of ISD Approach
In organizations, the training design process
rarely follows the step by-step approach of
the activities.
Organizations require trainers to provide
detailed documents of each activity found in
the model; this adds time and cost to
developing a training program.
It implies an end point: evaluation.

51. 1-51
Benefits of Training
Most training is
targeted to ensure
trainees “learn”
something they
apply to their job.

52. Benefits of Training and
Development
Organizational Benefits
Organizational strategy
By linking training to an organization’s
strategy, training becomes a strategic
activity that operates in concert with
other programs and activities to
achieve an organization’s strategy.

53. Benefits of Training and
Development
Organizational Benefits
Increase organizational effectiveness
Training employees can do more work, make fewer
errors, require less supervision, have higher loyalty and
morale, and have lower rates of attrition.
Strong link between organizational effectiveness and
training
Good companies spent up to 6% of their payroll:
57% higher sales per employee, 37% higher gross
profit
Employee recruitment and retention
Training can be used by organizations to increase their
attractiveness to prospective employees and to retain
their current employees.
Many organizations offer extensive training and
development opportunities to retain employees.

54. Benefits of Training and
Development
Employee Benefits
Intrinsic benefits
Trained employees improve their knowledge and skills,
develop higher confidence or efficacy
feeling of increased usefulness, higher belongingness,
higher job satisfaction and positive attitude.
Extrinsic benefits
Higher earnings as a result of increased knowledge and
skills
improved marketability,
greater security of employment,
enhanced promotion prospect.

55. Benefits of Training and
Development
Social Benefits
Educated population
some organizations offer literacy and numeracy
training
Standard of living
relationship between productivity and standard
of living
Canadian Govt. spend $ 11 billion annually to
educate workforce to become a high wage
economy.

56. Forces Influencing Working
and Learning

57. Economic cycles:
Provide an opportunity for companies to take
a closer look at training and development to
identify those activities that are critical for
supporting the business strategy as well as
those mandated by law.
Forces Influencing Working
and Learning, Contd.,

58. Globalization
Provide training and development
opportunities for global employees.
Provide cross-cultural training to prepare
employees and their families to understand
the culture and norms of the country to which
they are being relocated and assists in their
return to their home country after the
assignment.
Forces Influencing Working
and Learning, Contd.,

59. Examples of Intangible Assets

60. The value of intangible assets and human
capital has the following implication:
Focus on knowledge worker -employees
who contribute to the company not through
manual labor but through what they know,
perhaps about customers or a specialized
body of knowledge.
Forces Influencing Working
and Learning, Contd.,

61. The value of intangible assets and human
capital has the following implication:
Employee engagement -the degree to
which employees are fully involved in their
work and the strength of their commitment to
their job and the company.
Companies measure employees' engagement
levels with attitude or opinion surveys.
Forces Influencing Working
and Learning, Contd.,

62. The value of intangible assets and human
capital has the following implication:
Change -the adoption of a new idea or
behavior by a company.
Learning organization -embraces a culture
of lifelong learning, enabling all employees to
continually acquire and share knowledge.
Forces Influencing Working
and Learning (cont.)

63. How Managing Cultural Diversity can
Provide Competitive Advantage

64. Talent management -attracting,
retaining, developing, and motivating
highly skilled employees and managers.
It is becoming increasingly more
important because of:
occupational and job changes.
retirement of baby boomers.
skill requirements.
the need to develop leadership skills.
Forces Influencing Working
and Learning (cont.)

65. Customer service and quality emphasis
Total Quality Management (TQM) -a
companywide effort to continuously improve
the ways people, machines, and systems
accomplish work.
Forces Influencing Working
and Learning (cont.)

66. Core values of TQM
Methods and processes are designed to meet
the needs of internal and external customers.
Every employee in the company receives
training in quality, which is designed into a
product or service to prevent errors from
occurring rather than being detected and
corrected.
Forces Influencing Working
and Learning (cont.)

67. Core values of TQM
The company promotes cooperation with
vendors, suppliers, and customers to improve
quality and hold down costs.
Managers measure progress with feedback
based on data.
Forces Influencing Working
and Learning (cont.)

68. Customer service and quality emphasis
The Malcolm Baldrige National Quality
Award , created by public law, is the highest
level of national recognition for quality that a
U.S. company can receive.
The ISO 9000 is a family of standardsthat
include requirements for dealing with how to
establish quality standards and how to
document work processes to help companies
understand quality system requirements.
Forces Influencing Working
and Learning (cont.)

69. Categories and Point Value for the Malcolm
Baldrige National Quality Award
Examination

70. Customer service and quality emphasis
Six Sigma process -a process of measuring,
analyzing, improving, and then controlling
processes once they have been brought
within the narrow six sigma quality tolerances
or standards.
Training can help companies meet the quality
challenge by teaching employees statistical
process control and engaging in “lean”
processes.
Forces Influencing Working
and Learning (cont.)

71. Customer service and quality emphasis
Lean thinking-involves doing more with
less effort, equipment, space, and time, but
providing customers with what they need and
want.
ISO 10015-a quality management tool
designed to ensure that training is linked to
company needs and performance.
Forces Influencing Working
and Learning (cont.)

72. New technology
Is changing the delivery of training and
makes training more realistic.
Allows training to occur at any time and any
place.
Reduces travel costs.
Provides greater accessibility to training and
consistent delivery.
Forces Influencing Working
and Learning (cont.)

73. Provides the ability to access experts and
share learning with others.
Provides the possibility of creating a learning
environment with many positive features such
as feedback, self-pacing, and practice
exercises.
Allows companies greater use of alternative
work arrangements.
Forces Influencing Working
and Learning (cont.)

74. High performance models of work
systems
Work teams -involve employees with
various skills who interact to assemble a
product or provide a service.
Cross training -training employees in a
wide range of skills so they can fill any of the
roles needed to be performed on the team.
Forces Influencing Working
and Learning (cont.)

75. High performance models of work
systems
Virtual teams -teams that are separated by
time, geographic distance, culture, and/or
organizational boundaries and that rely
almost exclusively on technology to interact
and complete their projects.
Use of new technology and work designs
are supported by human resource
management practices.
Forces Influencing Working
and Learning (cont.)

76. Snapshot of Training
Practices
Key trends in learning initiative
investments:
Direct expenditures, as a percentage of
payroll and learning hours, have remained
stable over the last several years.
There is an increased demand for specialized
learning that includes professional or
industry-specific content.
The use of technology-based learning delivery
has increased from 11 percent in 2001 to 33
percent in 2007.

77. Snapshot of Training
Practices (cont.)
Self-paced online learning is the most
frequently used type of technology-based
learning.
Technology-based learning has helped
improve learning efficiency, and has resulted
in a larger employee–learning staff member
ratio.
The percentage of services distributed by
external providers dropped from 29 percent in
2004 to 25 percent in 2007.

78. Comparison of BEST Award Winners
and Benchmark Companies

79. Characteristics of BEST Award
Winners

80. The 2004 ASTD Competency
Model

81. Snapshot of Training
Practices (cont.)
In most companies training and
development activities are provided by
trainers, managers, in-house consultants,
and employee experts.
They can also be outsourced.
Training and development can be the
responsibility of professionals in human
resources, human resource development,
or organizational development.

82. Snapshot of Training
Practices (cont.)
As companies grow and/or recognize the
important role of training for business
success, they form an entire training
function, which may include instructional
designers, instructors, technical training,
and experts in instructional technology.
To be a successful training professional
requires staying up-to-date on current
research and training practices.

83. Blooms Taxonomy
In 1780 Abigail Adams stated, "Learning is
not attained by chance; it must be sought
for with ardor (love) and attended to with
diligence" .
Although, it received little attention when
first published in 1956, Bloom's Taxonomy
has since been translated into 22
languages and is one of the most widely
applied and most often cited references in
education.

85. 1-85
Blooms Taxonomy
Creating: can the student create new
product or point of view?
Evaluating: can the student justify a
stand or decision?
Analyzing: can the student
distinguish between the different
parts?
Applying: can the student use the
information in a new way?
Understanding: can the student
explain ideas or concepts?
Remembering: can the student
recall or remember the information?

86. The Context of Training and
Development
Training and development are not isolated
activities independent of the surrounding
environment and organization.
Environmental Context
Organizational Context

87. The Context of Training & Development
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Job Analysis
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Goals
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88. Environmental Scanning
.
Environmental Scanning
External
Natural Task
Porter’s 5
Forces
Societal
STEEP/
PESTEL
OT
Internal
SW

89. The Context of Training and
Development
Environmental Context
Globalization:
Pressure of improved productivity and the quality
of goods and services
Technology
New technologies can provide organizations with
improvements in productivity and a competitive
advantage.
Technology will only lead to productivity gains
when employees receive the necessary training to
exploit the technology

90. The Context of Training and
Development
Environmental Context
The Labor Market
Organizations can have trained and skilled
manpower in a scarce labor market
Change
Change is obvious and organizations can adapt
with changes through training their employees.

91. The Context of Training and
Development
Organizational Context
Strategy
SHRM : The align of human resources practices with
an organization’s business strategy
Training becomes strategic when aligned with business
strategy
Structure
Flat structure: Employees are expected to perform
tasks of managers and need to be trained on
managerial activities such as problem solving, decision
making, team work etc
Downsizing
Reengineering

92. The Context of Training and
Development
Organizational Context
Human Resources System
SHRM Links:
Link to business strategy
Link to others so that they work together to
achieve organization’s strategy

93. Quebecor World Incorporated
Case Study
Companies in Quebec with payrolls over $1 million are required by
law to spend 1 percent of their payroll on training, or pay a training
tax. They must also carefully document their training activities and
complete government forms every February. The main aspects of
the legislation are as follows:
1. Every February, companies must file paperwork in which they
indicate how they spent 1 percent of their total payroll on training.
2. If they have not spent at least 1 percent of their total payroll on
training, they must pay the difference to the government, and that
money is then used to fund training programs in companies that
have invested at least 1 percent in training.
3. Companies must use accredited training bodies, instructors, and
services that follow a code of ethics. All types of training are eligible.
4. General information about the participation of employees in
training exercises must be provided.
5. Companies that meet the 1 percent training investment can apply
for provincial training grants.
Source: Harding, K. (2003, June 4). A taxing way to train staff. The Globe and Mail, C1, C6.
Reprinted with permission from The Globe and Mail.Follow the book.

94. Case Incident:
Canadian American Transportation Systems
Canadian American Transportation Systems began running a new high -speed ferry
between Toronto and New York State in 2004. The marine industry is highly regulated
and most of the workers have no experience. So a great deal of training was needed
to meet the rigorous standards set by the U.S. Coast Guard and Transport Canada.
There are two mandatory levels of training. One is called SOLAS (safety of life at sea),
which involves a very basic familiarization of the vessel, basic life saving procedures,
and medical emergencies. There is also a more advanced program of survival training
called STCW (seafarers’ training certification and watch keeping). Employees were
taken to Olympic-sized pools where they had to jump in the water, get people into
safety rafts, and learn how to use equipment in cold water conditions. Good customer
service is also important, so employees need to understand the customer experience.
Questions
1. To what extent has the instructional system design (ISD) model of training and
development been used? Discuss how the ISD model is relevant for the training of the
new staff and how it can be applied.
2. Discuss the benefits of the training described in the case for the organization,
employees, and the public.
 Source: Garcia, C. (2004, May 17). CloseUp: Training and development. Canadian HR Reporter, 17 (10), 7–10.

95. Case Study: Flotation Ltd.
“Great course, Sam!” said the trainees as they walked out the door and headed for the parking lot. Just
like all the others. Sam Harris, a veteran trainer with Flotation Ltd., a manufacturer of life jackets and
other flotation devices, smiled as he gathered his notes together.
He had just finished two hours of wisecracking and slightly off-colour storytelling as he worked his way
through the third session of a human relations course for supervisors. “Keep ’em happy” was Sam’s
motto. Give the troops what they want, keep your enrolments up, and no one will complain.
Sam was good at it, too! For 20 years, he had earned an easy living, working the politics, producing
good numbers (of trainees) for the top brass to brag about (“We give each employee up to 26 hours of
training every year!”), and generally promoting his small training group as a beehive of activity.
Everybody knew Sam and everybody liked him. His courses were fun. He had no trouble convincing
managers to send their people. He put out a little catalogue with his course list every year in January.
He hadn’t had a cancellation in more than 10 years. Some managers said that training was the best
reward they had. Now, only three years from retirement, Sam intended to coast comfortably into
pension-land. All his favourite courses had long been prepared. All he had to do was make adjustments
here and there and create some trendy new titles.
But times were changing. The company president was thinking differently. “I need somebody to take a
close look at our training function,” he said. Sitting in the president’s office, Jenny Stoppard, the newly
hired Vice
President of Human Resources, wondered what he meant. Flotation Ltd. had a reputation as a
company with a well-trained workforce.
“We need to increase our productivity per person by 50 percent over the next three years,” the
president continued. “And you are going to spearhead that effort. We spend a lot on training and we
cycle people through a lot of courses. But I’m not satisfied with the bottom line. I know that while Dad
was president he swore by Sam and said he was the greatest. I don’t know anymore. Maybe a whole
new approach is needed. Anyway, I want you to take a close look at Sam’s operation.”

96. Case Study: Flotation Ltd Cont’d
Later in the day, the president called Sam into his office. “Sam, I want you to meet Jenny
Stoppard. I’ve just hired her as Vice President of Human Resources. She’s your new boss. I
think the next three years are going to be very exciting around here, and Jenny is going to be a
key player in the drive to increase our competitiveness. I want you to do everything in your
power to cooperate with her.”
Questions
1. Comment on Sam’s approach to training. Would you want him working for your company?
What are the benefits of his training to employees and the organization?
2. To what extent is training at Flotation Ltd. strategic? What would make it more strategic?
3. To what extent has Sam used the instructional systems design (ISD) model of training and
development? If he were to more fully use the ISD model, what should he do? Comment on
each step of the ISD
model.
4. How does Sam evaluate his training programs? Compare Sam’s evaluation to the president’s
objectives. If Sam were to evaluate training based on the president’s objectives, what would he
have to do? What do you think the results might be?
5. The president has asked Jenny to “take a close look at Sam’s operation.” What should she
do, and what should she report back to the president?

97. Important Questions
Broad
1. a. Define Training & Development.
b. Describe the organizational, employee and societal benefits of
training and development.
2. a. Explain Trojan Technologies’ motto of employee attraction &
retention.
b. How do Trojan Technologies develop leaders?
3. a. How is ISD Model a rational and scientific model of the training &
development process?
b. Discuss the application of the ISD Model.
Short
1.Difference Between training & Development
2.Difference Between Intrinsic benefits and Extrinsic benefits