Informal and Formal Training and Development

Informal Training and Development

Informal training and development is rather casual and incidental. Typically, there are
no specified training goals as such, nor are their ways to evaluate if the training
actually accomplished these goals or not. This type of training and development
occurs so naturally that many people probably aren't aware that they're in a training
experience at all. Probably the most prominent form of informal training is learning
from experience on the job. Examples are informal discussions among employees
about a certain topic, book discussion groups, and reading newspaper and journal
articles about a topic. A more recent approach is sending employees to hear
prominent speakers, sometimes affectionately called "the parade of stars".

Informal training is less effective than formal training if one should intentionally be
learning a specific area of knowledge or skill in a timely fashion. Hardly any thought
is put into what learning is to occur and whether that learning occurred or not.
(However, this form of training often provides the deepest and richest learning
because this form is what occurs naturally in life.)

Formal Training and Development

Formal training is based on some standard "form". Formal training might include:
a) declaring certain learning objectives (or an extent of knowledge, skills or abilities
that will be reached by learners at the end of the training),
b) using a variety of learning methods to reach the objectives and then
b) applying some kind(s) of evaluation activities at the end of the training.
The methods and means of evaluation might closely associate with the learning
objectives, or might not. For example, courses, seminars and workshops often have a
form -- but it's arguable whether or not their training methods and evaluation
methods actually assess whether the objectives have been met or not.

Formal, Systematic Training and Development

Systematic, formal training involves carefully proceeding through the following
phases:

a) Assessing what knowledge, skills and /or abilities are needed by learners;
b) Designing the training, including identifying learning goals and
associated objectives, training methods to reach the objectives, and means to
carefully evaluate whether the objectives have been reached or not;
c) Developing the training methods and materials;
d) Implementing the training; and
e) Evaluating whether objectives have been reached or not, in addition to the quality
of the training methods and materials themselves
A systematic approach is goal-oriented (hopefully, to produce results for the
organization and/or learners), with the results of each phase being used by the next
phase. Typically, each phase provides ongoing evaluation feedback to other phases in
order to improve the overall system's process.

Note, again, that not all formal methods are systematic. Some courses, workshops,
and other training sessions have goals, methods and evaluation, but they are not
aligned, or even integrated. The methods, in total, do not guide the learner toward
achieving the training goal. The evaluations are too often of how a learner feels about
the learning experience, rather than of how well the learning experience achieved the
goal of the training.
Self-Directed and "Other-Directed" Training
Self-Directed Training

Self-directed training includes the learner making the decisions about what training
and development experiences will occur and how. Self-directed training seems to be
more popular of late. Note that one can pursue a self-directed approach to informal or
formal training. For example, self-directed, informal training might include examples
of informal training listed above (book discussion groups, etc.), as long as the learner
chose the activities and topics themselves, either for professional or personal
reasons. Self-directed, formal training includes the learner's selecting and carrying
out their own learning goals, objectives, methods and means to verifying that the
goals were met.

Other-Directed Learning
Other-directed, formal training includes where someone other than the learner
specifies the training goals will be met in training, how those goals will be met and
how evaluation will occur to verify that the goals were met. This form of learning is
probably the most recognized because it includes the approach to learning as used in
universities, colleges and

training centres. This form of learning typically grants diplomas and certificates. Note
that this form of training, although readily available in
universities, etc., is usually somewhat "generic", that is, the program is geared to
accommodate the needs of the most learners and not be customized to any one
learner. Therefore, a learner may pay tuition fees to learn knowledge and skills that
he or she may not really need.
Another form of "other-directed', formal training is employee development plans. The
plans identify performance goals, how the goals will be reached, by when and who
will verify their accomplishment.
"Other-directed', formal training can be highly effective for helping learners gain
desired areas of knowledge and skills in a timely fashion. A drawback is that learners
can become somewhat passive, counting on the "expert" to show them what they
should be doing and when.

Cross Training

Many managers, including human resources directors, mistakenly believe that

employee motivation can be won through monetary rewards or other perks. They
learn soon enough that such perks are taken for granted and that money is not the
key to employee motivation. A professional and unified management, in a good work
environment, is the basis on which to build employee motivation.

While high employee turnover reflects on low morale and lack of motivation, when
seen from another angle, the absence of turnover quickly results in de-motivation
since the possibility of motion and forward-motion is taken away from employees. It
is against human nature to remain static, performing the same duties day in, day out,
without expectations of change in routine or opportunities for advancement.
Following a reading or lecture on the subject, managers sometimes implement "job
enrichment" in a misguided manner, adding un-rewarded responsibilities on the
shoulders of their supervisors and employees. This results in a feeling of exploitation
and has the reverse of the intended effect.

An effective training technique, which results in motivation, is cross training, when

implemented horizontally, upward and downward. Department heads, assistants and
employees can cross-train in different departments or within the department itself.
With background support, employees can have a one-day training in the role of
department head

("King for the Day"). When a General Manager is away, department heads can take
roles replacing him, which is a form of cross training.

This technique achieves the following objectives:

· Prevents stagnation
· Offers a learning and professional development opportunity
· Improves understanding of the different departments and the company as a whole
· Leads to better coordination and teamwork
· Erases differences, enmity and unhealthy competition
· Increases knowledge, know-how, skills and work performance
· Improves overall motivation
· Leads to the sharing of organizational goals and objectives.

Sending people to work in another department at a moment's notice is not what

cross training is about. This has to be an effective planned process. Employees must
"buy" into the idea, be encouraged to give feedback and make suggestions for
improvement. They become "partners". Departmental communications meetings can
be used to share lessons learned. When employees think "the grass is greener on the
other side of the lawn" they soon realize their mistake after exposure to other
departments. They return to their job with a better attitude.

Cross training can be used to "shake up" supervisors or employees who have lapsed
into poor performance. Upon being moved to a different position or department,
albeit temporarily, they hear "warning bells", shape up and usually return to their
positions as exemplary performers.
Depending on the budget at hand and the objectives to be achieved, the time for
cross training can vary from one day to a week or more. Details must be coordinated
with the "receiving” department head. The trainee is incorporated within the
department's activities for the duration of the cross training (briefings, meetings, or
obligations).

A more sophisticated form of cross training is job rotation, which usually involves
extended periods (from one month to six months). With job rotation, the employee's
role is of a different nature. He is not considered as trainee, but is responsible over
certain job functions, for which he has to prove himself.

Both cross-training and job rotation create a team of workers who are more
knowledgeable, can easily replace each other when needed and who gain new
confidence regarding their professional expertise. These two techniques lead to great
motivation throughout the company.

Employee Motivation
Motivation comes from within, from a person's own psyche, the innermost recesses of
the soul, secret desires and deep-rooted needs which motivate, "push" us towards
their satisfaction. What a manager can do is create an environment in which
employees can feel motivated.

Many people go through life obscuring their intrinsic nature, unaware of their "true
calling", their "motivations". People abandoned early dreams to deal with life's
realities and vicissitudes. They had to conform to society, family, the corporate world
and other circles, each of which dictates its code of conduct: how to think, feel, eat,
speak, behave and dress. Their true selves disappear, and get buried. It is only by
triggering and bringing out into the light people's intrinsic nature, gifts and secret
desires that we give them the opportunity to feel motivated. This is no attempt at
playing the psychologist, but a rough explanation of some basic precepts.

However deep and complex human nature is, all humans share basic needs that must
be addressed, ranging from shelter to more sophisticated drives. In his hierarchy of
needs, Abraham Maslow shows the gradual escalation of workers' drives and
motivations in this pyramid:

Self-Actualisation
Ego
Social Needs
Safety Needs
Physiological Needs

MASLOW'S HIERARCHY OF NEEDS

Applied to workers, it translates as follows:

Physiological Needs
Basic physical needs: the ability to acquire food, shelter, clothing and other basics to
survive

Safety Needs
A safe and non-threatening work environment, job security, safe equipment and
installations

Social Needs
Contact and friendship with fellow-workers, social activities and opportunities

Ego
Recognition, acknowledgment, rewards

Self-Actualisation
Realizing one's dreams, using one's gifts, talents and potential.

Once basic needs are satisfied, people want more. Progress is the essence of human
nature. When people's basic needs are addressed, their mind and soul, free of threat
and insecurity, open up to some of their innermost drives. People are often confused
between "superficial wants" and "inner drives." Some individuals are in pursuit of
material luxury, while others pursue their thirst for knowledge, artistic expression, a
need to lead or help others, play the hero or shine in society.

We cannot play the role of psychologists or psychoanalysts. However, it benefits the

company if we discover who every worker is, his/her drives, special gifts, abilities,
hopes and plans for the future. If we take time to discover this, understand what
makes this person "tick", we will be able to utilize this worker in the position, which is
the best "fit", a step ahead towards employee motivation. We must also clarify
management values, design and implement effective policies and techniques.

Every employee has a need for self-expression, entertains plans for professional
development and career advancement, and wishes to be

accepted as "family member", feel respect towards management and pride in his/her
work, receive acknowledgment and reward, be listened to and trusted. Through
strategic communications (including meetings) our duty is to share with employees’
company goals, market, industry and business information and future plans, and
invite employees to give feedback. We must learn how to place people in a role
where they can use their abilities
and make progress towards the realization of personal goals. Misplacements can
cause a company substantial financial loss due to turnover, accidents, lawsuits,
rebates, refunds, loss of customers and sales.

We must learn how to create a corporate culture and a supportive work environment.
This is done through leadership and management excellence, a human approach,
effective human resources strategies, "positive discipline", fair and just treatment to
all, clearly defined policies, career and personal development training programs
(including cross-training and job rotation), career pathing, organizational
communications, tools to facilitate communication, team assignments, reward
programs, objective appraisals, adequate pay, benefits and company activities.

It is important for employees to know that management is aware of their existence,

recognizes them, remembers their names and greets them. Managers who fail to
greet employees or respond to greetings lead to a high degree of de-motivation, lack
of trust and loyalty.
Individuals and departments need to be thanked for hard work and special feats and
be rewarded for contributions. Managers who encourage employees to use initiative
and set higher challenges for themselves achieve more positive results than those
who cause employees to compete with each other. Personal accomplishments at the
expense of others defeats teamwork and negatively affect service to customers.
Managers can win over employees' loyalty and best input by treating employees as
"partners" by showing care, listening and sharing.

Workplace Example

In order to achieve long-term results through training, we must broaden our vision to
include people development as part of our strategic planning. Although training
covers a broad range of subjects under the three main categories (skills, attitude,
knowledge), using the term "training" without linking it to "development" narrows our
concept of the training function and leads us to failure.
When we limit our thinking, we fall into the trap of:
· Classifying people into lots and categories
· Thinking of "trainees" as robots expected to perform a job function
· Dismissing the individual characteristics of people and the roles they play
· Focusing only on "what needs to be done" without adequately preparing the
trainees involved to accept and internalise what is being taught.

We are dealing with human thoughts, feelings and reactions, which must be given
equal (if not more) attention than to the skill itself. We thus create a double-focus:
people development and skills training. These two simultaneous objectives will give
us the right balance and guide our actions to reach our goal.

To clarify our training and development objectives, and identify our criteria for
success, we must ask ourselves a few questions:
· Do we expect an automatic, faultless job performance?
· Does attitude count?
· Does goodwill count?
· Do loyalty and dedication count?
· Does goal-sharing count?
· Does motivation count?
· Do general knowledge and know-how count?
· Do people-skills count?
· Does initiative count?
· Does a learning attitude count?
· Does a sense of responsibility count?
· Do team efforts count?
· Do good work relations count?
· Does creative input count?
· Do we want employees to feel proud of their role and contribution?

How can we expect such qualities and behaviour if we consider and treat our
personnel as "skills performers"? However, we could achieve the desired results if we
address the personal development needs of the employees involved.

When we plan for both "training" and "development", we achieve a proper balance
between the needs of the company and those of the trainees. The synergy created
takes us to new levels, to a continuing trend of company growth.

Our consideration of the people involved results in work motivation, goal sharing, and
a sense of partnership. Not only do the employee-trainees perform at the desired
levels, but they offer to the company and its customers their hidden individual gifts
and talents, and this reflects itself in the quality of service. Customers feel and
recognize efficient performance, motivation and teamwork. They become loyal
customers.
We can learn from the case of a small restaurant operator who had become
desperate at the negligent attitude of his servers, resulting in customer complaints.
He decided to seek professional expertise to help him replace his employees with
"motivated, trained" people fresh out of a waiter's training school.

Following some probing questions it came to light that, besides hourly pay, he did not
offer much to attract and retain loyal and dedicated employees. Through professional
consultation, he came to realize that even if he paid higher wages to new "trained"
employees, the problem would persist because employees want more than wages
from their work place. They want:
· Organization and professional management
· Information regarding the business and its customers
· Recognition for their role in the company's success
· Acknowledgement of their individual capacities and contributions
· Positive discipline / fairness
· A say in the way the business is run.

The restaurant operator realized that until then he had treated his employees as
"plate carriers" and this is exactly how they had behaved and performed. He was
ready to change his mode of operation: he diverted his focus to the needs of his
employees, re-structured his organisation, planned new operational strategies, a
human resources strategy, training and development guidelines, disciplinary rules
and regulations.

He communicated and shared these in a meeting with his employees and handed out
the employee handbook prepared for that purpose. He also reminded them of their
responsibilities towards the business, the customers, and themselves (taking charge
of their own training, development, and work performance). They were more than
pleased when he asked them to express their opinions, make comments and
suggestions.

He was surprised at the immediate transformation that took place. He began

receiving excellent reviews from his customers, the employees worked as a team,
their motivation skyrocketed and he never had to replace them! All this was
accomplished by extending the previous concept of training to that of training and
people development.
Training and Development represents a complete whole that triggers the mind,
emotions and employees' best work performance. It is not only business managers
and owners who must do this shift in thinking, but Human Resources Directors and
Training Managers (whose title should be "Training and Development" Managers). By
their actions, they should offer a personal example, coaching and guiding all the
people in an organisation to think "beyond training" and invest efforts in people’s:

· Professional development
· Personal development.

Contrary to what some managers think; people do not quit a place of work as soon as
they have grown personally and professionally through training and development
programs - at least they do not do so for a long while. They become loyal to their
employer and help him/her grow business-wise, which offers them more
opportunities. They chart their own course for career advancement within the
broader framework of organizational growth.

References:

http://www.mapnp.org/library/trng_dev/methods/slf_drct.htm. For additional

information about self-directed learning
http://www.alumni.caltech.edu/~rouda/T1_HRD.html. A perspective
on improving organizations and people

Appendix

· Informal and Formal Training and Development

o Informal Training and Development
o Formal Training and Development
o Formal, Systematic Training and Development

· Self-Directed and "Other-Directed" Training

o Self-Directed Training
o Other-Directed Learning
· Cross Training

· Employee Motivation

· Workplace Example