FREE ESSAY ON INFORMAL AND FORMAL TRAINING, DEVELOPMENT

INFORMAL AND FORMAL TRAINING, DEVELOPMENT

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