NATURE OF TRAINING AND DEVELOPMENT

In simple terms, training and development refers to the imparting of specific skills, abilities and
knowledge to an employee. A formal definition of training & development is it is any attempt
to improve current or future employee performance by increasing an employees ability to
perform through learning, usually by changing the employees attitude or increasing his or her
skills and knowledge. The need for training & development is determined by the employees
performance deficiency, computed as follows:

Training & Development need = Standard performance Actual performance.

We can make a distinction among training, education and development. Such distinction enables
us to acquire a better perspective about the meaning of the terms. Training, as was stated earlier,
refers to the process of imparting specific skills. Education, on the other hand, is confined to
theoretical learning in classrooms.

Though training and education differ in nature and orientation, they are complementary. An
employee, for example, who undergoes training is presumed to have had some formal education.
Furthermore, no training programme is complete without an element of education. In fact, the
distinction between training and education is getting increasingly blurred nowadays. As more
and more employees are called upon to exercise judgments and to choose alternative solutions to
the job problems, training programmes seek to broaden and develop the individual through
education. For instance, employees in well-paid jobs and/or employees in the service industry
may be required to make independent decision regarding there work and their relationship with
clients. Hence, organization must consider elements of both education and training while
planning there training programmes.

Development refers to those learning opportunities designed to help employees grow.

Development is not primarily skill-oriented. Instead, it provides general knowledge and attitudes
which will be helpful to employees in higher positions. Efforts towards development often
depend on personal drive and ambition. Development activities, such as those supplied by
management developmental programmes, are generally voluntary.

To bring the distinction among training, education and development into sharp focus, it may be
stated that training is offered to operatives, whereas developmental programmes are
meant for employees in higher positions. Education however is common to all the
employees, there grades notwithstanding.

AIMS/OBJECTIVES OF TRAINING & DEVELOPMENT

The fundamental aim of training is to help the organization achieve its purpose by adding value
to its key resource the people it employs. Training means investing in the people to enable
them to perform better and to empower them to make the best use of their natural abilities. The
particular objectives of training are to:
 Develop the competences of employees and improve their performance;
Help people to grow within the organization in order that, as far as possible, its future
needs for human resource can be met from within;
Reduce the learning time for employees starting in new jobs on appointment, transfers or
promotion, and ensure that they become fully competent as quickly and economically as
possible.

INPUTS IN TRAINING AND DEVELOPMENTS

Any training and development programme must contain inputs which enable the participants to
gain skills, learn theoretical concepts and help acquire vision to look into distant future. In
addition to these, there is a need to impart ethical orientation, emphasize on attitudinal changes
and stress upon decision-making and problem-solving abilities.

Skills

Training, as was stated earlier, is imparting skills to employees. A worker needs skills to operate
machines, and use other equipments with least damage or scrap. This is a basic skill without
which the operator will not be able to function. There is also the need for motor skills. Motor
skills refer to performance of specific physical activities. These skills involve training to move
various parts of ones body in response to certain external and internal stimuli. Common motor
skills include walking, riding a bicycle, tying a shoelace, throwing a ball and driving a car. Motor
skills are needed for all employees from the clerk to the general manager. Employees,
particularly supervisors and executives, need interpersonal skills popular known as the people
skills. Interpersonal skills are needed to understand one self and others better, and act
accordingly. Examples of interpersonal skills include listening, persuading, and showing an
understanding of others feelings.

Education

The purpose of education is to teach theoretical concepts and develop a sense of reasoning and
judgement. That any training and development programme must contain an element of education
is well understood by HR specialist. Any such programme has university professors as resource
persons to enlighten participants about theoretical knowledge of the topic proposed to be
discussed. In fact organizations depute or encourage employees to do courses on a part time
basis. Chief Executive Officers (CEOs) are known to attend refresher courses conducted by
business schools. Education is important for managers and executives than for lower-cadre
workers.

Development

Another component of a training and development is development which is less skill oriented but
stressed on knowledge. Knowledge about business environment, management principles and
techniques, human relations, specific industry analysis and the like is useful for better
management of the company.
Ethics

There is need for imparting greater ethical orientation to a training and development programme.
There is no denial of the fact that ethics are largely ignored in businesses. Unethical practices
abound in marketing, finance and production function in an organization. They are less see and
talked about in the personnel function. If the production, finance and marketing personnel
indulge in unethical practices the fault rests on the HR manager. It is his/her duty to enlighten all
the employees in the organization about the need of ethical behavior.

Attitudinal Changes

Attitudes represent feeling and beliefs of individuals towards others. Attitude affects motivation,
satisfaction and job commitment. Negative attitudes need to be converted into positive attitudes.
Changing negative attitudes is difficult because

1. Employees refuse to changes

2. They have prior commitments
3. And information needed to change attitudes may not be sufficient

Nevertheless, attitude must be changed so that employees feel committed to the organization, are
motivated for better performance, and derive satisfaction from there jobs and the work
environment

Decisions Making and Problem Solving Skills

Decision making skill and problem solving skills focus on method and techniques for making
organizational decisions and solving work-related problems. Learning related to decision-making
and problem-solving skills seeks to improve trainees abilities to define structure problems,
collect and analysis information, generate alternative solution and make an optimal decision
among alternatives. Training of this type is typically provided to potential managers, supervisors
and professionals.

The Benefits of Employee Training

How Training Benefits the Organization:

Leads to improved profitability and/or more positive attitudes towards profit orientation.
Improves the job knowledge and skills at all levels of the organization
Improves the morale of the workforce
Helps people identify with organizational goals
Helps create a better corporate image
Fosters authenticity, openness and trust
Improves relationship between boss and subordinate
Aids in organizational development
learns from the trainee
 Helps prepare guidelines for work
Aids in understanding and carrying out organizational policies.
Provides information for future needs in all areas of the organization
Organization gets more effective decision-making and problem-solving skills
Aids in development for promotion from within
Aids in developing leadership skills, motivation, loyalty, better attitudes, and other
aspects that successful workers and managers usually display
Aids in increasing productivity and/or quality of work
Helps keep costs down in many areas, e.g. production, personnel, administration, etc.
Develops a sense of responsibility to the organization for being competent and
knowledgeable
Improves Labour-management relations
Reduces outside consulting costs by utilizing competent internal consultation
Stimulates preventive management as opposed to putting out fires
Eliminates suboptimal behavior (such as hiding tools)
Creates an appropriate climate for growth, communication
Aids in improving organizational communication
Helps employees adjust to change
Aids in handling conflict, thereby helping to prevent stress and tension.

Benefits to the Individual Which in Turn Ultimately Should Benefit the Organization:

Helps the individual in making better decisions and effective problem solving
Through training and development, motivational variables of recognition, achievement,
growth, responsibility and advancement are internalized and operationalised
Aids in encouraging and achieving self-development and self-confidence
Helps a person handle stress, tension, frustration and conflict
Provides information for improving leadership, knowledge, communication skills and
attitudes
Increases job satisfaction and recognition
Moves a person towards personal goals while improving interactive skills
Satisfies personal needs of the trainer (and trainee)
Provides the trainee an avenue for growth and a say in his/her own future
Develops a sense of growth in learning
Helps a person develop speaking and listening skills; also writing skills when exercises
are required. Helps eliminate fear in attempting new tasks

Benefits in Personnel and Human Relations, Intra-group & Inter-group Relations and Policy
Implementation:

Improves communication between groups and individuals:

Aids in orientation for new employee and those taking new jobs through transfer or
promotion
Provides information on equal opportunity and affirmative action
 Provides information on other government laws and administrative policies
Improves interpersonal skills.
Makes organizational policies, rules and regulations viable.
Improves morale
Builds cohesiveness in groups
Provides a good climate for learning, growth, and co-ordination
Makes the organization a better place to work and live

Who are the Trainees? Trainees should be selected on the basis of self nomination,
recommendations of supervisors or by the HR department itself. Whatever is the basis,
it is advisable to have two or more target audiences. For example, rank-and-file
employees and their supervisors may effectively learn together about a new work
process and their respective roles. Bringing several target audience together can also
facilitate group processes such as problem solving and decision making, elements
useful in quality circle projects.

Who are the Trainers? Training and development programmes may be conducted by
several people, including the following:
1. Immediate supervisors,
2. Co-workers, as in buddy systems,
3. Members of the personnel staff,
4. Specialists in other parts of the company,
5. Outside consultants,
6. Industry associations, and
7. Faculty members at universities.
Who among these are selected to teach, often, depends on where the programme is
held and the skill that is being taught. For example, programmes teaching basic skills
are usually done by the members of the HR department or specialists in other
departments of the company. On the other hand, interpersonal and conceptual skills for
managers are taught at universities. Large organizations generally maintain their own
training departments whose staff conducts the programmes. In addition, many
organizations arrange basic-skills training for computer literacy.

Lectures: Lecture is a verbal presentation of information by an instructor to a large audience.

The lecturer is presumed to possess a considerable depth of knowledge of the subject at hand. A
virtue of is mainly used in colleges and universities, though its application is restricted in training
factory employees this method is that is can be used for very large groups, and hence the cost per
trainee is low. Limitations of the lecture method account for its low popularity. The method
violates the principle of learning by practice. It constitutes a one-way communication. There is
no feedback from the audience.. Continued lecturing is likely to bore the audience. To break the
boredom, the lecturer often resorts to anecdotes, jokes and other attention-getters. This activity
may eventually overshadow the real purpose of instruction. However, the lecture method can be
made effective it if is combined other methods of training.
Audio-visual: Visuals Audio-visuals include television slides, overheads, video-types and films.
These can be used to provide a wide range of realistic examples of job conditions and situations
in the condensed period of time. Further, the quality of the presentation can be controlled and
will remain equal for all training group. But, audio-visuals constitute a one-way system of
communication with no scope for the audience to raise doubts for clarification. Further, there is
no flexibility of presentation from audience to audience.

On the job Training (OJT) Majority of industrial training is of the on-the-job-training type.
OJT is conducted at the work site and in the context of the job. Often, it is informal, as when an
experienced worker shows a trainee how to perform the job tasks.

OJT has advantages. It is the most effective method as the trainee learns by experience, making
him or her highly competent. Further, the method is least expensive since no formal training is
organized. The trainee is highly motivated to learn he or she is aware of the fact that his or her
success on the job depends on the training received. Finally, the training is free from an artificial
situation of a classroom. This contributes to the effectiveness of the programme.

OJT suffers form certain demerits as well. The experienced employee may lack experience or
inclination to train the juniors. The training programme itself is not systematically organized. In
addition, a poorly conducted OJT programme is likely. to create safety hazards, result in
damaged products or materials, and bring unnecessary stress to the trainees.

Programmed Instruction (PI) This is a method where training is offered without the
intervention of a trainer. Information is provided to the trainee in blocks, either in a book of
thought a teaching machine. After reading each block of material, the learner must answer a
question about it. Feedback in the form of correct answers is provided after each response. Thus,
programmed instruction (PI) involves:

1. Presenting questions, facts, or problems to the learner

2. Allowing the person to respond
3. Providing feedback on the accuracy of his or her answers
4. If the answers are correct, the learner proceeds to the next block. If not, he or she repeats
the same.

The main advantage of PI is that it is self-paced-trainees can progress through the programme at
their own speed. Strong motivation is provided to the learner to repeat learning. Material is also
structured and self-contained, offering much scope for practice.

The disadvantages are not to be ignored. The scope for learning is less, compared to other
methods of training. Cost of preparing books, manuals and machinery is considerably high.

Computer-Assisted Instruction (CAI) This is an extension of the PI method. The speed memory
and data-manipulation capabilities of the computer permit greater utilization of basic PI concept.
For example, the learner's response may determine the frequency and difficulty level of the next
frame.
CAI is an improved system when compared to the PI method, in at least three respects. First,
CAI provides for accountability as tests are taken on the computer so that the management can
monitor each trainee's progress and needs. Second, a CAI training programme can also be
modified easily to reflect technological innovations in the equipment for which the employee is
being trained. Third, this training also tends to be more flexible in that trainees can usually use
the computer almost any time they want, and thus get training when they prefer. Not to be
ignored is the fact that from CAI is as rich and colorful as modem electronic games, complete
with audio instruction displays. A deterrent with regard to CAI is its high cost, but repeated use
may justify the cost.

Simulation: A simulator is any kind of equipment or technique that duplicates as nearly as

possible the actual conditions encountered on the job. Simulation then, is an attempt to create a
realistic decision-making environment for the trainee. Simulations present likely problem
situation and alternatives to the trainee. For example, activities of an organization may be
simulated and the trainee may be asked to make a decision in support to those activities. The
results of those decisions are reported back to the trainee with an explanation of what would have
happened had they actually made in the workplace. The trainee learns from this feedback and
improves his/her subsequent simulation and workplace decisions.
The more widely held simulation exercises are case study, role playing and vestibu1 training.

Case Study: is a written description of an actual situation in business which provokes, in the
reader, the need to decide what is going on, what the situation really is or what the problems are,
and what can and should be done. Taken from the actual experiences of organizations, these
cases represent to describe, as accurately as possible, real problems that managers have faced.
Trainee studies the cases to determine problems, analyses causes, develop alternative solutions,
select the best one, and implement it. Case study can provide stimulating discussions among
participants as well as excellent opportunities for individuals to defend their analytical and
judgment abilities. It appears to be an ideal method to promote decision-making abilities within
the constraints of limited data.

Role playing: generally focuses on emotional (mainly human relations) issues rather than actual
ones. The essence of role playing is to create a realistic situation, as in case study, and then have
the trainee assume the parts of specific personalities in the situation. For example, a male worker
may assume the role of a female supervisor, and the supervisor may assume the role of a male
worker. Then, both may be given a typical work situation and asked to respond as they expect
others to do. The consequences are a better understanding among individuals. Role playing helps
promote interpersonal relation. Attitude change is another result of role playing. Case study and
role playing are used in MDPs

Vestibule Training: utilizes equipment which closely resembles the actual ones used on the job.
However, training takes place away from the work environment.

A special area or a room is set aside from the main production area and is equipped with
furnishings similar to those found in the actual production area. The trainee is then permitted to
learn under simulated conditions, without disrupting ongoing operations. A primary advantage of
vestibule training it relieves the employee from the pressure of having to produce while learning.
The emphasis is on learning skills required by the job. Of course, the cost of duplicate facilities
and a special trainer is an obvious disadvantage.

The advantage of simulation is the opportunity to 'create an environment' similar to real

situations the manager incurs, but without the high costs involved should the actions prove
undesirable. The disadvantage is (i) it is difficult to duplicate the pressures and realities of actual
decision-making non the job and (ii) individuals often act differently in real-life situations than
they do in acting out a simulated exercise.

Sensitivity Training: Sensitivity training uses small numbers of trainees, usually fewer than 12
in a Group. They meet with a passive trainer and gain insight into their own and others' behavior.
Meeting have no agenda, are held away from workplaces, and questions deal with the 'here and
now' of the group process. Discussions focus on 'why participants behave as they do, how they
perceive one another, and the feelings and emotions generated in the interaction process.

The objectives of sensitivity training are to provide the participants with increased awareness of
their own behavior and how others perceive them-greater sensitivity to the behavior of others,
and increased understanding of groups processes. Specific results sought include increased
ability to empathize with other, improved listening skills, greater openness, increased tolerance
of individual difference and increased conflict-resolution skills. The drawback of this method is
that once the training is over, the participants are themselves again and they resort to their old
habits.

Sensitivity training can go by a variety of names-laboratory training, encounter groups, or T-

groups (training groups). Table 9.9 shows some more techniques of training.

Training and Development

Training and Development in Domino's Pizza Turkey
As the Training and Development Department, we are happy and pleased in our part to strengthen
Domino's Pizza's position in Turkey's market as well as its position in the world market.
While we are providing this support, we make "constant development" our primary target, and train
all our employees accordingly. Our strategies, short, middle and long term goals, the needs of our
sector, our skills and values are also our primary focus when we plan our training programs. We
establish what kinds of knowledge and talents we need in all these fields through detailed research
and take our company's vision as our guiding light.
As a corporation with the mission of "Never stopping until our tastes are delivered with joy!", we
reflect this mission to our training programs and choose to have fun learning.
We understand that our employees have different profiles and transform this diversity into
opportunities and prepare our training materials regarding different education approaches.
Therefore, we aim to deliver the highest benefit to every component of our team while turning our
trainings into pleasant events.
We employ the training methods that are essential to the modern world, and aim to make the lives
of our employees easier by developing easy-to-understand applicable training tools. As we develop
our tools, we choose the information and talents we want to deliver reflecting real life situations.
Training for Everyone
No matter in which position you work at Domino's Pizza Turkey, you will undergo training.
All the employees in our Head Quarters know how to prepare our delicious pizzas; they can bake
them as well. Therefore, they intimately know the outcomes of the strategies they develop and the
support they provide.
Our business partners to be incorporated into the system as franchises go through a 3 months long
extensive training program. During this training, they have a chance to get acquainted with our
approaches, in-restaurant operations, standards and management culture. As a new entrepreneur,
we make sure that they do not feel neglected during this exciting period.
The franchisees completing this training with success obtain all the necessary information and skills
required to open their restaurants. They become a part of the Domino's Pizza Turkey's success with
mastering all processes.
Career Journey in Domino's Pizza Turkey
As the Domino's Pizza Turkey team, our target is to rise with our employees as we sustain our
growth with international acclaim. Therefore we support our employees in every step of their
careers with an appropriate training for their current positions and their future responsibilities.
Our entry level employees, flavor masters and flavor ambassadors, receive on site and class
trainings to learn the basic information and skills for performing their tasks. The career pathway is
defined and open to everyone to become the shift manager, assistant manager and restaurant
manager respectively. The employees obtain the necessary experience, information and skills to be
promoted to the next position through certification programs.
The employees who start working at Domino's Pizza Turkey at an entry level position can attend
such programs and reach the restaurant manager level in just 2 years and manage an high
profitable extended team that happens to be extraordinary as well. As the Training and
Development team, it is our pleasure to support our employees in their career journey and watch
them rise.
The position of restaurant manager is not the final career step. Different career opportunities such
as district manager, franchisee or CEO are always open to our employees who have the potential,
the will to succeed and service awareness.
Training, a Part of Our Culture
As the Domino's Pizza Turkey team, we are aware of the importance of sustaining the continuity of
education. That's why, all our leaders are also teachers. From CEO to restaurant manager, our
leaders in every level share their experiences with different target groups in our training programs
and help spread the knowledge. This is one of the secrets behind our success making us different
and extraordinary.
"Our Work is Our Life, and We are in the Work of our Lives."