over the recent decades. Traditionally, training was considered to be job-focused, limited to the technical skills and abilities needed by public employees to perform specific tasks. As such, it was differentiated from education, which was considered to be broader in scope, more oriented toward a range of future jobs and generally provided by institutions of higher learning.
Traditionally, individuals obtained their education first and subsequently received training in the work environment. Recently, the distinction between training, education, and development have become blurred.
As public organizations find themselves needing to help employees learn about new technologies and skills, training, in many instances, has begun to look like what has traditionally been called education. The on-going debate in academia over the content of the courses suggested in MBA and Ph.D. programs is illustrative of the nature of these discussions.
training refers to learning experiences designed to enhance the short-term and/or long-term job performance of individual employees. In this respect, training is viewed as part of an on-going developmental process. Training needs to be linked with the organizational mission. So, when local governments plan their training activities, they need to provide the link with the organizational mission and local budget and implementation.
Some authors suggest considering training as investment decisions Eurich, and they should be made after careful consideration. It is usually advised that training activities should be examined from the perspective of their ability to influence individual job performance, rather than isolated experiences that may or may not contribute to the organization's success. McGehee and Thayer are usually regarded as the authors of the first textbook on training in organizations. They suggested a three-fold approach to determine the types of training and development experiences that should be implemented, including organizational analyses, task analyses, and person analyses. Accordingly, organizational analyses focus on the organization's ability to support training.
Task analyses focus on the knowledge, skills, abilities, and other personal characteristics required to perform the agency's task. Person analyses focus on the needs of the individual, identifying personal characteristics possessed by the particular individual. There are two basic questions must be addressed in the design of training activities. The first is the question of how a given course should be delivered. Who should participate? Where the course should be held? What types of learning tools should be used in the program? A second question is the creation of a learning experience that improves the transfer of knowledge. It is not enough for the trainees to learn; they must be able and willing to seek new abilities on their job. From the field of adult education, it is well known that adults are learning differently than children. First of all, adults have to know why they should learn something.
Thus, employees need to see training experiences as relevant to their current work environment. Second, trainees need to be self-directed; they should be active participants in the learning process. Third, both trainees and trainers must recognize that adult employees have a greater volume and different quality of experience than youth. In the design of training and development activities, a wide variety of instructional media is available to trainers and managers (Campbell, 1988; Goldstein, 1986; Latham, 1989). There are different instructional techniques that can be used, including lectures, case studies, simulations, role-play exercises, and small-group discussions. Regardless of the particular technique, trainees should be active participants in the learning process. They should have an opportunity to practice their knowledge and skills in a scenario that closely resembles the actual job situation. Also, participants should receive feedback.
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