Self Learning Material Training & Development

Self Learning Material

Training & Development(MBA-962)

Course: Master Business Administration

Semester-III

Distance Education Programme

I.K. Gujral Punjab Technical University

Jalandhar

SyllabusTraining & Development (MB-962)

Objective: To create understanding among students for need, importance and implementation oftraining so as to achieve employee development.

UNIT- I

Training and Development: Meaning & Concepts. Importance & Objectives of Training &Development, Process and Significant of T&D, Identification of Training Needs, Methods ofTraining needs, Principles and theories of Learning.

UNIT-II

Types of Training & Development Methods, Training and Development System, Training &Development Centers, Role of External Agency in Training and Development, Training forchange, Resistance in Training.

UNIT-III

Developing Effective Trainers, Designing & Implementing Training Programs. Approaches toManagement Development, Designing & Implementing Development Programmers, TeamBuilding Exercises, Management Games, Simulations.

UNIT-IV

Evaluation of Training and Development Programs, Criteria, Problem and Steps Involved inevaluation. Kirkpatrick Model of Evaluation, CIRO Model, Cost-Benefit Analysis of Training.Emerging issues in Training and Development in India. Evolving Training Policy.

Note: Relevant Case Studies should be discussed in class.

Suggested Readings:

1. Dayal ,I ‘Manpower Training in organizations’ Prentice Hall of India, New Delhi2. Craig ,Robert ‘Training and Development’ McGraw Hill, New York3. Lynton,R.P and U.Pareek ‘Training and Development’ Irwine Doresy, Hopwood4. Reddy ‘Effective Human Resource Training and Development Strategy’ Himalaya

Publications5. Goldstein ‘Training in Organisations’ Cengage Learnings6. Radha Sharma - 360 Degree Feedback, Competency Mapping and Assessment Centres7. Biswajeet Pattanayak : Human Resources Management8. Armstrong M.A. : Handbook of Human Resource Management Practice Cogan Page,

London

Table of Contents

Lesson No. Title Written by Page No.

1 Training & Development: Meaning,

Objectives and Importance

Ms. Tejbir Kaur, Department ofMangement, Shri Guru GranthSahib World University,Fatehgarh Sahib

1

2 Process of Training & Development Ms. Tejbir Kaur, Department ofMangement, Shri Guru GranthSahib World University,Fatehgarh Sahib

18

3 Types of Training and Development Ms. Rajpreet Kaur 35

4 Training and Development System Ms. Rajpreet Kaur 54

5 Role of External Agency Ms. Rajpreet Kaur 71

6 Training Programs Ms. Rajpreet Kaur 90

7 Approaches To Management andDevelopment

Ms. Rajpreet Kaur 107

8 Development Programs Ms. Rajpreet Kaur 123

9 Evaluation of Training andDevelopment Programs & TrainingPolicy

Ms. Tejbir Kaur, Department ofMangement, Shri Guru GranthSahib World University,Fatehgarh Sahib

144

10 Evaluation Ms. Tejbir Kaur, Department ofMangement, Shri Guru GranthSahib World University,Fatehgarh Sahib

168

11 Emerging issues Ms. Tejbir Kaur, Department ofMangement, Shri Guru GranthSahib World University,Fatehgarh Sahib

187

Written by:Dr.Gurdeep Singh,

HMV College, Jalandhar

Reviwed by:Dr. Diksha,

SD College,Chandigarh

© IK Gujral Punjab Technical University JalandharAll rights reserved with IK Gujral Punjab Technical University Jalandhar

LESSON – 1

Training & Development: Meaning, Objectives and Importance

Structure

1.1 Objectives

1.2 Introduction

1.3 Definitions of Training & Development

1.4 Key concepts in training & Development

1.5 Difference between Training & Development

1.6 Objectives of training & Development

1.7 Importance of training & Development

1.8 Training & Education

1.9 Summary

1.10 Glossary

1.11 Answer to Check Your Progress

1.12 References

1.13 Suggested Readings

1.14 Terminal and Model Questions

1.1 OBJECTIVES

After reading this lesson, you should be able:

To understand the meaning of terms training & Development.

To bring out the main objectives of training & Development

To comprehend the importance of training & Development.

1.2 INTRODUCTION

Training is a continuous activity. If we look back in the history of human evolution, we will

find many examples of our ancestors undergoing training. In the era of stone-age, people

trained themselves to fulfill their basic needs like food and shelter. In metal-Age era, they

took one further step and trained themselves by learning use of various metals for purpose of

cooking. In monarchical era, we find examples of kings sending their sons/ daughters to

Gurukul , which was a form of residential training . This residential type of training has taken

a new form of apprenticeship training in present era.

Training assumes great significance for organizational productivity. Now a day, while formal

education is needed to become earning in life, training is also required to become job-

oriented. Training is kind of skill learning. Then a question arises in our minds , what is the

difference between education & training? The answer lies in a very basic difference between

the two, that Education is general in purpose but training on the other hand is practice

based.Also, the former is wider in scope and the later is organization specific.

Training plays a very important role in developing employees and improving their key skills

& core competencies. As the technology is changing every day, it becomes necessary that

employees update their skills, abilities, knowledge and technical expertise . The employers

have become demanding in nature & wants high interpersonal skills along with decision

making & problem solving skills among their employees, which is possible through training

only.

1.3 DEFINITIONS OF TRAINING & DEVELOPMENT:

Training is a very well known concept in the area of human resource development. It is

mainly related with that concept when an organization tries to develop skills of their

employees to a certain level which can match with the desired standard. Training is an

extremely valuable tool that helps an employee to complete their job appropriately,

successfully, and carefully. Thus we can say that Training is such an activity which helps

employees to increase the knowledge and ability for doing a particular task.

In the words of Dale S. Beach training is “the organized procedure by which people learn

knowledge and/or skill for a definite purpose”.

“Training is defined as learning that is provided in order to improve performance on the

present job (Nadler, 1984).”

“Training is the acquisition of technology that permits employees to perform their present job

to standards. It improves human performance on the job the employee is presently doing or is

being hired to do. In addition, it is given when new technology in introduced into the

workplace.”

“Development is helping people to acquire new horizons, technologies, or viewpoints. It

enables leaders to guide their organizations onto new expectations by being proactive rather

than reactive. It enables workers to create better products, faster services, and more

competitive organizations.”

“Training is the act of increasing the knowledge and skills of an employee for performing the

job assigned to him. It is a short-term process. After an employee is selected, placed and

introduced in an organization he must be provided with training facilities so that he can

perform his job efficiently and effectively whereas Development is a long-term educational

process utilizing an organized and systematic procedure by which managerial personnel learn

conceptual and theoretical knowledge for general purpose. It covers not only those activities

which improve job performance but also those activities which improves the personality of an

employee.”

“Training refers to the teaching and learning activities carried on for the primary purpose of

helping members of an organization acquire and apply the knowledge, skills, abilities, and

attitudes needed by a particular job and organization.”

According to Edwin Flippo, “training is the act of increasing the skills of an employee for

doing a particular job”.

“Training involves the development of skills that are usually necessary to perform a specific

job. Its purpose is to achieve a change in the behaviour of those trained and to enable them to

do their jobs better.”

According to Mathis & Jakson, “Training is a learning process whereby people will aquire

skills, concepts, attitudes or knowledge to aid in the achievement of goals”.

According to Advice Saint, “ Training includes any efforts within the organization to teach ,

instruct, coach, develop employees in technical skills , knowledge, principles, techniques and

to provide insight into the attitudes towards the organization”.

Training makes recently appointed employees completely creative in lesser time. Training is

equally necessary for the old employees whenever new machines and equipment are

introduced and/or there is a change in the techniques of doing the things. Training is a

constant process and does not discontinue at any stage. The top management shall make sure

that any training related programme should make effort to always bring positive change in the

understanding level, skills, and attitude of the workers.

1.4 KEY CONCEPTS IN TRAINING & DEVELOPMENT

Training: “Training is the act of increasing the knowledge and skill of an employee for

doing a particular job. Training is a process in which the trainees get an opportunity to learn

the key skills which are required to do the job. Learning with earning is known as training. It

helps the employees to know the complete job requirements.”

Development: “The training for the top level employees is considered as development, also

known as management or executive development. It is a systematic on-going procedure in

which managerial staff learns to enhance their conceptual theoretical knowledge. It helps the

individual to bring efficiency and effectiveness in their work performances. Development is

not only limited to a specific task, but it aims to improve their personality and attitude

for their all round growth which will help them to face future challenges. It changes the

mindset of the employees and makes them more challenging or competing.”

Learning: refers to acquisition of knowledge by an individual employee or a group of

employees who are willing to apply that knowledge in future to make their jobs more

intresting and want to increase their efficiency.

Knowledge: this terms refers to what individuals or teams of employees actually know . The

knowledge can be of two types ; Tacit or Explicit knowledge.

Tacit Knowledge:The knowledge which an individual gains through his/ her personal

experience . This type of knowledge is very difficult to communicate with others. E.g

personal interaction by one employee with other employees.

Explicit knowledge: This type of knowledge is very formal in nature which can be easily

communicated with others e.g books, company manuals, brochures etc.

Outsourcing: it refers to use of a third party or outside agency to provide all type of training

& development related activities including administration, design, delivery and feedback.

This practice is very common these days in India as well. A survey conducted by SHRM

shows that almost 57 percent of HR professionals who were part of survey, outsource all or

part of their training related programs.

Training need assessment: It is a process which is used to find or determine weather

training is needed in a particular company or not. Usually, need assessment involves three

types of analysis i.e organizational analysis, person analysis & task analysis.

1.5 DIFFRENCE BETWEEN TRAINING & DEVELOPMENT

The differences between “training and development” can be illustrated as under:

1. In Training , new joinees knows about the key skills which are needed for their job

because it is a one time learning process. On the other hand Development is the

process of learning new things by the present employees for their overall

development .

2. Development is for longer duration and is a continuous process whereas Training is a

short term process which may last from 3 to 6 months.

3. The focus of Training is on development of skills and knowledge for current job of

employees only. whereas, focus of development relies upon creating knowledge,

understanding of key concepts and imbibing competencies so that future challenges

can be overcome.

4. There is a limited scope of training , because it is specifically job oriented. On the

other hand, development is known as career oriented concept hence the scope of

development is relatively bigger as compared to training.

5. In training, there is a trainer who will instruct trainees at the time of training. On the

other hand, In contrast to development, the manager or the person concerned self

directs himself for all the future assignments which help them in personal growth and

development.

6. Many individuals collectively attend training program which means it is collectivist

kind of procedure on the other hand, Development is a “self assessment procedure”

and hence the individual person can be held responsible for one’s own growth.

A comparison of Training & Development can be seen in the table below :

S.

NO

POINTS OFCOMPARISON

TRAINING DEVELOPMENT

1 Meaning Training is type of learning

process with which employees

can develop their present

skills, their competencies and

can enhance their knowledge

required for their present Jobs.

Development is such an

educational process through which

employees of the organization

learns about how to apply

theoretical knowledge needed for

their in general growth.

2 Aim Training is always Specific to

one’s job .

Development is related with

Conceptual and general knowledge

of an individual.

3 Focus The focus of training is on

Present.

The focus of training is on Future.

4 Concentration The Concentration of

training is on Job of

employees.

The Concentration of

development is on Career of

employees.

5 Instructor The person who instructs is

called Trainer.

The person who is responsible for

instructions is Individual himself

in case of development.

6 Objective “To improve the work

performances of the

employees”.

“To prepare employees for future

challenges”.

Check Your Progress A

1. Check if following statements are true or False:

(i) Training involves lot many individuals.

(ii) The aim of development is to gain specific job related knowledge..

(iii) Tacit Knowledge is the knowledge which an individual gains through his/ her

personal experience.

(iv) There is no need for trainer in training.

Activity A:

Conduct a phone or personal interview with a manager of any company. Ask this person to

describe/discuss the role of training & Development policies played in the company and write

down your experience about the same.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

7 Number of

ParticipantsMany Only one

8 Term Short Term Process Long Term Process

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

1.6 OBJECTIVES OF TRAINING :

This becomes utmost responsibility of every organization to provide training to all the

employees whatsoever their qualifications and skills be.

Specifically the objectives for training are:

1. To meet with Environmental changes:

With the emerging Mechanization, computerization, and automation, many changes have

occurred with which organization’s demand for trained staff has increased. So to meet with

such environmental changes, organization’s having to train the employees so as to improve

their skills at par with latest technology.

2. To match up with Organizational complexity:

Modern inventions and up gradation in technology has made many of the organizations

working very complex. With such complexities, the problem of coordination has emerged.

Thus, training has become essential for small as well as big organizations.

3. To make good Human relations:

To deal with human problems, all organizations need to uphold good human relations, and

due to this reason training has become as one of the basic conditions. Training involves

human interactions and communication and good communication is the key to good human

relations.

4. To match the job requirements with that of organizational needs:

Irrespective of past experience and skills of employees, sometimes employees could not

match up with the desires of the job and the organization,. Most of the times, there exists a

gap between an employee’s present skills and abilities with that of the organization’s

requirements. Thus training becomes essential for filling this gap.

5. To match up with employees needs in changing job assignments:

Whenever an existing employee gets promotion or is transferred to some another department

or plant, training becomes mandatory. To furnish the old employees with new technologies,

Training is required.

6. To Beat the Competition: Gone are those days when business was localized . Now a days

business has assumed national as well as international dimensions. Competition is rising

with each passing day. In such a competitive atmosphere only that organisation can survive

which will be in touch with the customers and provide best quality of goods. Thus employees

need specific training to meet needs of customers so as beat such tough competition.

1.7 IMPORTANCE OF TRAINING & DEVELOPMENT

Training & Development is absolutely vital in this competitive environment. It is an

significant movement of HRD which helps in improving the present skills of workers.

Training is beneficial for the employees in terms of efficiency and effectiveness.

It is also good in the development of “self confidence” and makes employees proficient in

self management.

The steadiness and advancement of the business depends upon the kind of training imparted

to the workers.

Training becomes binding under each and every step of “expansion and diversification”.

Training can improve the eminence and decrease the wastages to the least amount.

Training and development is also very essential to become accustomed as per the changing

environment.

Training and career development are very important in any corporation or group that aims at

making progress for future.

Training simply refers to “the process of acquiring the essential skills required for a certain

job. It targets specific goals, for instance understanding a process and operating a certain

machine or system”. Whereas Career development, puts stress on broader skills, which are

valid in a broad assortment of situations. This includes decision making, thinking artistically

and managing people.

1. To give good Orientation to newly recruited employees

Training is predominantly important for new employees. This can be conducted by someone

within the company and can serve as a stepping stone for new employees so that they can

match up easily with the policies & processes of the company and address any skill gaps.

II. It Helps employees remove their weaknesses:

Most workers have assured weaknesses inside them which hamper them from giving the best

of their services. Training assists such employees in eradicating these weaknesses, by

reinforcing their skills. A well organized development program helps employees gain similar

skills and knowledge, thus bringing them all to a higher identical level. With such training

programs, the whole workforce of organization becomes reliable, so the company or

organization doesn’t have to rely only on specific employees.

III. It Improves worker performance:

A properly trained employee becomes more informed about procedures for various tasks. The

worker confidence is also boosted by training and development. This confidence comes from

the fact that the employee is fully aware of his/her roles and responsibilities. It helps the

worker carry out the duties in better way and even find new ideas to incorporate in the daily

execution of duty.

IV.Training enhances Consistency in performance:

A well organized training and development program gives the workers constant knowledge

and experience. Consistency is very vital when it comes to an organization’s or company’s

procedures and policies. This mostly includes administrative procedures and ethics during

execution of duty.

V.Training Can Boost Employee overall Job Satisfaction:

Training and development makes the employee also feel satisfied with the role they play in

the company or organization. This is driven by the great ability they gain to execute their

duties. They feel they belong to the company or the organization that they work for and the

only way to reward it is giving the best services they can. Employees with access to training

and development programs have the advantage over employees in other companies who are

left to seek out training opportunities on their own. The investment in training that a company

makes shows the employees they are valued. The training creates a supportive workplace.

Employees may gain access to training they wouldn't have otherwise known about or sought

out themselves. Employees who feel appreciated and challenged through training

opportunities may feel more satisfaction toward their jobs.

VI. Overall Productivity is improved:

Through training and development the employee acquires all the knowledge and skills needed

in their day to day tasks. Workers can perform at a faster rate and with efficiency thus

increasing overall productivity of the company. They also gain new tactics of overcoming

challenges when they face them.

VII. Improved Quality of Products & Services:

Employees gain standard methods to use in their tasks. They are also able to maintain

uniformity in the output they give. This results with a company that gives satisfying services

or goods.

VIII. Cost can Be Reduced:

Training and development results with optimal utilization of resources in a company or

organization. There is no wastage of resources, which may cause extra expenses. Accidents

are also reduced during working. All the machines and resources are used economically,

reducing expenditure.

Ix: Less need of Supervision:

The moment they gain the necessary skills and knowledge, employees will become more

confident. They will become self reliant and require only little guidance as they perform their

tasks. The supervisor can depend on the employee’s decision to give quality output. This

relieves supervisors the burden of constantly having to give directives on what should be

done.

X. Good Company Image:

When employees of an organization are well trained, they perform tasks given to them on

time and they deal with clients in a good manner which creates a long lasting impression in

client’s mind. The client’s want to deal with such employees again and again and thus long

term relationships are built. Thus it leads to creation of good image for the company.

Activity B:

Conduct a phone or personal interview with a manager of any company. Ask this person to

describe/discuss the role of training & Development policies played in the company and write

down your experience about the same.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

Check Your Progress B

1. State which of the following alternative is correct.

(i) Training need assessment involves ………………. Analysis.

(a) Human (b) Organizational (c) physical (d) Production

(ii) Development is viewed as an …………….. Process.

(a) Educational (b) very costly (c) mandatory (d) Inefficient

(iii) Training helps in achieving.

(a) Individual goals (b) Organisational goals (c) Both of these

(d) None of these

(iv) Training is viewed as

(a) a process (b) unimportant (c) bad (d) None of these

1.8 TRAINING & EDUCATION

Training involves increase of knowledge and skills of employees in doing their present jobs.

The burden for conducting training lies with the department of HRD of particular corporation

or sometimes there are full fledged training & Development departments for such activities.

On the other hand , education deals with general knowledge essential for every individual

which is concerned with understanding about a particular environment. Education is broader

in terms of its scope. Training is Task oriented but education is person oriented concept.

Education is provided to individuals through schools, colleges & universities whereas

training is company or corporation specific concept which is practice based only.

No doubt, education and training differ in terms of their nature , they cannot be considered as

apart from each other, they are complimentary in nature. There exist part of training in every

educational session of an individual and there exist education in each training session of

corporate employees. Thus training & Education go side by side and happen occur

simultaneously.

1.9 SUMMARY

In this ever changing and hasty business world, training and development is an crucial

function. Most of the times, organizations put Training and development at the lowest side in

terms of their priority list which is a big blunder. When training sessions are organized, they

are often at the diligence of the human resources department of that particular organization.

Sometimes HR departments also conduct such sessions as part of their work only and not

much sincerely. However, it is of gigantic value for organizations if proper training and

development sessions are conducted for employees. Training allows employees to acquire

new skills, sharpen existing ones, perform better, increase productivity and be better leaders.

Since a company is the sum total of what employees achieve individually, organizations

should do everything in their power to ensure that employees perform at their peak. Thus , to

enhance the performance of employees in all the spheres , organizations must focus on

providing quality training to its employees so as to develop their carrier in particular and in

enhance skilled individuals in general.

1.10 GLOSSARY

Training: Training simply means the act of increasing the knowledge and skill of an

employee for doing a particular job.

Development: Development is the training process of the existing employees for their all

round development.

Learning: To quire some new knowledge so as to apply that knowledge in future course of

action.

1.11 ANSWERS TO CHECK YOUR PROGRESS


1) (i) true

(ii) false

(iii) true

(iv) false


1) (i) (b) Organizational

(ii) (a) Educational

(iii) (c) Both of these

(iv) (a) A process

1.12 REFERENCES

1. Noe . A. Raymond, Employee Training and Development , Tata Mc Graw Hill

Education Private Limited, New Delhi.

2. Sharma Tejinder, Training Process-An Overview; role, responsibilities and challenges

to Training Manager, Lesson no 1, OBH 412 Available at

http://www.ddegjust.ac.in/studymaterial/mba/obh-412.pdf

3. http://www.yourarticlelibrary.com/human-resource-development/training-meaning-

definition-and-types-of-training/32374/ retrieved on 10-5-2015

1.13 SUGGESTED READINGS

1. B. Jankiram, Training & Development(Indian text Edition),Wiley Publishers, New

Delhi

2. G. Pandu Naik, Training & Development, Text , research & Cases, Excel Books,

New Dehi.

3. Dayal ,I Manpower Training in organizations Prentice Hall of India, New Delhi

4. Lynton,R.P and U.Pareek Training and Development irwine Doresy, Hopwood

5. Aparna Raj, "Training & Development (MBA, P.T.U.) 1st Edition, Reprint

1.14 TERMINAL AND MODEL QUESTIONS

1. What do you understand by ‘Training’? Explain its objectives.

2. Discuss the importance of training & Development from the point of view of present

business organizations.

3. Explain the key concepts involved in training & Development.

4. Differentiate b/w training and development?

5. Do you think training & development is necessary for an organization? Why or why

not? Give reasons in favor of your opinion.

6. Explain about philosophy of training.

7. Differentiate between training & education.

Chapter 2 – Process of Training & Development

Structure

2.1 Objectives

2.2 Introduction

2.3 Process of Training & Development

2.4 Significance of Training & Development

2.5 Identification of Training Needs

2.6 Principles of Learning

2.7 Theories of Learning

2.8 Summary

2.9 Glossary


2.11 References



2.1. Objectives:


To understand the Significance and Process of training & Development.

To understand Identification of Training Needs and methods associated with Training

Need.

To apply methods and theories of Learning.

2.2. Introduction: Training is a very gainful investment which can be made by an

organization . Almost each and every organization follows effective training process No

matter whatever is the kind of business or whatever is the type of industry one belongs to.

The need for training employees must always be taken care by the employer’s as the cost

involved in training can always bring fruitful results. With the growth of business and

Industry, more jobs are created and can be made available to people. To meet Customer

demands, keep a very high employee morale, enhanced employee productivity, and reduced

employee turnover are just few of some factors needed for implementing training in an

organization. It becomes of utmost importance that all kind of training programmes to be

conducted in an organization must obtain support from the top management as they must be

convinced in advance why they need to put money into training event. Training is always a

team effort and it must be taken very seriously & implemented by all members of the

organization so that all the efforts can be fully successful.

2.3. Process of training & Development:

The following steps can be called the process of Training & Development:-

Figure : Steps involved in training & Developmet

1. Identification of Training Needs

To identify a Training need means to set some difference between “standard performance

and actual performance”. Hence, “it tries to bridge the gap between standard performance and

actual performance”. Such gap will clearly underline to all the stakeholders that what is the

need for training of employees.

2. Establishment of Specific Objectives

After training needs are identified , the organization have to determine the objectives of

training. Hence, “the primary purpose of training should focus to bridge the gap between

standard performance and actual performance”. This becomes possible only by setting

Identification of Training Needs

Establishment of Specific Objectives

Selection of Appropriate Methods oftraining

Implementation of Training Program

Evaluation of Training Program

Feedback of Training Program




















Identification of Training Needs

Establishment of Specific Objectives

Selection of Appropriate Methods oftraining

Implementation of Training Program

Evaluation of Training Program

Feedback of Training Program




















training objectives. The main objective of providing training shall be to do a matching

between employee and their job.

3. Selecting of right Method of training

With Training methods, an organization can attain their desired objectives for training. After

an organization determines the real need for training and when they are done with

specification of training objectives, the next major task is to choose an appropriate

training method so that the stated objectives can be achieved easily. Large number of training

methods are available but it is responsibility of HR department to judge the suitability of the

method so that organizational training needs can be met.

4. Implementation of Training Program

The actual implementation of training takes place after appropriate method of training is

selected. The prepared training plans are implemented by the trainers to get the needed

output. During this step, training is provided to employees so that they can be developed for

their future performance in organization.

5. Evaluation of Training Program

“It consists of an evaluation of various aspects of training in order to know whether the

training program was effective”. In other words, “it refers to the training utility in terms of

effect of training on employees' performance”.

6. Training Program Feedback

Feedback of every training program is very important aspect .Every organization must create

“a feedback mechanism in order to identify the weak areas in the training program” and

related improvement shall be taken care in all future training programs. For this purpose,

information related to trainer, material in which training is provided ,class room, food,

boarding & lodging , key concepts covered in the session is collected from trainees. The

collected information is then “tabulated and analysed” to find various problem areas as

indicated by the participants and organizations must implement changes in all future training

sessions.

2.4. Significance of training & Development:

Training and development is vital part of the human resource development. It is assuming

ever important role in wake of the advancement of technology which has resulted in ever

increasing competition, rise in customer’s expectation of quality and service and a subsequent

need to lower costs. It is also become more important globally in order to prepare workers for

new jobs. In the current write up, we will focus more on the emerging need of training and

development, its implications upon individuals and the employers.

Noted management author Peter Drucker said that “the fastest growing industry would be

training and development as a result of replacement of industrial workers with knowledge

workers. In United States, for example, according to one estimate technology is de-skilling 75

% of the population. This is true for the developing nations like India and for those who are

on the threshold of development”. In Japan, as the number of female workers joining

“traditionally male jobs” is increasing, training is needed not only to teach them the necessary

job skills but is also required to prepare them for such jobs which demands physical efforts.

They are provided with training in everything from “sexual harassment policies to the

necessary job skills”.

According to Sharma T., “Fostered by technological advances, training is essential for any

human resource development exercise in organizations in the rapidly changing times of

today. It is an essential, useful and productive activity for all human resources working in an

organization, irrespective of the job positions that they hold. It benefits both employers and

the employees, as will be discussed later. The basic purpose of training is to develop skills

and efficiency. Every organization has to introduce systematic training programmes for its

employees. This is because trained personnel are like valuable assets of an organization, who

are responsible for its progress and stability. Training is important as it constitutes a vital part

of managerial control.”

Activity A:

Conduct a phone or personal interview with HR manager /Training Manager of any

company. Ask this person to describe/discuss the process followed for any recent

training Program held in the company and Compare the steps followed in the training

program with that of as given in this chapter.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

2.5: Identification of Training Needs

Training is a luxurious process in terms of money as well as time and also the other resources

spent on it . Thus every organization has an important question in mind before spending on

training and that is “whether there lies an actual need of training or not. ” The answer for this

question lies in a process known as “training needs analysis” which is the foremost step in the

process of “training and development”.

“Training needs analysis is a systematic process of understanding training requirements. It is

conducted at three stages - at the level of organisation, individual and the job, each of which

is called as the organisational, individual and job analysis. Once these analyses are over, the

results are collated to arrive upon the objectives of the training program”.

Another view of the training need is “it is the discrepancy between what is and what should

be”. A very interesting fact related to need analysis arrived when a need analysis survey

conducted by world bank concluded that “many of its units in eastern regions of Europe

required transformation from state owned business to self sustaining organisations”. Thus

they contacted number of universities and asked them to develop certain modules which are

really necessary before conducting any type of training

Although every step in the whole training process is exceptional, needs analysis reserves a

special place because it lays foundation for what type of training is actually required.

As mentioned earlier, the needs analysis / assessment is carried out at three levels -

organisational, Individual and Job. Each one of them is discussed in detail in the following

section:

Organisational Analysis

“The organisational analysis is aimed at short listing the focus areas for training within the

organisation and the factors that may affect the same. In this , Organisational mission, vision,

goals, people inventories, processes, performance data are all studied.” for example ,Motorola

and IBM companies, conduct surveys to complete organization analysis annually keeping in

view the training goals of the organisation.

Task/Job Analysis

“This kind of intervention needed is what is decided upon in the job analysis. It is an

objective assessment of the job wherein both the worker oriented - approach as well as the

task - oriented approach is taken into consideration.” The “worker approach” finds key

behaviours &KSA for a particular job whereas “task - oriented approach” identifies such

activities which are important for performing a job/task .

Individual/Person Analysis

“The individual analysis is concerned with who in the organisation needs the training and in

which particular area. Here performance is taken out from the performance appraisal data and

the same is compared with the expected level or standard of performance.” The companies

conduct individual analysis by using questionnaires, 360 feedback or personal interviews etc.

Even competency ratings are also used to rate their managers.

2.6.Techniques for training need analysis:

The needs assessment conducted at various stages tries to answer a different set of questions.

Organisational analysis, for example, aims at the ‘where in the organisation’ of the training.

Person analysis similarly attempts to decipher the question of ‘Whom in the organisation’.

There are therefore various instruments or techniques that are used to collect data for the

analysis at each stage.

Techniques for Collecting data at Organisational Level

As discussed already, in organisational analysis we try to ascertain the areas in the

organisation that require training interventions. For example, among the various kinds of

interventions that organisations chose it was found out managerial training is picking up fast

among corporations and also that managerial competencies amount for 98% of success in the

jobs.

Personnel and skill inventories, organisational climate and efficiency indices, Management

requests, Exit interviews, management by objectives (MBO) are the various kinds of

techniques that are used at the level of organisational analysis for collecting data for training

needs analysis.

Essentially all these tools collect data that is inferential in nature, but does not give a clear

picture of the training needs. For example, the above mentioned tools may lead an

organisation to deduce that ‘there is a need for aligning the work processes with the

organisational goals / objectives’, which is not very rich diagnostically. It may require further

analysis, which is done with the help of tools at the level of Job or the task.

The techniques for data collection at the level of the job include job description, performance

standards, work sampling, job specifications, job literature analysis, and analysis of

operational problems among others. These techniques are aimed at extracting data for

understanding the target of training i.e. what exactly should be taught in training. Time

management may be may be one critical intervention in project handling / management.

These techniques at the level of job are useful but yet not sufficient in helping understand

who requires training and when. Taking the above example further, time management may be

a critical intervention for Projects people, but there may already be some who are very

efficient in time management and may require the intervention at other level, which is only

possible to ascertain with the help of techniques used at the level of the individual or the

person.

All these techniques are integral to the success of any training program. Although each one of

these may be used independently but the combined use offers a holistic view of training

within an organisation.

Check your Progress A:

1. State whether the following statements are True or False:

a. Training tries to bridge the gap between standard performance and actual performance.

b. job analysis of the needs assessment survey aims at understanding the ‘how’ of the

training development stage.

c. Training and development is not a vital part of the human resource development.

d. Training need analysis is conducted in three stages.

2.7. Principles of learning:

Learning is the act of acquiring new knowledge or modifying existing knowledge,

behaviours, skills, values. Human learning may occur as part of one’s education, personal

development, schooling, or training.

Educational psychologists have recognized some principles of learning, also referred to

as laws of learning,which one can easily apply in the process of learning. These principles

have been revealed, experienced, and used in realistic situations. These principles provide

added insight into what makes people learn effectively. Edward Thorndike introduced the

first three "Laws of learning:"readiness, exercise, and effect.

1. Principle of Readiness: “It points towards a degree of concentration and eagerness.

Individuals learn best when they are physically, mentally, and emotionally ready to learn, and

do not learn well if they see no reason for learning. Getting leraner’s ready to learn, creating

interest by showing the value of the subject matter, and providing continuous mental or

physical challenge, is usually the instructor’s duty.” A strong purpose for learning something

shall make more progress rather than if a lerner lack motivation.

Since learning is an active process, learners must have sufficient rest, health, and physical

ability. Basic needs of learner’s must be satisfied before they are ready or capable of learning.

learner’s who are fatigued or in ill health cannot learn much. If they are abstracted by outside

responsibilities, have stuffed schedules, or other vague issues, learner’s may have little

interest in learning.

2. Principle of Exercise

The principle of exercise states that “those things most often recurring are best remembered.

It is the basis of drill and practice. Research says that learner’s learn best and retain

information longer when they have meaningful practice and repetition. The key here is that

the practice must be meaningful. It is clear that practice leads to improvement only when it is

followed by positive feedback.”

The human memory is imperfect. The mind can rarely preserve, estimate, and relate new

concepts or practices after a single disclosure. learner’s do not learn complex tasks in a single

session. They learn by applying what they have been told and shown. Every time practice

occurs, learning continues. These include student recall, review and summary, and manual

drill and physical applications. All of these serve to create learning habits. The instructor/

trainer must repeat important items of subject matter at reasonable intervals, and provide

opportunities for learner’s to practice while making sure that this process is focussed toward

a goal.

3. Principle of Effect:

The principle of effect is based on the affective response of the student. It has a direct

relationship to incentive. The principle of effect is that “learning is good when accompanied

by a enjoyable or fulfilling feeling, and that learning is diluted when associated with an

unlikeable feeling. The learner’s will strive to continue doing what provides a pleasant effect

to continue learning.”

“Positive reinforcement is more apt to lead to success and motivate the learner, so the

instructor should recognize and commend improvement. Whatever the learning situation, it

should contain elements that affect the students positively and give them a feeling of

satisfaction. Therefore, instructors should be cautious about using penalty during the learning

activity.”

Some other principles of learning includes:

i) Principle of Readiness – “Are the users ready to learn or preparation work is required?”

ii) Principle of Association – “build upon existing skills, keep training in context.”

iii) Principle of Involvement – “active participation is more effective that just listening.”

iv) Principle of Repetition – “aids memory, stresses importance of key points”

v) Principle of Reinforcement / Feedback – “positive, enthusiastic feedback from the trainer.

Reward effort and provide constructive feedback.”

2.8.Theories of learning:

Several theories relate to how a person can learn. Different scientists & psychologist have

divided theories into various parts as well But here we shall focus on only those theories

which are related with training & development aspects of employees.

Fig 1.Types of Learning Theories

Source: Shashi .K.Gupta, Rosi Joshi, Management Practices & Organization behaviour, PP-13.2

ClassicalConditioning

OperantConditioning

CognitiveLearning

Social Learning

Learning

o Classical Conditioning Theory: This theory came into existence by the experiment

conducted by Ivan Pavlov, a well known Russian Psychologist. He won Nobel Prize

for working on this experiment.

The experiment was conducted on dogs and a relationship showing Stimulus-Response was

depicted. Pavlov related salivation in Dog’s Mouth with that of ringing of a bell. First of All,

Pavlov presented meat to the Dog , to which Dog responded with salivation in his mouth.

This response is called unconditioned response. After that Pavlov started ringing a bell, each

time he presented a piece of meat to the dog.

Later he simply rang the bell but not presented any piece of meat which initially resulted into

no response from the dog side. But slowly & gradually Pavlov successfully established a

relationship between ringing of the bell and presentation of Meat. Then slowly the dog started

salivation merely on ringing of bell i.e. Conditioned Response. The situation can be

represented diagrammatically:-

Fig 1.Classical Learning Theory

a) The Situation before Conditioning:

Unconditioned Stimulus (Meat) Salivation

Conditioned Stimulus (Bell) No response from Dog

a) The Situation After Conditioning:

Conditioned Stimulus (Bell) Conditioned Response(salivation)

o Operant Conditioning Theory:

This theory was given by B.F. skinner who advocated that those behaviours will be

repeated which will be rewarded. An Individual will not repeat behaviour which is either

not rewarded or are punished. This theory also argues that

“Behaviour of an individual is a function of its consequences”.

Such behaviour will be repeated if its consequences are favourable and in case the

consequences are not favourable, that behaviour will not be repeated. Thus this theory can

guide management of an organization to identify and modify the behaviour of its

employees. The management can judge whether they need training modules to modify

their employees behaviours or not.

Operant conditioning techniques are used extensively in many clinical and educational

research , also in cases of drug addiction.

o Social Learning theory:

This theory advocates the fact that human being can learn through observation as well as

through direct experiences. We learn so many things by observing our family members,

friends, teachers , peers, film actors/ actresses etc.

Thus this theory assumes that learning is not a case of environmental determinism

(classical and operant views ) or Individual determinism (The cognitive View) but a

mixture of both. So social learning theory considers all the three aspects associated with

learning i.e environmental, cognitive as well as behavioural aspects.

There are four steps that can be associated with social learning process:-

Fig 3: Social Learning process

o Cognitive Theory:

Edward Tolman was the person behind this theory of learning. He conducted some

controlled experiments to test this theory. The very famous experimentation done by him

is experiment on rats in his laboratory in which he proved that the rats learnt to run

ATTENTIONPROCESS

RETENTIONPROCESS

MOTORREPRODUCTION

PROCESS

REINFORCEMENTPROCESSES

We learn fromsuch things more

which areattractive,available,

important orsimilar to use

Influence of amodel will dependupon how well an

individualremembers it.

After observation,a watching must

be converted intodoing.

Behaviours, ifpositively

rewarded will begiven more

attention, learnedbetter and

performed moreoften.

through a very complicated and difficult maze for their food. It was interesting to find out

that rats developed expectations of getting food in their mind at every choice point

provided in the maze.

Thus this cognitive theory recognises the role of an organism in receiving, memorising,

retrieving & Interpreting the stimulus and henceforth reacting to it as well. This theory

assumes that individual learns meaning of various objects and events & learned responses

depend upon the meaning assigned to stimuli. Thus it shows that each learner forms a

cognitive structure of events & objects in their mind, which they use for future learning

events . Thus an organization can use this theory for making their employees more

knowledgeable so that all the training & development sessions / modules conducted never

go waste.

2.8.Summary: In the present chapter, significance of training has been discussed which

concludes that training & Development is vital part of an organization. To be successful, all

training must receive support from the top management as well as from the middle and

supervisory levels of management. It is a team effort and must be implemented by all

members of the organization to be fully successful. While planning Training & development

activities, Management of organization must keep in mind the learning principles as well as

common theories of learning so that all the efforts done in this regard never go waste and

organization can increase employee’s efficiency through such developmental initiatives.

Activity B:

As a student of MBA, which theory of learning according to you is best suitable for a

business student for effective learning. Write down your experience about the same and

application of learning theories.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

Check Your Progress B:


(i) Social Learning involves ………………. Process.

(a) Attention (b) Organizational (c) Individual (d) need analysis

(ii) In classical Theory of learning , Conditioned stimulus was ……………...

(a) Dog (b) Bell (c) Ring (d) Salivation

(iii) Cognitive theory was given by

(a) Ivan Pavlov (b) B. F. skinner (c) Edward Tolman

(d) None of these

(iv) Which of these is a principle of learning?

(a) Rudeness (b) Good -Fit (c) feeling (d) Association

2.9. Glossary:

Training Need Analysis/ Identification: Training needs analysis is a systematic process of

understanding training requirements.

Organization Analysis: The organisational analysis is aimed at short listing the focus areas

for training within the organisation and the factors that may affect the same

Task/Job analysis: The job analysis of the needs assessment survey aims at understanding the

‘what’ of the training development stage

Person analysis: individual analysis is concerned with who in the organisation needs the

training and in which particular area

Classical Conditioning Theory: This theory says that there can be association of one event

with another which results in desired behaviour.

Operant Conditioning Theory: Operant is defined as the behaviour that produces effective

behaviour is a consequence of its consequences.

Social Learning theory: This theory advocates the fact that human being can learn through

observation. As well as through direct experiences

Cognitive Theory: cognitive theory recognises the role of an organism in receiving,

memorising, retrieving & interpreting the stimulus and henceforth reacting to it

2.10. Answers to Check Your Progress

Check your progress A

i). True

ii). false

iii). false

iv). true

Check your progress B

i) a

ii) b

iii) c

iv) d

2.11. References:



2. Shashi. K. Gupta & Rosy Joshi, Management Practices & Organization Behaviour,

Kalyani publishers, New Delhi.

3. https://en.wikipedia.org/wiki/Principles_of_learning retrieved on Oct 15, 2015.

4. Sharma Tejinder, Training Process-An Overview; role, responsibilities and challenges

to Training Manager, Lesson no 1, OBH 412 Available at

http://www.ddegjust.ac.in/studymaterial/mba/obh-412.pdf

5. http://www.managementstudyguide.com/training-and-development.htm retrived on

Oct 15, 2015.

2.12. Suggested Readings:

1. Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton & Udai Pareek,

Sage Publication, N.D.

2. Udai Pareek (1997) Training Instruments for HRD, Tata McGraw Hill, New Delhi.

3. Management Development and Training Handbook, (1975), Ed. by B. Tayler & G.L.

Lippit, McGraw Hill.

4.Aparna Raj, "Training & Development (MBA, P.T.U.) 1st Edition, Reprint

2.13. Terminal and Model Questions:

1. Discuss the significance of training & Development?

2. What are the various principles of Learning?

3. Differentiate between Classical & Operant Conditioning Theories of learning.

4. Elaborate the process of training Need identification.

5.Briefly examine the various theories of Leraning?

1

CHAPTER 3 TYPES OF TRAINING AND DEVELOPMENT

Structure

3.1 Objectives

3.2 Introduction

3.3 Techniques & Methods of Training

3.4 On-the-job Training

3.4.1 Job Instruction Training

3.4.2 Coaching

3.4.3 Mentoring

3.4.4 Position Rotation

3.4.5 Apprenticeship

3.5 Check Your Progress

3.6 Off-the-Job Training

3.6.1 Vestibule Training

3.6.2 Classroom Training

3.6.3 Internship Training

3.6.4 Conferences

3.6.5 In-basket Exercises

3.6.6 Role Playing

3.6.7 Programmed Instructions

3.6.8 T-Group Training

3.7 Advantages & Disadvantages of On the Job & Off the Job

3.8 Electronic Training

3.8.1 Audio Visuals

3.8.2 Computer Based Training

3.8.3 Electronic Performance Support

3.8.4 Distance & Internet based


3.10 Summary

3.11 Glossary


3.13 References

3.14 Suggested Reading

3.15 Model Questions

2

3.1 Objectives

After studying this chapter, you should able be understand:

What are the different kinds of training that can be imparted as per the needs of the

organization

To evaluate different types of On the Job Training

To understand various types of Off the Job training methods with their respective

advantages and disadvantages

To have knowledge about various Electronics methods of training

3.2 Introduction

Training is used to improve the job performance of the employee by

imparting the skills or knowledge required to perform work tasks at a minimum standard

with efficiently.

It is also used to improve job performance of the employee by supplying the

appropriate information to understand the policy and procedures related to that particular

task or job function, or performance factors related to a work.

Training methods or techniques are classified according to the location or

site. Training can be given at different places and in different situations. Mostly two

types of the training can be given in the industry or business ‘ On the Job’ i.e at some

places where the employee is actually required to work , or it can be imparted ‘Off the

Job’ which can be inside the factory premises or outside the factory premises .

Selection of the training methods is most important factor. It depends upon

the type of employees to whom the training has to be imparted i.e whether they are

skilled workers or unskilled workers.

On the job training is the most popular & important in business as well as in

industry. This is the most traditional methods of learning, which is designed to

maximize learning while performing their job under the supervision and guidance of a

well trained worker or instructor who teaches them the practical application of the

learned knowledge.

3

Whereas Off the Job training is that kind of training in which where the

employees who are going to get training have to leave their work place and spend the

whole time in (training) getting trained.

3.3 TECHNIQUES AND METHODS OF TRAINING

Training methods and techniques are classified according to the location or site where

the instructions are given. Training can be given at different places and in different

situations.

Figure 1: Types of Job

3.4 On- the -Job Training

On the job training is the most important and widely used in both business as well as

industry. This is the oldest and traditional method of learning, which is designed to learning

as maximize as possible while allowing the employees to perform their job under the

guidance of a well trained instructor who teaches them the practical application of the

learned knowledge .

There are various On the Job methods. The pictorial representation of the On the Job

methods is given below:

On- the- Job

Training

ElectronicTraining

Off- the -Job

Training

Types of Job

4

Figure 2: On- the- Job Training Methods

3.4.1 Job Instruction Training

It is commonly known as JIT. It has four step instructional process. So this is the

training, through which learning can be learnt step by step. Job Instruction training is

used to teach the worker how to do their current jobs. In this method of training, the

trainer or the supervisor or the coworker can act as the coach.

The four steps involved in this process are as follows:

Figure 3: Steps of Job Instruction Training

Position Rotation

Job InstructionTraining (JIT)

On the Job Training

Coaching

Apprenticeship

Mentoring

The trainer/instructor demonstrates the job

Finally, the trainee handle the job independently

After that copy the trainer’s demonstration

The trainee receives the overview of the job

5

3.4.2 Coaching

In this kind of training, daily training and feedback is given to the employees by their

immediate supervisor. It is an ongoing method of learning by doing . It involves a

direct personal instructions and guidance and continues critical examination

appraisal and correction.

Advantage

It enhances the motivation level of trainee and that makes their task into practice

very easy.

Disadvantage

If the coach does not possess the requisite skills and also not very efficient in that

field, then the training will lose its value. The effectiveness of coaching depends

upon the patience and communication skill of the coach .

Figure 4: Process of Coaching

3.4.3 Mentoring

This method is a different method among other method in which the senior most person inthe organization assumes the responsibility of a teacher, guide, counsellor, philosopher,supporter, advisor, motivator of the junior employees and also takes the responsibility oftraining and grooming them.

Mentoring can take place both at formal and informal levels depending on the prevailingwork culture and commitment from the management in the organization.

State theobservationaccurately

Follow –Up

& Suggestions

Explainappropriate

ways of thingswhich have to

be done

Make clear whysome actions aretaken

Offer somepossible

alternatives

Give suggestionswhen everrequired

6

Figure 5: Levels of Mentor

3.4.4 Position Rotation

Position rotation method is concerned with broadening of the background of anemployee in an organization. If the trainee is rotated from one job to anotherperiodically, he acquires general background. He understands better the organizationthrough greater and larger perspective .With the help of position rotation method, heis able to build greater sense of belongingness with the organization and build greaterrapport with a large number of individuals within an organization.

3.4.5 Apprenticeship

Apprenticeship training is considered as the oldest and most traditional method. Inthis training, the one who wants to learn any kind of trade skill get connected orattached himself to the main craftsman. He learns the work by doing it himself andunder the guidance of the craftsman. If we talk about the organization in today’s era,then apprenticeship training is that process whereby an employee gets trainingthrough class room instruction and on the job training and becomes skilled worker.The period of apprenticeship is generally very long, ranging from 2 years to 5 years.It is regarded as earn while learn scheme.

A good mentor

has to:

Listen to menteecarefully and moreunderstand

Act as a rolemodel

Motivator &Advisor

Provide wisecounseling

Challengemental intellect

Build selfconfidence

Share experience

7

3.5 Check Your Progress 1

3.6 Off- the Job Training

Off the job training is conducted away from the work situation and therefore is more

often than not simulated. In some production establishments, an off-the job training area

is set aside within the plant for the purpose of training operatives and other production

employees. Other requirements are accommodated by the use of training rooms on site,

or using conference centres or hotels off-site.

Q.1. Trainee involvement and immediate feedback are prominent in whichtraining method?

a) Lectureb) Correspondence coursesc) Programmed instructiond) Audio Visual Techniques

Q.2. A developmentally oriented relationship between two individuals thatinvolves advising, networking, and supporting.

a) Mentoringb) Learningc) Coachingd) All of the above

Q.3. Which function is not included in training and developmentprograms?

a. Helping new employees learn about and fit into the organization.b. Designing training activities.c. Evaluating training activities to meet the identified needsd. None of the above

8

Figure 6: Methods of Off the Job Training

3.6.1 Vestibule Training

‘Vestibule’ means a room between the interior and exterior doors of the

building. So, vestibule training means training imparting within the classroom that is

located inside the factory premises. In other words, it means that workers are trained

at some place inside the plant. Also, this training creates an artificial job

environment which resembles the original job conditions. The equipment and

machines which are identical are used to impart training to the workers. Especially,

when a large no. of employees is to be trained quickly, this method of training is

used.

Merits of Vestibule Training

i. The most important advantage of vestibule training is that a large

number of employees can be trained in a very short period of time,

without disturbing the normal work schedule.

Conferences

Role Playing

T-Group TrainingVestibuleTraining

ClassroomTraining

InternshipTraining

Off the JobTraining

ProgrammedInstructions

In-basketExercises

9

ii. The instructors, who impart training are specialists in their fields and

are able to impart training in the most efficient & effective way.

iii. The trainee is able to practice in a freedom or without any fear as he is

under direct supervision of his supervisor.

Demerits of Vestibule Training

i. The training is given at a place other than the actual work place.

Hence the employees do not come to know the exact practical

problems that he will actually suffer at the work place.

ii. This is an expensive method of training as large number of

employees have to be imparted training by installing a

large number of dummy and artificial machines for that.

3.6.2 Classroom Training

Classroom training is the oldest method of training where one personexplains various aspects of a programme. This is the simplest way of impartingtraining. In this training, trainees are placed in a classroom. It can take place eitherinside the organization or outside it like in universities or institutes. This type oftraining is most suitable for teaching concepts and problem solving skills.

Advantage

i. To ensure an employee to mix up with other employees where they are takenaway from the workplace.

Disadvantages

i. The learners are only passive listeners rather than active listeners.ii. It becomes very difficult to maintain the attention of the listener for a longer

period of time.

3.6.3 Internship Method

In Internship training, there are joint association between the educational institutions and

business firms. Among all the candidates, some are selected who pursue both their study

along with work in factory place to acquire skills. This method balances both theory and

practice.

10

3.6.4 Conferences

Conferences are formal (training) kind of meeting conducted according to an

organized plan where the organizers main aim to develop the knowledge and

appropriate skill of the trainees. In this training, the participants pool their views to

arrive at imparted methods of dealing with problems related to the subject matter in

question.

3.6.5 In-basket Exercises

These are more simulation exercises in which a complex organization is

created in the form of an office environment. The trainees work in an office setting with

their in-basket full of interdepartmental memos, letters, reports, agenda, notices ,

forecasts and other data on their desks, as one receives in an office. The normal phone

calls, emails and face to face interaction with employees also keep on happening to

give a real office-like environment. Such a simulation of the office in-basket

familiarizes the trainees with the role that they are expected to play. Critical incidents

are in the in-basket to familiarize to the trainees. While this is one of the most real-life

experiences, the trainees might get carried away with the enactment of the scene and

might not achieve the desired goal, i.e. learning.

3.6.6 Role Playing

Role playing is method training in which human interaction involved where

the trainees assume realistic behaviour in imaginary situation. In this, trainees are

performing different roles like the role of different position holders in the

organization. By laying these roles, they are able to broaden their experience by

trying different roles in actual practice.

3.6.7 Programmed Instructions

In this training, knowledge is given with the help of text books and teaching

machines. It involves the breaking down the whole units in small meaningful units

and then these are arranged in a proper way to form a logical sequence. It involves

asking questions to the trainees in order to utilize the information given and then

feedback is given to them on the basis of the accuracy of their answers.

11

3.6.8 T-Group Training :

It also referred as sensitivity training group, human relations training group or

encounter group. T-group takes place under laboratory condition and is mostly

instructed and informal kind of training. Trainer acts as a catalyst in such a training

programme. He helps the individual participants to understand how others perceive

his behaviour, how he acts to others behaviour and how and when a group acts either

in a positive way.

3.7 Advantages & Disadvantages of On the Job and Off the Job Training

The most significant advantages and disadvantages of the two methods are shown as

follows

ADVANTAGES:

On- The- Job Training Off -The –Job Training

No Special facilities needed

No additional staff required

Real life situation, not simulated or

demonstration

Productive in terms of department’s

work

Trainee can establish work

relationships from the start

Learning can be controlled

No ‘off –the-job’ cost involved

No transferability of training required

Away from the work and home

pressures

More time needed

Trainees’ specific difficulties are

easier to explore

Relaxed atmosphere more conducive

to learning

Easier to obtain full attention of

trainees (distractions reduced to

minimum)

Ideas in low risk environment

(exchange of knowledge and

experience)

Improves morale and motivation for

self –development

DISADVANTAGES

ON- THE- JOB OFF -THE –JOB

Cost expenses in departmental

budget

Cost of external facilities

Artificial sheltered environment

12

Risk to machines, equipment , etc.

and increase in scrap due to lack

of experience

Part time instructor may lack skill

in training

Lack of time due to pressure of

production

Psychological pressures on

trainee due to exposure before

experienced workers

Difficulty of simulating work

problems

Resistance of trainees being away

from home

Difficulty of transferring learning

to work situation

Generally more time consuming

Often involves travelling costs and

inconvenience

3.8 Electronic Training

The training which are imparted with the help of computers and internet is known as

electronic training.

Figure 7: Methods of Electronic Training

3.8.1 Audio-VisualsThis method is the most effective and widely used .It includes

televisions, slides overhead projector etc. This method of training is very helpful in

providing a wide range of realistic situation with examples which make it more

interesting and easy to understand the work. But as compared to the other traditional

methods, it is more expensive .It is also lacks flexibility in changing the presentation

from audience.

ElectronicTraining

Audio Visuals ComputerBased training

ElectronicPerformanceSupportsystem

Distance andinternet based

13

3.8.2 Computer Based Training

In this method, the trainees use computer to enhance their skill and

knowledge. Various tests are taken on computer which enables the management in

monitoring the progress of employee. In contrast to the above method , this method

of training is more flexible one, as the programme can be modified easily if there is

any technological advancement or innovation in the equipment on which the

employees is being trained.

The only limitation in this method is that it involves high expense in providingtraining on computer.

3.8.3 Electronic Performance Support System

In this type of training, all those skills are taught to the employees which they requireeveryday in performing the jobs. EPSS is the set of computerized tools and displays,which helps in automating training, documentation and phone support and thisautomation is integrated into application ad which provides support that is faster,cheaper and more effective as compared to traditional methods of training.

3.8.4 Distance and internet Based Training

Various forms of distance learning method are used that makes the training veryeasy.

Figure 8: Methods of Distance & Internet based training

a) Tele TrainingTele Training is the one in which the trainer teaches the group of employees who arelocated at different places with the help of television while sitting at distant places. Inthis method, the company or the trainer who is required to give training need notspend on travelling, because employees learn while sitting at home.

Distance and internetbased training

VideoConferencing

Tele Training InternetBusinessPortal

14

b) Video ConferencingVideo conferencing is used to train the employees, with the help of video equipment,who are geographically separated from each other or from the trainer. This method ismore benefitted for both of them.

c) InternetAnother mode of distance and internet based training is internet which is used todeliver computer based training. The programmers can be assesses by the employeeswhenever they need.

d) Business PortalIn business Portal, organization contracts some firm to provide the required trainingprogrammes. Many firms create their own learning portals for their employees.

Activity A

To what extent do you agree with the statement that ‘any training is better than no training atall’?

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

15


3.10 Summary

A training and development programme has a better chance of success when its training

methods are carefully selected. A training method is a strategy or tactic that a trainer uses to

deliver the content so that the trainees achieve the objective. Selecting appropriate training

methods is perhaps the most important step in training activity once the training contents are

identified. There are so many training methods, but not all of these are equally suitable for

all work ,topics and in all situations. To achieve the training objective, a trainer should select

Q.4. The activity that orients new employees to the organization, to fellowemployees, to their supervisors, and to the policies of the company is called:

a) Employee Orientationb) On the Job Trainingc) Networkingd) Off the Job Training

Q.5 Which training programs are done in schools where employees aretaught on equipment similar to that used on the job?

a. Job simulationb. Vestibule trainingc. Apprentice programsd. Off the Job Training

Q.6 Which of the following are features of a management training program

a. Job Rotationb. Understudy positionc. On the jobd. All the above

Q.7 A training technique that involves transferring trainees to different jobs tobroaden their focus and to increase their knowledge is

a. Job Rotationb. Understudy positionc. Lectured. None the above

16

the most appropriate training method for the content to involve the trainees in the learning

process. Four major factors are considered when selecting a training method: the learning

objective, the content, the trainees, and the practical requirements (Wentling:1992).

Duration is very flexible depending on the apprentice’s prior education and work

experience. Apprenticeship training, which aims at a vocational qualification, takes from

two to three years. If necessary, the duration of the training may be longer.

The location, or training venue, is of major importance to both the trainer and the

trainee. Unfortunately, the venue is not always given the attention it deserves; it tends to be

taken for granted. For learning to take place effectively, we need to create a comfortable

learning atmosphere.

Activity B

It has been said; “you cannot teach a person anything; but a person can learn”.

Discuss the implication of this for training methodology.

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

17

3.11 Glossary

Job Instruction Training : This is a training through step by step learning

Vestibule Training : This method duplicates on –the job situation away from actual

worksite with machinery and equipment similar to those used in actual production or

operation

Apprenticeship: Such training is given for a longer duration to help the employees to

acquire skills in specific trade(s).

Conference Method: It is a participative group centred method through which

participants develop knowledge and understanding by small group discussions and

active participation.

T-Group Training: T-Group is sensitivity training; takes place under laboratory

condition and are mostly instructed and informal kind of training.


Q.1. CQ.2. AQ.3. AQ.4. AQ.5. BQ.6. D

3.13 REFERENCES

1. Rolf Lynton and Udai Pareek (2000) Training for organizational transformation,

Sage Publications, New Delhi.

2. N.G.Nair, Latha Nair, Personnel Management and Industrial Relations, S.Chand

Company Ltd.,New Delhi.

3. B.Janakiram, Training & Development , Wiley India Pvt.Ltd.


1. Udai Pareek, Training Instruments for Human Resource Development , TMH

2. Prasad L.M. “Human Resource Management”

3. VSP Rao, Human Resource Management , Excel books, New Delhi.

4. Aswathappa K. “Human Resource Management”.

18


a) Short Answer Questions

1. What do you mean by Role –Play?

2. What is On-the –Job Training

3. What do you mean by class room Training

4. What is Vestibule Training?

5. Mention any three of the job training methods.

b) Essay Type Questions

1. Describe the popular techniques of

I On –the-job Training

II Off-the –Job Training

2. What are the different kinds of training that can be imparted as per the needs of the

organization?

3. Explain various off the job training methods with their respective advantages and

limitations?

4. Discuss various electronics methods of training that are used in modern corporate

world?

1

CHAPTER-4 TRAINING AND DEVELOPMENT SYSTEM

The object of ….ideas as a whole….is to provide us with an instrument for finding our way

about this world more easily. Hans Vaihinger

Structure

4.1 Objectives

4.2 Introduction

4.3 Models of training & Development

4.3.1 System Model of training

4.3.2 Transitional Model of training

4.3.3 Instructional Model of Development

4.4 Astridge Model

4.5 Check Your Progress -1

4.6 Training & Human Resource Management

4.7 Training Centers


4.9 Summary

4.10 Glossary


4.12 References

4.13 Terminal & Model Questions

4.1 Objectives

After studying this lesson, students will understand the following:

To understand system of Training and Development

To understand different types of Models

To have knowledge about training and human resource management

To understand the idea of training centers

4.2 Introduction

2

Organization always considers the training system is the third partner in training in

order to include all possible sources and resources for the individual as well as for

group. Figure 1 shows the visualize representation of all training resources as a

system. It is a useful first step-so long as it is not also the last! Also figure 1 shows

the pictorial representation of basic model of the training system. In this system the

“import,” “conversion,” and “export” are the subsystems in it represent the more

commonly used “inputs”, “throughputs,” and “outputs.” Most of the trainers are quite

familiar with these concepts, especially with “boundaries,” “environment,” “linkages”

and “feedback loops.” Many have become quite adept at converting lists of items for

program planning or evaluation into system diagrams.

Sources Destination

Of Of

Intakes outputs

Figure :1 Simple Model of a Training System

Source: E.J.Miller and A.K.Rice, Systems of Organisation (London: Tavistock, 1967), 160

4.3 Models of Training and Development

In the organisation, the system approach views training as a sub system. Whereasorganisation is working in open environment i.e internal and external forces are exit thatcreates the threats and opportunities, therefore trainers should be aware of these types offorces which may impact on the content, form and conduct of the training efforts. It is alsonoticed that internal forces demands more for the better learning environment; that’s whythey need to be up to date with the latest technologies. The classification of the trainingmodels as follows:

1. System Model

2. Transitional Model

ConversionSystems

ExportSystems

Import

Systems

3

3. Instructional System Development Model

4.3.1 PICTORIAL REPRESENTATION OF THE SYSTEM MODEL

Figure 2: Overview of System Model of Training

Source: http://nuclearsafety.gc.ca/

Figure 2 describes the various steps as shown above in the diagram representation. It

comprises of 5 steps that will be further discussed. It is continuously repeating for further

upgrading and appropriate changes. The main purpose of training to help their workers;

upgrade necessary skills, knowledge to perform their task up to mark.

The system model is further sub divided into the following steps :

4

i. Analysis and Identification

ii. Designingiii. Developingiv. Implementationv. Evaluation

I. ANALYSIS AND IDENTIFICATION

The first phase for an organization’s Training & Development Approach of system model i.e.

ANALYZES. In this step , main focus to analyze and identify i.e to analyze the department

needs, identification of various job, employee’s requirement etc. so as to gain a complete

understanding of it. It also identifies the needs of employee’s i.e. which worker required

proper training, most relevant skills for upgrading , assessment of proper budget, etc.

The Analyze and identification can further be subdivided into six parts as mentioned below:

a) Analyze Systemb) Compile Task Inventoryc) Select Tasksd) Build Performance Measurese) Choose Instructional Settingsf) Estimate Training Budget

II DESIGNING:

After the analysis, the next step is designing. In this designing part, it is identify the desirable

needs of the organisation. The second phase comprises of further five steps,

a) Develop Objectivesb) Identify the Learning Stepsc) Develop Major Tasksd) List Out Entry Behaviourse) Sequence & Structures of Process

III DEVELOPING

After the designing, the next phase is to develop. In this step, it is to require list out allnecessary activities that will be assisting and help in various ways to the participants tolearn, select the delivery method such as tapes, handouts, etc. and review exiting materialin the inventory which should impart for the accomplishment main aim of the organisation.

5

It has comprised the following six steps:

a) Chalk out the activitiesb) Choose the Delivery Systemc) Prepare inventory regardless of exiting materiald) Prepare and develop the Instructionse) Arrange systematicallyf) Approve Instruction

IV IMPLEMENTATION

It is the second last step of the system model of training. But it is true that this step is thetoughest part in the training system because one wrong step can leads all the expenditurego waste.

It comprises two steps

a) Management Planb) Conduct Training

V EVALUATION

This is the fifth and final step of the model. In this step, reviewing and evaluating each phase

i.e analyze, design, develop and implement so that to ensure that it is accomplishing the

objectives and goals of the organization. After reviewing the whole process, if there are

discrepancies, then making necessary changes for further improvements

It subdivided into three parts.

a) Internal Evaluation

b) External Evaluation

c) Revise System

4.3.2 Transitional Model of Training

Transitional model of the training focuses on the organization as a whole system. This modelconsists of two loops .

6

a) Outer Loopb) Inner Loop

The outer loop shows the vision, mission and values of the organization whereas the innerloop describes objectives, plan, implement and evaluate. In this model, inner loop isexecuted.

VISION: In the transitional model of training and development, vision emphasis more on theorganizational goal for achieving after the specified time.

MISSION: Mission statement explains the reason of organizational existence. Missionstatement also helps to identify the position of the organisation in the nation. Major causefor development of a mission statement in the organization is to persuade, spark, andencourage the employee’s towards the system of organisation. From this statement wecame to know, how the organization looked and viewed by the customers point of view,what their employee’s think, and all other vendors and external agencies who areconcerned with the business of the organization.

VALUES: It gives the clear picture of intensely held values within organization and also it isautonomous of present business. For instance, it includes social responsibilities, outstandingcustomer service, decent behaviour among employees etc.

Figure 3 depicts the inner and outer loops which comprises the vision, mission and values asa outer layer whereas in the inner loop shows the plan, implement, evaluate and objectives.

Figure 3: TRANSITIONAL MODEL OF TRAINING

7

4.3.3 ISD MODEL (Instructional System Development Model)The ISD Model focused on the major root cause i.e it emphasis on the problems of trainings.The ISD model is very popular and widely used in the organization due to its majorinvolvement with the needs of the training with the performance of the job.

PHASES OF ISD MODEL

i. Analysisii. Planningiii. Developmentiv. Executionv. Evaluation

I. Analysis:In this model Analysis is the first step. In this phase consist of TNA and analysis of

job . The instructional system development model requires that training fulfill theparticular needs of the organisation.

II. Planning:Planning is the second step of the Instructional System Development model oftraining. In this phase , setting goal of the learning outcome, instructional objectivesthat measures the behaviour of a participant after the completion of training,various types of training material that is to be used , selection of media , methods ofevaluating the trainee, trainer and the training program i.e feedback forms, properstrategies to impart knowledge to the employees of the organisation .

III. Development:Development is the third step of the ISD Model. The main concern of this phase is to

translate design decisions into training materials. There are various types of trainingmaterials which is most commonly used for the training purpose. There are twotypes of course material, one is for trainer and other is for trainee. For trainer, itcontains proper course material which includes work sheet, audio- visual aids, videosfor demonstration etc. and for the employees’, course material in the form ofsummarize format, feedback forms, work sheets for practice etc.

IV. Execution:This is the second last step of the ISD Model. In this phase, major consideration onthe arrangements of logistics, such as good sound of speakers, proper furniture ,arrangement of food, proper function of A.C water facilities , accommodation for

8

outsider participants, washroom, lighting, parking, and other training accessorieswhich are required at that time.

V. Evaluation:This is the final and last step of the ISD Model. The purpose of this phase is to makesure that the training program has achieved its aim/ objective in terms ofsubsequent work performance. This phase consists of identifying strengths andweaknesses, and making appropriate amendments to any of the previous stage inorder to remedy or improve failure practices.

Evaluation further subdivided into three types:

A) Formative Evaluation:

In this step, it examines and evaluates the process of training as it further precedesInstructional System Development model. In this process, it reviews periodicallythrough monitoring .

B) Summative evaluation:

It involves the process of reviewing a programme, training course and content afterteaching. It involves the training outcome appraisal in terms of trainees’ assessment,ideas, and views.

The feedback Loop:

It is the most important part of instructional system model evaluation process. If theemployees are not satisfied or up to mark in a particular phase, match the resultsfrom precede phase, find out the fault where the exact problem exit. Whenever thediscrepancies are identified, the training methods should be amended accordingly inthe deficiency phase. For instance; if there are some problems identified on thestage of the implementation phase and find out that training does not impart thedesired job skills at the trainees’ job sites, then the initial job analysis should berevised and the training package must be corrected and redeveloped. Throughevaluation process, we can find out whether the training was successful or not and italso evaluates how much it was successful, and at what stage it should be corrected.

9

ISD MODEL

Figure 4: ISD MODEL

Training Requirements

PHASE -1

Analyze

PHASE -2

Designing

PHASE -3

Developing

PHASE -4

Implementation

PHASE -5

Evaluation

Analyse

System

Develop

Objective

List Learner

Activity

ManagementPlan

InternalEvaluation

CompileTaskInventory

IdentifyLearningSteps

SelectDeliverySystem

ConductTraining

ExternalEvaluation

SelectTasks

BuildPerformanceMeasures

ChooseInstructionalSetting

EstimateTrainingBudget

DevelopTasks

List EntryBehaviours

SequenceandStructure

Review ExistingMaterial

DevelopInstruction

Synthesize

ReviseSystem

ValidateInstruction

10

4.4 The Ashridge Model

The Ashridge Model suggested that training activities within an organization can beconsidered at three levels of satisfaction as follows:

a) A fragmented approachb) A formalized approachc) A focused approach

Figure 5 represents the detailed study of fragmented approach, formalized approach andfocused approach

The Ashridge Model is stronger on description than prescription. Ashridge Model is an idealstate for training and development in the organization and offers a useful set of indicatorswhich could be used to measure progress.

Fragmented approach Formalized approach Focused approach

A cost not an

investment

Not linked to

organisational goals

Directive

Knowledge –based

courses

About training not

development

Systematic study of

planned career

development

Linked to human

resource needs

Linked to

performance appraisal

of individual

Knowledge based

courses plus main

focus on skills

Linked to career

development

Carried out by

trainers and line

managers

Linked to job by pre

or post- course work

A continuous learning

process

Essential for business

survival

A competitive

weapon

Linked to

organization strategy

and individual goals

On the job plus

specialist courses

Self selected

Usually non directive

Line manager’s

responsibility

Tolerant

Figure 5 : The Ashridge Model ‘ Management for the Future’ (Source : Osterweil , 1992,

p.31)

11


Q.1 Which of the following steps describes the outer layer of Model ofTransition.

a) Visionb) Missionc) Values of the organizationd) All of the above

Q.2. The Instructional System Development model comprises of five stages.

Which of the following is the first step among others?

a) Planningb) Evaluatingc) Analysed) Developmente) Execution

Q.3. Which of the following are the models of training?

a) System Modelb) Transitional Modelc) Instructional System Development Modeld) All of the above

Q.4 The system model of training contains three phases:______________

a) Preparationb) Assessmentc) Introductiond) Organizing

12

Activity A

4.6 Training and Human Resource Management

Now a day, in such a competitive market, the relationship between the training functions

and other management activities are totally changed in the organisation. It is very helpful to

consider in turn into related features of this shifting relationship. These are features are

mentioned below:

What are the key issues that should be addressed in the design, conduct,and evaluation while conducting a training program?

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

13

Firstly, it is important to understand that in the organisation, what is the place of human

resource function? Secondly, the place of the training functions within human resources and

its relationships with line management.

Training and Development are central activities to the real picture of anything that can

meaningfully be termed HRM (Human Resource Management.) Training effort is one of the

useful litmus test of the reality of the adoption of HRM/HRD policies in organisation/firms.

4.7 THE TRAINING CENTRE

Certainly all the people at the institution –the principal, trainers, administrators, and staff of

all kinds- no less than the participants are children of the surrounding society and prevailing

traditions. They bring “the outside” in .In reverse through outgoing participants and direct

contacts with work and professional organizations, the institution conveys to the society

outside what is going on within. Further ripples of this two way influence include everyone’s

family and friends and their myriad contacts with others.

Training centers tend to cluster in large towns. It seems important to encourage similar

clustering in smaller towns, for example, market towns in rural areas. The wisdom of this is

confirmed by another observation: innovation feeds on innovation, no matter what the

subject or field, through the atmosphere of development they generate. People become

accustomed to change and to seeing institutions develop. Development creates the climate

for further development. Thus, development can become a self- perpetuating process.

Maintenance and further development of linkages with the outside world may distinguish

most reliably between training institutions with promise and those in decline. Centers in

decline tend to activate their linkages only spasmodically (and usually with dread), notable

at annual budgeting time or when something urgent and unusual is required “from outside.”

14


Q.5. Evaluation of training programs to determine how the process andoutcomes can be improved is:

a) Summative evaluationb) Formative evaluationc) Net cost analysis

Q.6 Which of the following level includes in Ashridge Model ?

a) A fragmented approachb) A formalized approachc) A focused approachd) All of the above

Q.7 Which factor includes the resolving of training ?

a) Skill gapsb) Attitudinal problemsc) Poor motivationd) Attendance issues

Q.8 Which of the following illustrates using results as criteria forevaluating a supervisory training program?

a) An interpersonal relations rating scale completed by thesubordinates of each supervisor

b) A 10-item questionnaire asking the supervisors to evaluate theresults of the training

c) A frequency count of how often the supervisors praised ordisciplined their subordinates over the next 8 weeks

d) Measures of turnover productivity improvement, and grievances ineach supervisor’s department.

15

4.9 Summary

An instructional plan comprises of identification of objectives and selection of appropriate

contents, course materials, various training strategies and evaluation techniques. It is a

systematic and elastic approach to the development of scientific concepts and skills to

realize both the general and specific objectives of science of teaching. A lesson plan is also a

plan of instruction for a single training session. The general principles of developing an

effective lesson plan are specifying objectives, identifying trainees’ background and

developing the lesson itself. The understanding of levels of learning, training and teaching

acquaints the learners with the relationships between the principles and facts, which has

been supported by the theory developed by Hebart. The skill of a trainer depends on how

he is able to get the maximum benefits out of the resources. The art of teaching comes into

play, as does the science of it.

Activity B

“In the rapidly changing world, training is an important strategic toolfor knowledge based industries.” Comment.

----------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

16

4.10 Glossary

Mission Statement: A mission statement is a brief written statement of the purpose of a

company or organization .

Value Statement: A statement of the desirability of something.

Skills: The individual abilities of human beings to perform a piece of work.

Capability: The ability of a bundle of resources to perform an activity; a way of combining

assets, people and processes to transform inputs into outputs.


1. d2. c3. d4. b5. a6. d7. a8. d

4.12 REFERENCES

Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton & Udai Pareek,Sage Publication, N.D.

Udai Pareek (1997) Training Instruments for HRD, Tata McGraw Hill, New Delhi.

Herbert A. Thelen , “Some Classroom Quiddities for people –Oriented Teachers,” Journalof Applied Behavioural Science 1, no.3(1965): 270-8

E.J.Miller and A.K.Rice, Systems of Organisation (London: Tavistock, 1967), 160


1. What is training Programme?

2. What do you understand by training & development system?

3. Discuss and draw the system model of training.

4. What are the unique characteristics of the Transitional Model? Explain?

17

5. What do you mean by design of training program?

6. What are the methods of evaluation while conducting the training program?

7. Explain the relationship between Training & Human Resource Management.

1

CHAPTER 5 ROLE OF EXTERNAL AGENCY

Structure

5.1 Objectives

5.2 Introduction

5.3 Skills of successful trainer

5.3.1 Technical Skills

5.3.2 Professional Skills

5.3.3 Personal Skills

5.4 Training versus experience


5.6 Changing Facets of Training

5.7 The Training Agency

5.8 The Trainee

5.9 The Organisation


5.11 Summary

5.12 Glossary


5.14 References

5.15 Suggested Reading


5.1 Objectives

After studying this chapter, you should able be understand:

To ascertain the qualities a successful trainer should possess to deliver training inputs in

the most effective manner.

To understand the between training and experience.

2

5.2 Introduction

The main purpose of training is to support the achievement of the organizational

goals. It focuses on providing the learner skills and knowledge essential to be

effective in their responsibilities. It is important for identification of trainer needs;

an organization must be clear about its aim and objectives.

When training is goal oriented and specific to job requirements then it is said that

training is very effective. Moreover it can be more effective if the instructors can

help them to inculcate an assessment of skills identifying gaps. Additionally,

healthy meeting with supervisor through which discussing the importance and

expectations of the organization and answering any questions and concerns.

Afterwards, trainees will more likely to learn and retain new information and

strategies, if it is applied in practical situations immediately. Trainees will more

likely learn and retain new information, if it is applied in practical situations

immediately. It is also considered better to help solve an immediate problem first

and then move to future issues. Creating the motivation to learn is very important

to the success of training. This might be done by involving trainees in identifying

problems they are having or even by offering ideas on the training identifying gaps,

a meeting with supervisor discussing the importance and expectations of the

organization and answering any questions and concerns.

5.3 SKILLS OF SUCCESSFUL TRAINER:

Today’s scenario, there is an urgent need for effective instructions to be given by

the trainer. If they will be given accurately then training programme gets success.

This will ultimately improve employee’s performance which will further improve the

overall performance of business as well as organisation.

3

Classification of Trainer’s Skills

All of the effective skills related to instructional effectiveness can be classified to

three fundamental categories. The combined effect of these skills and core

competencies will increase the effectiveness of instructions which are most

effective among all the trainer.

Figure 1: Categories of Skills /Core Competencies

1. TECHNICAL SKILLS

It is specifically related to the subject matter. Mostly, these are skills who trained the

instructor on the job or position. For the effective training, these skills provide the lot of

experience which is essential for the instructor to teach others.

TechnicalSkills

ProfessionalSkills

Personal Skills

Core Competenciesand skills of

successful Trainer

4

2. Professional Skills

These types of skills particularly related to education as well as teaching. Any instructor or

expert who is going to deliver the training to others will fail in their instructional role,If he

don’t have the ability to teach other. Additionally to the ability to teach others, the trainer

must possess the knowledge to education practices.

3 Personal Skills

Personal Skills are specifically concerned with one’s personality and affects instructions to a

large extent. Some of the important personal skills which are affecting the individual are

Attitude, behavior, intellectual abilities, communication abilities, interpersonal skills and

creativity These factor affecting how an individual is perceived by others.

5.3.1 Technical Skills

I. Extent of knowledge in the subject matter

Extensive knowledge in the subject matter plays a vital role for helping in building

learners’ confidence in the instructor. Additionally, it also aids the instructor in

facilitating learning as well as answering the questions. Whereas on the other side, an

instructor with weaker knowledge in the subject matter will not be readily able to

answer the question put up by the learner and simultaneously he will faces the lot of

difficulty by answer. This will create a negative impact on the participants and in the

class also. In addition to this, the instructor may also lack confidence in front of the

participants and may appear to read the notes or recite memorized information.

II. Ability to perform

Most talented and effective trainers /instructors are those who know how to complete

the task which is required at that time and also they know very well to accomplishment

the job successfully. Through their experiences, they are able to build a lot of best

practices that they can share with the learners. The learners will also view the

instructors as a suitable and the most appropriate role model, which gives them

confidence to do the job.

5

III. Work Experience

A learner with a lot of work experience in the subject matter is able to provide many

examples that can be used to illustrate the instructional experience. Learners are

always keen to know when /how they will able to use each piece of information that is

being taught to them.

IV. Commitment to Learning

Because of the type and nature of the work, instructors are required to be current and

update in their subject. They have to do extra study from time to time and need to have

more experience in order to be committed to learning

V. Teaching Ability

The most important skill that an instructor must possess is that he must be able to

transfer skills and knowledge to a diverse participants. He must be able to

communicate complex ideas in a clear and concise manner. Without the ability to teach

others, extensive knowledge in subject matter and technical skills will have very little

role in instructional process.

Figure: 2 Classification of Technical Skills

WorkExperience

Commitment toLearning

Extent ofknowledge insubject matter

Ability toperform Teaching Ability

Technical Skills

6

5.3.2 Professional Skills

I. Lesson Planning

Careful planning must be required to ensure that the content, pace and timing of

material is appropriate for the participants for effectively instructions. For successful

lesson objectives, selecting appropriate instructional techniques and strategies and aids

are very essential.

II. Facilitation of Learning

In order to facilitate the learning, instructors must be well versed while imparting

presentations with solid presentation skills, knowledge of adult learning theories,

classroom management skills and teaching methodologies. In additional to just

presenting the material, the instructor needs to be able to gauge learner understanding

through facial expressions, gestures, body language and comments.

III. Instructional Evaluation

After the completion of training, proper evaluation of instructions should be done

before, during and after . There are a lot of techniques for evaluating participant’s

achievements and it’s very important for the instructors to know which methods are

most effective and appropriate when to use and what to use. With the help of

instructional evaluations, the trainer is able to know about the extent to which learners

have achieved intended learning outcome, the effectiveness of the instructions and if

any adjustments need to be made to the trainees.

Figure : 3 Types of Professional Skills

Lesson

Planning

InstructionalEvaluation

Facilitation

of learning

Professional Skills

7

5.3.3 Personal Skills

i. Behaviour

Behaviour is the sum total of person’s actions and reactions that determine how they are

perceived by others. There are various attributes which should be considered while

selecting individual such as cooperative, compassionate, friendly, team work, involved in

organization or community etc. All these things results in positive behavior which result in

success of instructional roles.

Figure : 4 Types of Personal Skills

ii. Intellectual Ability

The person who is going to instruct must have the ability to read, write, synthesize ,

evaluate, make decisions and communicate ideas with a greater degree of skill. All of these

tasks are the part and parcel of the instructional process.

iii. Interpersonal skills

Communication plays a vital role while imparting training in the instructional process. In

order to instruct effectively, two way communication should be required between the

instructor and the learners. That’s why it is very important for the instructor to be able to

facilitate this communication through successfully interacting with class.

Behavior InterpersonalSkills

IntellectualAbility

Personal Skills

8

Figure : 5 Other Skills

5.4 Training versus Experience

S.No Training Experience

1. It is acquisition of knowledge, skills andcompetencies as a result of teaching ofvocational and practical skills and knowledgethat is related to specific useful competencies.

It includes knowledge of orskills of something or someevent gained throughinvolvement in or exposureto that thing or event.

2. Training is a well planned and structuredinstruction on how to do a specific task in aspecific manner

Experience is how to use thetraining to get the task ortasks done in real lifesituation.

3. Training relates to present and future Experience relates to past.4. Training has a specific goal of improving one’s

capabilities, capacity , productivity andperformance

Main goal of experience is touse the previously acquiredknowledge or skill in themost effective and usefulway.

Beingcomfortablychallenging

Knowing thatyou cannotalways the

Taking Risks

Listening

Being at peacewith silence

Speaking onlywhen need to

Other Skills

Being authentic

Not getting tooattached to an

9


Q.1 What should the trainer’s behaviour while structuring the training objectives?

a. Give trainees a clear vision of understanding

b. Isolate all learning objectives in a single learning domain

c. Encourage the trainees’ to evaluate to omit certain course of objectives

Q.2 Write a technical barrier for effective performance:

a. Group Norms

b. Inappropriate job design

c. Poor feedback

Q.3 which is the best conditions for training undergone?

a. The task is easy and perfection is not required

b. Correct performance is critical

c. The task is infrequently performed

Q.4 Some of the specific tasks in which an organization gets involved are:

a) Identification of training needs

b) Selection of participants

c) Communicating its expectations from the programme

d) Monitoring the progress of its participants

e) All of the above

10

Activity A

5.6 Changing Facets of Training

In today’s competitive market, the present scenario of rapid change has its influence ontraining also. Lynton and Pareek have identified the salient changes that have occurred intraining in last thirty years. Few of them has discussed below :

1. Initially, in earlier years training was given to the individuals but today’s training is

imparting to the teams of people, comprising of members across the hierarchies.

2. Training has acquired an inter-group learning character.

What training methods are useful in technical training? Select one of the trainingmethods and explain with illustrations.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

11

3. Training is finding itself linked with the organizational development process. It is a

part of a higher-end corporate re-learning exercise.

4. Socio-technical systems are more influence in the training processes in organizations.

5. Target participants are also undergoing a compositional change. Percentages of

females are also increasing as compared to male members and people from diverse

ethnic groups and castes working together in the organizations. This creates diversity

in the training activity as well which creates a healthy atmosphere and prosperity.

6. There is a rapid change in terms of technologies, government and markets are

undergoing a rapid change.

7. Training is not limited only to their employees but extends beyond employees and

includes clients, suppliers, and public as well, making a learning organization into a

learning system.

The changes have to be learnt by the organizations to ensure effectiveness of training

performance.

5.7 The Training Agency

It is very important for the training agency to memorize that every programme is a new

challenge, another opportunity to reaffirm its position and expertise in the field. It cannot

afford to sit back and relax once it has achieved a certain level of credibility with its client

organizations. It is a constant pursuit of excellence because there could be competition.

Stakes are high therefore the agency needs to be proactive in what event it does.

Important tasks of a training agency are:

Providing healthy environment to the learner

Coordination between the professional and administrative inputs

Maintaining communication with the sponsoring organization

Consistency in what is advocated and practiced

Assisting the professional growth of the training instructor and its staff

Maintaining the training team with appropriate aids

Keeping pace with developments in the field of training

Regular appraisal of its work after completion of training

12

5.8 The Trainee

The participants or the trainees are major stakeholders in a training programme. They are

both the object and the subject of the training process. On the one side, the whole training

process is directed at them and on the other hand, each participant plays a crucial role in

reaching out to others in the training group, advancing the learning process and assisting

the training team in realizing the programme objectives.

Learning for the trainees’ can take place both by personal factors (directly concerned to the

participants) as well as by environmental factors (related with the training environment

factors). These are considerable interplay between them. The participants formulate their

own views about the programme on the basis of their own perceptions and assessment of

the programme, as a whole, or a particular training activity. Some factors remain active

throughout the programme, while some others become relevant only under specific

circumstances or in relation to a particular situation at a given point of time. Also, some

factors influence the learning process independently while others may work in concert. It is

also possible that any one factor may influence a participant at a given time, but on other

occasions, some factors influence them.

5.9 The Organization

An organization is the main interaction for a trainer, while a training programme is planned

or conceived, if the trainee is not an in house trainer. It is more important to understand

that as a instructor one should be aware of the responsibilities of an organization that

nominates participants for the programme. And it provides useful cues about the

participant’s behaviour and the level of their motivation in the programme.

A sponsoring organization has a crucial role in all phases of training. Some of the specific

tasks in which an organization gets involved are:

i. Identification of training needs

ii. Selection of audience

13

iii. Communicating its expectations from the training programme

iv. Monitoring the progress of its learners

v. Transfer of training to the appropriate field

A very close collaboration between the training system and the work organization is

necessary. This is difficult to bring about, because trainers assume they know the training

needs of the participants, may be from past experiences, they also assume that work

organizations have worked out their particular training needs and may reasonably expect

that sending some staff members to the course will affect the changes desired.

Organizations assume that the trainers who are going to impart the training understand

the needs of the learners and their organizations and the course will meet these. This kind

of relationship results in confusion, collusion and not collaboration. Demands for training

arise most naturally when organizations expand rapidly or when new services are to be

introduced. If training is to bring about action, training plan must take into account what

improvements or new actions should result from training and the specifications by which

these changes can be achieved with reasonable assurance. There are some reasons which

are given below, why organisation wants to impart the training to the employees as well

their clients:

They want a certain number of staff ‘in position’, by a certain date regardless of

effectiveness

Others see training as a means for enhancement of performance through multiplication

of personnel. If one person cannot perform at the level desired let there be two.

Others visualize training as a massive activity that does not encroach on scare material

resources, or an activity that defies challenge

Others understand training primarily as a means for training new recruits who are

eager for changes and therefore threaten to make life difficult for seniors.

Others wish to have organizations name be a part of the training roaster.

14

The motives of an organization to go in for training may vary from one organization to

another, and the reasons may not all is simple, but basically the need for training arises

from two sources:

Changing nature of job and changes consequently required in the internal functioning

of the organization.

Imbalances and misunderstandings, which lower the organizations standards of

operations

The first function for trainers in the pre training phase therefore is to highlight the needs

for change that arise from both internal and external sources and to let this knowledge

impinge on the work organization. They can persist in this function through clarification

and vigor may be needed to galvanize the organization into purposeful action.

The following are the objectives, which should concern the participant’s organization at

each successive phase of the training process in order to ensure effective training:

1. Pre training phase

Clarifying and understand the objectives of training

Selecting most appropriate participants for training

Building favorable expectations ,motivation and inspiration in participants

Planning essential changes in the organization related to the projected

improvement in job performance

2. Training Phase

Organizations should ensure that no distracting preoccupations occupy

participants during training

Organisations should sustain interest and positive anticipation in the

participants training programme, this would help the participants to learn

3. Post Training phase

Participants must be encouraged to use the useful things in their real life

situations which he has learned

Creates the environment for discussing the trainees training experiences with

colleagues must be encouraged it represents that the organisation expects him

to use his training and also expects others to collaborate with him.

15


Activity B

Activity B

Q.5. Post Training phase among of the following:

a) Participants must be encouraged to use the useful things he has learned

b) Facilities for discussing the trainers

c) Adjustments of training agency back on work become more accurate as

organisation

Q.6 Which of the following are the important tasks of a training agency:

a) Providing appropriate environment to participants

b) Coordination professional and administrative inputs

c) Maintaining communication with the sponsoring organization

d) Consistency in what is advocated and practiced

e) All of the above

Q.7 The interaction style that refers to learners expecting the trainer to be primarily

responsible for the learning that occurs is :

a. Collaboration

b. Dependence

c. Independence

16

Activity B

5.11 SUMMARY:

There are main three stakeholders or partners to a training programme, these are, the

trainer, the trainee and the organisation. Trainer’s behaviour is open to observation,

thoughtful listening and understanding. Depending on the type of learning event or the

training method with which they start, trainers alter their behaviour in whichever direction,

which promises more learning. It can, easily be said that the trainer is a crafts person at

work. A professional trainer is one who earns his living through training –it is his business.

As such it is not enough that he be a good trainer, he must also have a good head for

business, especially if he is in business on his own.

How can an effective Trainer make dreams come true?

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

17

The purpose of training is to support the achievement of the organizational goals. The

focus should be on providing the individual, the skills and knowledge necessary to be

effective in their responsibilities. To identify the training needs, an organization must be

clear about its goals and assess what will be needed to reach them. The first step towards

the system approach to training is to identify current goals at least 1-3 years into the

future. A next step is to identify the skills, knowledge and abilities required for the success

in position. Then the individual can be compared against these competencies and the

difference between what is required and the individual’s current level of skill becomes the

basic of training. Once the gap or differences are identified, the organization is ready to

select the most appropriate approach to developing the skills and knowledge.

Training is effective when it is goal oriented and specific to the job requirements. Training

can be more effective if trainers can help them to include an assessment of skills identifying

gaps, a meeting with supervisor discussing the importance and expectations of the

organization and answering any questions and concerns. Further, trainees will more likely

learn and retain new information, if it is applied in practical situations immediately. It

increases success if individual receives the training as they are beginning to use it on the

job, basically on a first –in-time basic. Trainees will more likely learn and retain new

information, if it is applied in practical situations immediately. The applications of training

inputs help them on the job. It is also considered better to help solve an immediate

problem first and then move to future issues.

5.12 Glossary

Technical Skills:

Technical Skills are basically those skills which are specifically related to the subject

matter. In most of cases, these are the skills of the job or position that the instructor

trains in.

18

Professional Skills

Professional Skills are those skills which are associated specifically related to teaching

and education. Any expert who does not have the ability to teach others will fail in the

instructional role.

Personal Skills

Personal Skills are those skills that are associated with one’s personality and affects

instructions to a great extent.

The Training Agency

When instead of an independent trainer there is a complete training agency which is

responsible for conducting the training programme

Intellectual Ability

The person who is going to instruct must have the ability to read, write, synthesize,

evaluate, make decisions and communicate ideas with a greater degree of skill.

Interpersonal skills

The ability to communicate with others plays a very important role in the instructional

process and known as interpersonal skills.


Q.1 aQ.2 bQ.3 bQ.4 eQ.5 aQ.6 eQ.7 b

5.14 REFERENCES

1. Aswathappa K. “ Human Resource Management”

2. Prasad L.M. “Human Resource Management”

3. Pattanayak Biswajeet. “Human Resource Management”

4. Martyn Sloman, ‘Training Strategy for Implementing Training’ Pp.244.

19


1. Udai Pareek, Training Instruments for Human Resource Development , TMH

2. VSP Rao, Human Resource Management , Excel books, New Delhi.


I. What are the qualities a successful trainer should possess to deliver training inputs

in the most effective manner?

II. What are the personal needs of a Trainer?

III. Explain the difference between training and experience?

IV. What are the objectives which should concern a participant’s organization at each

successive phase of the training process?

V. What is the role of trainee in the training process?

VI. Write short notes on

Professional Qualities of a trainer

Trainer Skills

1

CHAPTER-6 TRAINING PROGRAMS

Structure6.1 Objectives6.2 Introduction6.3 Training Program Framework6.4 Training Budget6.5 Developing Modules6.6 Training Plan6.7 Designing

6.7.1 Design Training Programme6.7.2 Factors in Design Programme

6.8 Elements of Training Programme6.9 Check Your Progress-16.10 STAGES6.11 Twelve Steps For Designing Effective Training Programs6.12 Check Your Progress-26.13 Competencies of a Trainer6.14 Summary6.15 Key Terms6.16 Answer to Check Your Progress6.17 References6.18 Terminal & Model Questions

6.1 Objectives

After reading this chapter, you will be able to understand the following:

To understand the Training Program Framework To understand Elements of Training To have knowledge about trainers skills To understand the competencies of a Trainer

6.2 Introduction

Designing of training is very important part in the whole process of training. Thedesigning of training program is effective only if there are clear training objectivehas been produced .The training objective clears what goal has to be achieved bythe end of training program i.e what the trainees are expected to be able to do atthe end of their training. Training objectives assist trainers to design the trainingprogram.

6.3 Training Program Framework

The program framework is the logistical shell of the training program. It is alwaysviewed that training manager’s with less experience directly jump to deciding on

2

content before the framework has been decided. A training program frameworkincludes as follows: Detail of the delivery mode(s), Instructional style, Delivery style, Audience definitions Content structure.

6.4 Training Budget

Training budgets purely depends on the number of participants and also depends onlarge training program and are using outsourced training vendors or are using mostlyinternal resources and training a small group of participants in house.

There are some factors which must be considered while developing budget:

Competency Profiling Needs Assessment Survey Training Audit Training Framework Development Module Development Training Program Promotion Registration Training Department Overhead-supplies, Photocopying , Salaries of program assistants , Office equipment/ furniture etc.

6.5 Developing Modules:

Developing Modules is the next step in training program. In the program, design is tocreate the modules for the training program. An instructor and /or content expertdetermine the outline for the module and present it to the training manager forapproval. Once the outline is approved, a more detailed outline is created andpresented to the training manager to ensure that there is not overlap with othermodules. The bullet points in the brief module outline can be misleading. Once themore detailed outline is reviewed areas of overlap or duplication with other modulescan be revealed.

Module outlines should include: Title of the module Name of instructor and contact information Brief (75-150 words) description of the modules content Duration (number of hours to complete the module) Schedule (if the module is to be delivered face to face or online to a cohort with

a timeline)

3

Instructor bio(if relevant) Resources required-supplies, equipment, audio visual requirements, room set up

requirements, photocopying needed.

Once the modules are developed, it is time to finalize handouts, online content (andupload it to the web), order text books, print manuals, order supplies, book rooms,book instructor etc.

6.6 Training Plan

It is a systematic approach to training is to examine the Training Forecast thatthe analysis of our training needs has produced. There is no set format for such aplan since individual concerns will have different requirements. Training Planswill vary from elaborate on the scale of training activity. All training plans willneed to include the following information:

i. How long a time does the plan cover?ii. How much investment has been budgeted for training activity during this

time?iii. What key results areas will be major targets, i.e. who is going to receive

training during the planned period and how many?iv. What type of training will meet these needs?v. What method of training, with these broad categories, will be most

suitable?vi. How long will the training programme for each category last?

vii. Where will the location of training?viii. Duration of training programme and target dates for completion.

ix. Delegation of responsibility for the actual carrying out of the training.x. Follow up procedures to aid in evaluating how successful the training has

been.

The Training Plan is only the beginning of the process, but it is a vital part ingaining and commitment at all levels of the organisation and needless to sayshould receive maximum publicity.

6.7 Designing

6.7.1 Design Training Programme

i. Overall aim and objective of the Training Programme.ii. Subjective matter to be covered in the session and in logical sequence

iii. The techniques of training that is to be employed to cover the subjectmatter in sufficient detail for trainers to use.

iv. Where and when the training will take place in terms of durationv. Who will do the training (participants)

vi. Follow up to the session to check performance, review progress or forrecording purposes.

4

The presentation of this information is usually a policy feature of thetraining department and can be of column format. A typical columnapproach can be seen I table

Title: Machine Operator (Hawkins Rotary)

Objective: To train operative (to Experience worker standard in performanceand quality on the Hawkins Rotary Machine within six weeks.

Table 1: Training Programme

Subject Method Location &Time

Trainer Follow Up

Induction Talk and GuidedTour

HR OfficeInstructor

Day 1, 8.30-10 am

ChiefInstructor

Give outInductionbooklets

Introduction Demonstrationsand Visual Aids

TrainingSchool day 1,10am-12pm

InstructorNo.1

Question andanswer with

traineesMachine

operation(IControl)

Demonstrationand practice by

trainees

TrainingSchool day 1,

1-2pm

InstructorNo.1

Assetsperformanceshow charting

methodKnowledge of

companyproducts

Lecture withsamples

SampleRoom Day 1,

2-3 pm

ChiefDesigner

Recognitiontest at later

dateMachine

operationFurther practice Training

Scholl 1,3.15-4.15pm

InstructorNo.1

Chartperformance

6.7.2 Factors in Design Programme

Training programmes are a part of the planning process, we will assume that thefeedback in the training cycle (planning, implementing, and reviewing) providesthe planner with the information that he needs. A training programme must havea logical progression enabling the trainee to recognise sequence.

1. The Programme must maintain interest for the trainee by

i. providing a variety mixing practical with theory sessions,ii. providing adequate time for discussion periods,

iii. grafting new knowledge onto old by mixing new exercises withiv. revision of old ones,v. varying instructional methods wherever possible.

5

2. A new face from the training staff also helps, as does a high rate ofparticipation by trainees. Learning is tiring , especially to the blue-collarworker, so limit input sessions to 45 minutes wherever possible , asattention tends to wander after this length of time.

3. In skill type instruction, stamina building can be introduced by graduallylengthening the practice session as time goes by. Maintain flexibility inprogramme by relating rate of instructional material to the trainees ownlearning capacity.

4. All programmes should have in built feedback system to the trainer in theform of performance testing at regular intervals, so that he can adjust theflow of new material to suit individual trainees.

5. Learning by doing is best. So whenever possible make the programmeactive and job related, keep trainees occupied by learning at least onething everyday

6. Use those teaching techniques’ which allow the trainee to experience forhimself the real atmosphere in which then job is carried out.

Finally, it is important that the trainee is able to see his own trainingprogramme, since it indicates to him the extent of his new learning experiences.

A conceptual model underlying the design of bringing programmes and themeasurement of their results is illustrated in figure 1, Seven steps are shown inthe model, beginning with an assessment of instructional needs.

Table: 2 Steps of Training Design Evaluation Model

Step 1 Needs are determined by analyzing the organization, tasks, andpeople.

Step 2 On the basis of information obtained in the assessment ofinstructional needs, the specific objectives of training areestablished. These objectives indicate what the trainees areexpected to achieve as a result of the instructional programme.

Step 3 Involves the design of the curriculum, in which focus is placed oncreating a total training environment that is conductive to thekind of learning that can be retained and applied on the job and inworking careers.

Step 4 individual training methods that will maximize learning andtranslation into increased job effectiveness are reviewed andselected.

Step 5 to 7 involve measurement of the results of instructional programmes.Measurement requires the specification of criteria against whicheducational outcomes and results are measured by the extent towhich the training programme has achieved its purpose.

6

Step 1

Step 2

Step 7 Step 3

Step 6Step 4

Step 5

Figure 1: Training Design Evaluation Model

6.8 Elements of Training Programme

1. Attention: Attention means to capture the learner’s interests at thebeginning of the training and sustain that motivation throughout the course.

2. Relevance: The focus of relevance is to ensure that the training is applicableto the learners. When learners do not see how training will help themachieve their goals or solve their problems, they will lose the motivation tocontinue.

3. Confidence: deals with the perceptions that learners have about their abilityto master the training content. You should attempt to achieve a balancebetween challenging learners and providing opportunities so that anappropriate level of confidence is developed.

4. Satisfaction: when learners are satisfied with the training, their motivationallevel is likely to be high. Satisfaction can result from rewards and recognitionyou provide and from the feelings of satisfaction gained by learners as theydemonstrate successful performance or skill mastery.

Develop TrainingObjective

Design Training EvaluationApproach

Design/SelectTraining Methods

Conduct TrainingNeeds Analysis

Design TrainingCurriculum

Implement (conduct)Training Programme

Measure TrainingResults

7


Q.1 Which of the following is not the elements of training program

a) Attentionb) Satisfactionc) Confidenced) Job Design

Q.2. How many steps are in the Training Design Evaluation Model

a) 4b) 7c) 3d) 5

Q.3. Which of the following are factors while developing modules?

a) Title of the moduleb) Name of instructor and contact informationc) Brief (75-150 words) description of the modules contentd) All of the above

Q.4 Why follow up to the session to is done in the training program

a) Preparation of Training planb) Assessment of designingc) Check performance, review progress or for recording purposes.d) Organizing the whole process

8

6.10 STAGES

Stages of Training Programme

The trainer is now in a position to prepare his strategy for instructing his traineesin the knowledge or tasks allocated to him on the training programme. Thetrainer will need to prepare thoroughly three important facts of his task.

i. The written work necessary for presenting the session

ii. The material and equipment to be used during demonstration and

practice including any visual aids; and

iii. Finally any instructional material to back up the session such as handouts

etc.

The trainee will be motivated to attain the standards of required performance ifhe knows clearly what is expected of him. The trainer will need to prepare is aplan for the training session allocated to him. In planning the actual teachingmaterial into a strategic order, the obvious primary divisions are beginning,middle and end. (Commencement, Core, Conclusion).

I. Commencement

(a) The commencement phase has the objectives of arousing interest, setting thescene for the main subject matter and motivating the trainees to attend andlearn

Some ways of creating interest of the trainee are as follows:

i. Using visual material to set the scene

ii. Using humour

iii. Describing actual personal experience of the topic.

iv. Creating impact by shock treatment- a gimmicky or magic trick if used

with care

v. Relating material which are relevant to subject matter

vi. Reconnecting historical development of subject

(b) The need to explain the reason for the instruction since it is not always clearto the trainee why he needs to know the forthcoming knowledge and skills.

(c) Finally, the trainees must be motivated to learn by pointing out theadvantages, especially of learning the new material.

9

II. Core

The first practical step in planning the core of the session is to decide thedegree of importance attached to the information or skill. The materialgained from job analysis should be categorized into

Material which has to be delivered to the trainee must know Material which has to be delivered to the trainee should know and Material which has to be delivered to the trainee could know.

It can be diagrammatically represented as in Figure 2 nothing that itresembles a target with the essential information nearest to the “bull’s-eye”.

Figure 2: Degree of importance of Information / Skill

Figure 2 shows the pictorial representation of the degree of importance ofinformation / skill in whichMust know having sequence key points, special difficulties, safety hygiene,statutory requirementsShould know is the relationship to: other process other departmentsprocurement of materials, equipment where job fits in job knowledge ingeneral andfinally in the last could know represents the background to job e.g. historicaldetails ‘geographical knowledge further study future trends .Conclusion: Positive feedback is only one way to create a climate that buildslearner motivation. Other strategies can be used as well. One strategy is toemphasize the importance of the training results to the business and thelearners. You can often do that most effectively during the opening remarksof a training session.

MustknowShouldknowCouldknow

10

Activity A

What purpose does training serve? Explain the ingredients of a goodtraining programme for the employees at various levels.

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

11

6.11 Twelve Steps For Designing Effective Training Programs

Preparing the information

The first task is to determine what you have to teach and how you’re going toteach it.

i. Figure out the Skills you Need to Teach: Write an outline of the specificskills you intend to teach and prioritize those skills in the order theyshould be taught.

ii. Divide these skills into specific Groups: From your outline, organize theskills you need to teach into sets of steps.

iii. Check for Continuity and Completeness: Make sure that the steps youhave chosen for each group include everything needed to learn aparticular skill. Package information logically.

iv. Creating the Class: Now that you know what you need to teach, you haveto decide how to convey the information to your learner.

v. Design your Presentation: Whether you use Power Point, Word, or othersoftware to design your presentation, take the time to write it down ortype it up, making sure to double space your lines for easy reading.Make notes for additions, changes, screen shots etc.,

vi. Rewrite the changes and add the Screen Shots : Run the software andmake the appropriate screen shots . Check to make sure these screenshots are effective in pointing out important information.

vii. Run through the information Again: If necessary, ask another trainer tolook over you design and give you feedback. If anything is unclear or leftout, this is the time to fix it.

viii. Write the Training Guideline: Training guidelines should be written withinstructions for the trainer in bold letters so that you can glance at itquickly and find it easy to follow. Each training department should have astandard style for writing training guides and handouts so that they areeasy to follow when doing cross training.

ix. Design the Handouts: On paper design effective handouts that go witheach section of the training. Then type them up and add in the screenshots needed to emphasize points.

x. Trial Runs: You ‘ll need to go over your class both alone and with anaudience. This will make you more comfortable with the presentation andhelp to iron out any last glitches.

xi. Test the presentation: With other trainers, test you presentation. Havesomeone time it and get feedback on needed changes and /orcorrections. Practice the overhead presentation steps that accompanythe training, whether you are using an overhead attached to thecomputer, a simple overhead projector, or a TV attached to thecomputer.

xii. Retest the Presentation: Make last minute notes and /or changes.

12


6.13 Competencies of a Trainer

There are many competencies which are required by the trainer but major competencies tobe present in a trainer are as follows:

Presentation Skills Business Skills i.e. budgeting, time management, negotiation etc. Content Development i.e. interpersonal skills, good listening skills, flexible , accepting

the share of accountability , etc

Q.5. Which of the following is not stage of training program?

a) Coreb) Conclusionc) Satisfactiond) Commencement

Q.6 Which is the first step while Designing Effective TrainingPrograms?

a) Divide these skills into specific Groups.b) Creating the Classc) Design your Presentationd) Rewrite the changes and add the Screen Shotse) Figure out the Skills you Need to Teach

Q.7 Which of the following skill is required in the Trainer while giving theeffective training?

a) Communicationsb) Coordinationc) Leadershipd) Negative Approach

13

Trainer‘s Skills

The skills that need to be present in a trainer are:

Training Design Evaluating the Training Program Training Need Analysis Worksheet Design

Core Competencies Model

The Training Officers appointed by the management committee of the organisation mayproduce the following, “Core Competencies” and “Associated Tasks” for use in identifying atraining curriculum to meet the needs of emergency management professionals.

1. Communications

Presentation Basic Writing Meeting Management Marketing Media

2. Coordination

Facilitation Networking Team Building

3. Leadership

Decision Making Influence Creative Thinking Time Management Negotiation Delegation

4. Resource Management

Identification Collection Update Volunteers

5. Planning Project /Program Management Risk Assessment

14

Hazard Analysis

6. Training

Strategies Development Evaluation Implementation

7. Exercise

Design Conduct Control Evaluation Corrective Action

8. Business management

Computer Budget Personnel Supervisor

9. Evaluation

Needs Assessment Task Analysis

Identifying Performance Gaps

The next step is to continually review performance needs and select the appropriatemethods to collect data about gaps in performance. Performance gaps are thedifference between what performance “is” and what performance “should be”.

Analyzing Results

The third step for the advisory committee is to analyze the data collected and assessat least two types of types of training needs: pre and post disaster response. Trainingis the solution only when lack of knowledge, skills or ability is demonstrated. Trainingwill not improve performance if the real issue is motivation, incentive, andinadequate management, lack of clearly defined expectations, or substandard toolsor materials.

15

6.14 Summary

Training is the process of increasing the knowledge, skills, aptitude and abilities of an

employee for doing the specific job in an efficient manner. It implies imparting technical

knowledge, manipulative skills, problem solving ability and positive attitude into the

employee. The success or failure of a business depends on the skill, confidence, and

motivation of the people that perform the milking process. The skill, confidence, and

motivation of those same people depend on how well their manager trains them.

Effective training can help you decrease operational and maintenance costs, increase

quality and productivity.

The first task in a systematic approach to training is to examine the Training Forecast

that the analysis of our training needs has produced. A Training Plan does just this,

representing the commitments that the company considers will be its training objectives

for a stated period of time. There is no set format for such a plan since individual

concerns will have different requirements. All training programmes have certain core

features, but will differ in emphasis depending on the position of the trainee in the

hierarchy, the number of trainees and so on.

Activity B:

What are the tasks before trainer for conducting trainingprogramme? Write down in detail.

----------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

16

6.15 Key Terms

Training: Training is the process of increasing the knowledge, skills, aptitude

and abilities of an employee for doing the specific job in an efficient manner.

Training Plan: A Training Plan does just this, representing the commitments

that the company considers will be its training objectives for a stated period of

time

Attention: Attention means to capture the learner’s interest at the beginning

of the training and sustain that motivation throughout the course.

Relevance: the focus of relevance is to ensure that the training is applicable to

the learners.

Confidence: Confidence deals with the perceptions that learners have about

their ability to master the training content.

Program Framework : The program framework is the logistical shell of the

training program


Q.1 dQ.2 bQ.3 dQ.4 cQ.5 cQ.6 eQ.7 d

6.17 REFERENCES


Udai Pareek (1997) Training Instruments for HRD, Tata McGraw Hill, New Delhi.

PL Rao, Comprehensive HRM, Excel Books , New Delhi.

N.G.Nair, Latha Nair, Personnel Management and Industrial Relations , S. chandCompany Ltd., New Delhi.

17


1. What are the principles that should be kept in mind while designing a sound

employee training programme?

2. How do you prepare a training plan and what aspects will be taken into account for

such planning?

3. What are the skills required by a trainer?

4. What is training budget?

5. Discuss twelve steps for designing effective training programme.

6. Write brief note on :

(a) Trainer

(b) Trainees

1

CHAPTER-7 APPROACHES TO MANAGEMENT AND DEVELOPMENT

Management is most often defined as a process. By ‘management process’ what is meant is

‘what managers do’. Peter Drucker (1974)

Structure

7.1 Objectives

7.2 Introduction

7.3 Training Vs Development

7.4 The Need And Importance Of Management Development

7.5 Significance Of Management Development

7.6 Nature Of Management Development

7.7 Approaches To Management Devel

7.8 Preconditions For Management Growth And Development

7.9 Evolving A Development Policy


7.11 Techniques /Method Of Management Development

7.12 OD Approach To Training And Development


7.14 Summary

7.15 Glossary

7.16 Answer To Check Your Progress

7.17 References


7.1 Objectives

After reading this lesson, you will be able to understand the following:

To understand the concept of Management and Development System

To understand need and importance of Management Development

To have knowledge about the approaches to Management and Development

To understand the nature of management and development

To understand the preconditions for Management Growth & Development

2

7.2 INTRODUCTION

Managers are the priceless assets and indispensable resources, of an organisation.

Managers are always concerned with the prosperity of the organisation .They

generate creative ideas from their IQ. After that they shaped into concrete action

plans & provide fruitful results. Once they get success, they are able to keep

everyone in good humor-including shareholders, employees and the general

public. They are hailed as ‘invincible corporate heros’ and even treated as

prized possessions of a country. On the other hand, when they fail, they

destroy the scare corporate resources and make everyone cry. The outcomes of

managerial actions, thus, are going to be deep, profound and decisive. To get

ahead in the race especially in a complex, dynamic and ever- changing world,

mangers need to develop their capabilities that go beyond those required by the

current job.

Objectives of senior management development as follows:

To ensure the development of a corps of highly qualified senior managers

capable of performing effectively at senior levels in organization.

To create a pool of credible candidates who are available for consideration for

appointment to chief executive positions.

To ensure that the senior level of organisation are the representatives of the

organisation.

The main objective of management development programmes is to improve

managerial performance by imparting knowledge, changing attitudes or increasing

skills. Companies spend lavishly on such programmes with a view to attract and

retain the best brains in the industry. As with non- managerial personnel, a wide

variety of training methods are used for developing managers.

7.3 TRAINING VS DEVELOPMENT

Senior management development refers to development the capability of senior

managers to work effectively, not only in their current department, but also to

ensure effective performance in other departments within the organisation.

3

Development is related to an education process as it tries to increase one’s ability to

understand and interpret knowledge in a very useful way. Development is absolutely

different from training in that it is often the result of experience and the maturity

that comes with it. It is possible to give training to the most people to drive a vehicle,

operate a computer, or assemble a Television. However , development in such areas

as judging what is right –and –wrong, taking responsibility for results, thinking

logically , understanding cause and effect relationships , evaluating experiences to

visualize relationships , improving communication skills , etc., may or may not come

through over time. Training certainly helps in improving these types of skills. But

when the intent is to enhance executives’ ability to handle diverse jobs and prepare

them for future challenges, the focus must shift to executive

development. Executive development focuses more on the manager’s personal

growth. It is more future oriented and more concerned with education than is

employee training.

Table: 1 Difference between the Training and Development

Item Development Training

Focus Understanding andinterpret knowledge;

Develop judgment; Expandcapacities for varied

assignments.

Learn specific behaviorsand actions; demonstratetechniques and processes

Time Frame Long term Short term

Process Aims at improving thetotal personality of an

individual (largelyanalytical and conceptual

abilities).

Tries to improve a specificskill relating to a job

(mostly technical andmechanical).

Goal Meet future challenges ofthe job and the individual ;aims at providing learningopportunities designed to

help employees grow .

Meet currentrequirements of a job;

aims at improvingemployee performance on

a currently held job.Effectiveness measures Qualified people available

when needed , promotionfrom with

Performance appraisals,cost-benefit analysis ,

passing tests orcertification

4

7.4 THE NEED AND IMPORTANCE OF MANAGEMENT DEVELOPMENT

In ever changing world there has been enhanced in recognizing and identifying the

importance of management and its development. Different countries across the

world have accepted the fact that lack of quality managerial personnel is one of the

factors hindering the success of any establishment. The following points stress the

importance of management development.

The continuous growth and development of business

Most organizations view good deal of undeveloped /underutilized opportunities

ahead of them. This outlook definitely varies from company to company.

Increasing complexity of business

Growth and Development in business brings in the problem of size; new forms of

product competition, new technology, competition for capital, etc. are all adding to

the already exiting problems of managers.

Probable, continued, unsettled, political, economic and social conditions –both

domestic and foreign-that add to the demands on manager

The pressure brought about by handing political, economic and social conditions

both in the domestic and international scenarios necessitate management

development in order to tolerate pressure, to be resistant towards change and to

improve and be up to date when required with the changing scenarios.

The need to compress the time taken for a manger to become fully competent:

The roles of a manger in any organisation are vast and varied and the manager

should be competent enough to achieve the necessary requirements in a short span

of time. The competition in the market for the talent of managers, the growth

prospects, the complexities involved in the job, successfully facing new challenges,

inexperienced management staff, all these increase the importance of and stress the

need for management development.

7.5 SIGNIFICANCE OF MANAGEMENT DEVELOPMENT

Management Development has become indispensable to modern organizations inview of the following reasons:

For any organisation, Management Development is an invaluable or assets in thelong run. It helps managers to acquire knowledge, skills and abilities (KSAs) required

5

grappling with complex changes in environment, technology and processes quitesuccessfully.

Developmental efforts help executives to realize their own career goals andaspirations in a planned way.

Executives can also show confident and superior performance on the job. By handlingdifficult jobs of increasing complexity and scope, they become more useful, versatileand productive. The rich experience that they gain over a period of time would helpthem step into the shoes of their superiors easily.

Executive Development programmes help managers to broader their outlook, lookinto various problems dispassionately, and examine the consequences carefully.

The special courses, projects, committee assignments , job rotation and otherexercises help managers to have a feel of how to discharge their duties withoutrubbing people (subordinates, peers , superiors, competitors, customers, etc.) thewrong way.

7.6 NATURE OF MANAGEMENT DEVELOPMENT

Management development is a planned, systematic and continuous process oflearning and growth by which managers develop their conceptual and analyticalabilities to manage. It is the result of not only participation in formal courses ofinstruction but also of actual job experience. It is primarily concerned with improvingthe performance of managers by giving them stimulating opportunities for growthand development.

It is a planned effort to improve executives’ ability to handle a variety ofassignments

It is a continuous, ongoing activity It aims at improving the total personality of an executive It aims at meeting future needs unlike training , which seeks to meet current

needs It is a long term process, as managers take time to acquire and improve their

capabilities It is proactive in nature as it focuses attention on the present as well as future

requirements of both the organisation and the individual

7.7 APPROACHES TO MANAGEMENT DEVELOPMENT

A need analysis can be done in an organisation for a training programme only afterthe managerial process in the organisation is understood . There are thousands oftraining programmes available and new ones are developed frequently as the old ones

6

lose their flavor and then emerge after many years as the most preferred method. Butthe focus of the trainer is mainly on increasing manger’s capacity determinemanagement development needs , mainly because a manager who’s aware of thedifferent requirements necessary and the capabilities he/she possess is in a betterposition to make wiser and effective choices regarding management developmentneeds.

The approach to management development taken for an integrated model withincreased ability to determine a manager’s development needs and increased ability toaccurately assess the appropriateness of the training programme to meet these needs ,for assessing both managerial behaviour and its impact in the organizational context andin doing so we are able to view the entire approach from a system perspective whilelooking at the manager within the department and manager within the entireorganisation.

7.8 PRECONDITIONS FOR MANAGEMENT GROWTH AND DEVELOPMENT

There are some pre conditions for management growth development. The mostimportant thing an organization should have is a strong core business; such a corebusiness has the following characteristics:

It is a unique, profitable combination of strategic assets (e.g. equipment, intellectualproperty rights), skills and abilities (e.g. expert knowledge of work force).products/services, and relations to external environment.

It distinguishes the organisation from its competitors. It enables the organisation to serve a particular market segment with a perceived

value added. It may be a single line of business or a combination of several divisions. It is the long lasting major source of growth and value generation. It does not necessary contribute the largest proportion of revenues, but it does

contribute the largest proportion of profits (A-product)

These characteristics of a core business reveal which further preconditions areneeded in order to achieve growth:

Development and implementation of a (growth) strategy Sound financial basis Ownership or development of two to three profitable core businesses Market leadership with these core businesses (even if it is in a narrow niche

market) Management focus on these core businesses

7

Continuous monitoring of external environment, early realization of andreactions to changes in the market

Avoidance of unnecessary diversification into unknown businesses

7.9 EVOLVING A DEVELOPMENT POLICY

The following are the important steps in the organisation of a managementdevelopment policy:

1. Analysis of organisational development needs: After deciding to launch amanagement development programme, a closed and critical examination of thepresent and future development needs of the organisation has to be made. Weshould know how many and what type of managers are required to meet thepresent and future requirements.A comparison of the already exiting talents with those that are required to meetthe projected needs will help the top management to take a policy decision as towhether it wishes to fill those positions from within the organisation or fromoutside sources.

2. Appraisal of present management talents: In order to make the abovesuggested comparison, a qualitative assessment of exiting executive talentsshould be made and an estimate of their potential for development should beadded to that. Only then can it be compared with the projected required talents.

3. Inventory of management manpower: This is prepared to have a complete set ofinformation about each executive in each position . For each member of theexecutive team, a card is prepared listing such data as name , age, length ofservice, education, work experience, health record, psychological test resultsand performance appraisal data, etc. the selection of individuals for amanagement development programme is made on the basis of the kind ofbackground they possess. Such information , when analysed , discloses thestrengths as well as weaknesses or deficiencies of managers in certain functionsrelating to the future needs of the organizations.

4. Planning of individual development programme: Guided by the results of theperformance appraisal that indicates the strengths and weaknesses of each ofthe executives, this activity of planning of individual development programmecan be performed.

5. Establishment of development programmes: It is the duty of the duty of the HRdepartment to establish the development opportunities. The HR department hasto identify the exiting level of skills, knowledge, etc., of various executives andcompare them with their respective job requirements. Thus, it identifiesdevelopment needs and requirements and establishes specific development

8

programmes, like leadership courses, management games, sensitivity trainingetc.

6. Evaluation of results: Executive development programmes consume a lot of timemoney and effort. It is, therefore, essential to find out whether the programmeshave been on track or not. Programme evaluation will cover the areas wherechanges need to be undertaken so that the participants would find the same tobe relevant and useful for enriching their knowledge and experience in future .Opinion surveys, tests, interviews, observation of trainee reactions, rating of thevarious components of training, etc., could be used to evaluate executivedevelopment programmes.


State whether the following statements are true or false:

Q.1 Senior management development refers to developing the capability ofsenior managers to work effectively s, not only in their current department , butalso to ensure effective performance in other departments within theorganisation.

i. Trueii. False

Q.2. The main objective of senior management developments are to ensure thedevelopment of a corps of highly qualified senior managers capable of performingeffectively at senior levels of the organisation

i. Trueii. False

Q.3. Executive management development is a planned , systematic andcontinuous process of learning and growth by which managers develop theirconceptual and analytical abilities to manage .

i. Trueii. False

Q.4 Development is not an education process as it tries to enhance one’sability to understand and interpret knowledge in a useful way.

i. Trueii. False

9

Activity A

6.11 TECHNIQUES /METHOD OF MANAGEMENT DEVELOPMENT

The most important objective of any training programme is to develop a group of executives

who are capable of succeeding the managers at higher levels. The company ‘s regulation is

directly proportionate to its regulation as a successful developer of such executives into

successful managers for this speaks for company itself and this would also attract the good

prospective employees towards the company by itself. The programmes that are formalized

generally for executives’ are

Discuss the trainer’s behaviour and participants’ dependence under differenthypothetical situations.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

10

1. Planned progression :- This techniques is related to blue priniting the

pathway to promotion that is an opportunity for a manger who has occupied

a certain position in the hierarchy of the organisation. The tracing of path

may be done through the various successive levels of th e hierarchy of the

organisation within the department, which would lead to narrowing of the

excessive expertise within the very diverse experience. It can also be raced

through two or more departments increasing the experiencing and widening

the opportunities for the manager.

2. Job Rotation -This plan is designed to give managers diversified training

within each department of all its functions. There are different types of job

rotation:

a) Trainee rotation in nom supervisory work situations:

The candidates who are selected for training are assigned pre- determined

tasks within specified departments for a given period of time. The behind this

kind of training is to make the trainees aware of the different activities that

are undertaken in each of the departments of the organisation, but the

problem that may arise is that the employees may resent the presence of

trainees due to the fear that their jobs may be given to the trainees and they

may be thrown out of work and hence may try various plans to discourage

the trainees.

b) Trainee rotation in observation assignments :

This is designed for candidates to observe a group of mangers in a

department on rotation across the various departments in an organisation.

The purpose of this is to get the trainees acquainted with the various

problems faced by managers and how they solve them.

c) Rotation among managerial training positions

This involves designation of certain managerial positions in the organisation

that of the same level for the purpose of training to be successively occupied

by trainees to give them practical supervisory experience to the various

problems in an organization, across departments.

3. Creation of Assistant to positions

11

This method of training is devised top permit the trainee candidate to widen

his experience by exposure to different areas in managerial practices. The

training period here can be designed according to the trainee’s needs. This

would necessitate the manger to act as a teacher and judge the assistant‘s

managerial ability.

4. Role Playing: This involves creation of situations in the training programmes

where the candidates will have to assume different roles; that of executives,

subordinates or superiors and discuss the issue and possible solutions to it

and the best of possible solutions to handle a problem. The problem could be

of creating the situations in the training programme, as it may not be

effective in creating enough impact on the trainees to bring about the

desired responses.

5. Understudy: This involves an executive training as an understudy so as to

assume his position and carry out the functions performed by the executive

in his absence. This method of training is employed to bring about flexibility

and stability in the organization and an opportunity for trainees to show their

abilities.

6. Conferences Programmes :

This implies exposure of an entire group to ideas developed by a leader. As it

is direct, it is economical and hence a class of trainees may be inducted into

the company’s ideas, policies, history, objectives, etc.

7. Coaching: This old technique has been renewed and is emerging as a

distinctive feature in face to face counseling. Its success depends on the

ability of the superior to counsel the subordinates and the responsiveness of

the candidate. This involves continuous evaluation of the candidate by the

superior.

8. Laboratory Training: The National Training Laboratories in US pioneered

laboratory training which is associated with T-groups and sensitivity training

for executives, middle level managers and non –business organisation

individuals. They are implanted in theory sessions where the staff members

lecture and demonstrate the relevance of research findings in the exercises

used in training programmes. S

12

9. Grid Team Training: This is developed by Robert R. Blake and Jane S. Mouton.

There are five principal managerial styles which represent different mixes of

“concern for people “and “concern for production”. This approach can be

applied in six phases to vertical and horizontal levels of the management in

the organisation. In this training, when organization’s members take the

responsibility for such training, they feel obliged to seeing that the training is

implemented in the work environment .

7.12 OD APPROACH TO TRAINING AND DEVELOPMENT

STAGE -1Data collection diagnosis and

priority fixing

Phase 1 Initial contact throughinterviews

Phase 2 Data collection throughquestionnaire & interviews

Phase 3 In-depth studies

Phase 4 Diagnosis

Phase 5 Priority identification

STAGE -2Designing / redesigning of a

system

Phase 1 In-depth examination ofidentified key areas

Phase 2 Discussion on alternateaction plans

Phase 3 Evaluation of action plans

Phase 4 Finalization of action plans

STAGE-3Planned training and

development of employeesconcerned

Phase 1 Identification of concernedpersons to execute finalizeaction plans

Phase 2 Identification of internal /external facility

Phase 3 Training & development ofconcerned employees

13

STAGE -4Implementation of action

plans

Phase 1 Motivation and coordinationof concerned employees toimplement action plans

Phase 2 Implementation of actionplans by employeesconcerned

STAGE – 5Post action plan evaluation

Phase 1 Data collection of perceivedchanges throughquestionnaire and interviews

Phase 2 Analysis of data

Phase 3 Evaluation of changes in thesocio technical process bytraining and development


Q.5 Which of the following first step in OD Approach to Training andDevelopment?

a) Data collection diagnosis and priority fixingb) Planned training and development of employees concernedc) Implementation of action plansd) Post action plan evaluation

Q.6. How many stages are in OD Approach to Training and Development?

a) 6 Stagesb) 7 Stagesc) 5 Stagesd) 4 Stages

Q.7. Discuss the type of the nature of management development.

a) Ongoing Processb) Never Ending Processc) Continuous Processd) All of the above

14

7.14 Summary

To be useful and productive, managers need to develop their capabilities at frequentintervals. Management development is the process in which executives acquire not onlyskills and competencies in their present jobs but also capabilities for future managerial tasksof increasing difficulty and scope.

Management development, in contrast to employee training, is more future- oriented andconcerned with education. Analyzing development needs, appraising current talents,preparing executive inventory, planning and establishment of individual developmentprogrammes, and evaluating the success are the main steps in the process of executivedevelopment.

Activity B

If you were directed to design a management development programme

that make use of all five learning principles, which two training techniques

would you combine? Why?

-----------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

15

7.15 GLOSSARY

The Trainer: Before starting a training program, a trainer analyzes his technical ,

interpersonal , judgmental skills in order in order to deliver quality content to

trainers.

The Trainees: A good training design requires close scrutiny of the trainees and their

profiles. Age, experience, needs and expectations of the trainees are some of the

important factors that affect training design.

Training : A planned programme designed to improve performance and bring about

measurable changes in knowledge , skills , attitude and social behaviour of

employees.

Development : Broadening an individual’s knowledge , skills and abilities for future

responsibilities .

Management Development: The process in which managers (executives)acquire not

only skills and competence in their present jobs but also capabilities for future

managerial tasks of increasing difficulty and scope.


Q.1. TQ.2. TQ.3. TQ.4. TQ.5. AQ.6. CQ.7 D

7.17 REFERENCES

B.Janakiram, Training & Development , Wiley India Pvt.Ltd.


N.G.Nair, Latha Nair, Personal Management and Industrial Relations , S.chand CompanyLtd., New Delhi.S

16

Udai Pareek ,Training Instruments for HRD, Tata McGraw Hill, New Delhi.

Caironi, P.2002, Coaches coach, players play and companies win.TIP 40-37-44

Feldman , D.Career coaching : What HR professionals and managers need to know.Human Resource Planning 24:26-35

RK sahu, Training and Development, Excel Books, New Delhi.


1. Define Management Development

2. What is importance of management development for an organisation?

3. Discuss the steps involved in a management development programme.

4. What do you understand by approach to management Development?

5. Chalk out the various stages of OD Approach to training and development

1

CHAPTER 8 DEVELOPMENT PROGRAMSStructure

8.1 Objectives8.2 Introduction8.3 Process of Designing of Training and Development8.4 Conducting Training and Development Programme8.5 Advantages of designing and conducting Training and Development

Programme8.6 Check Your Progress-18.7 Simulating Real Life: Role–playing, Games, and In –basket Exercises

8.7.1 Role Playing8.7.2 Behavior Simulation Games8.7.3 In Basket Exercise8.7.4 Management Games

8.8 Fish Bowl Exercise8.9 Check Your Progress -28.10 Training and Development Programmes in India8.11 Summary8.12 Glossary8.13 Answer to Check Your Progress8.14 References8.15 Suggested Reading8.16 Model Questions

8.1 ObjectivesAfter studying this chapter, you will know:

What is meant by designing Training and Development programme? How can Training and Development programme be designed? What is meant by conducting Training and Development programmes? What is meant by management games, role play, simulation ?

8.2 Introduction

Designing training and development programme refers to the development of learningmaterials and choosing suitable methods of delivering the learning materials so that theobjectives of the training and development programmes are achieved. While designingtraining and development programmes it must be borne in mind that appropriateenvironment must be created to foster maximum learning of the employees. Correctdesigning of training and development programme is crucial to the transfer of learning of

2

learning to the participants in an effective manner. The success of training anddevelopment programme may depend on how well it has been designed in terms ofvolume, duration, frequency and intensity of training and development programme. Oftentraining and development programmes fail due to poor design and deliverability of trainingand development programmes. Designing and development programme needs skills andcompetence on the part of the trainer. Issues involved in designing training anddevelopment programmes are depicted below:

Figure 1: Training & Development Designing Model

8.3 Process of Designing of Training and Development

Designing training and development programme needs meticulous planning and hard workon the part of the trainer/ training executive. Trainer has to understand the organizationalculture and climate for learning while designing training and development programme.Environment has profound impact on the need, drive, motivation and successful absorptionof training and development programmes materials by the trainees. Understanding ofenvironment involves the following issues:

Nature of business. Targets and vulnerabilities. Legal and compliance requirements Physical locations Computer and Internet access Online vs. Offline

Analysis of nature of training and instructional objectivesand identifying resources

Analysis of type of learners and their readiness,willingness, motivation and ability

Analysis of performance, knowledge, and skills in orderto determine who needs training

Analysis of Trainers Internal or External or outsourcingdecisions for optimum outcome of training &development programmes

Designing of Training &DevelopmentProgrammes

Learning Objectives Learner Readiness Learning Principles Characteristics of

Successful Trainers

3

Expectations of customers and partners Management and leadership

A Training and Development programme design is a blueprint for a training anddevelopment event or experience. It is a detailed plan for what will do be done, why it willbe done, and the best ways to reach training and development objectives.

Figure 2 shows the pictorial representation of designing training and development. Thesteps, as depicted below, can be applied to a variety of training and development formats,including face –to-face, online, and interactive, satellite-based trainings.

Designing Training and Development Programme

Defining purpose of training & development and target audience STEP 1

Determining participant’s needs STEP 2

Defining training goals and objectives STEP 3

Outlining training content STEP 4

Developing instructional activities STEP 5

Preparing the written training and development programmedesign

STEP 5

Preparing participantion evaluation form (s) STEP 7

Determining follow-up activities for the programme STEP 8

Figure : 2 Steps of Designing Training & Development Programme

4

1. Defining Purpose of the Training & Development Programme and TargetAudience

The first step to designing training and development programme involvesdeveloping clarity on training needs to be accomplished .For some training thepurpose and audience will be clear –determined by funders or well –establishedprofessional development needs. At other times, there may be need to sort throughand prioritize a spectrum of training and development needs before determining atraining and development focus.

2. Determine Participants’ Needs

The specific needs of training participants’ will influence the development oflearning objectives and guide the choice of activities and training and developmentstrategies. The more is known about participants, the greater the likelihood ofdesigning training and development programme that will be meaningful to them.There are several ways to find out about the needs and expectations of trainingparticipants:

Current roles and responsibilities. Previous training on this topic Reasons for attendance Specific needs and expectations for the programme

3. Defining Training Goals and Objectives

After assessing the needs and expectations of the participants, it is pertinent todefine the goals and objectives for the training and development programme.Clearly defined goals and objectives provide criteria for:

Clarifying expected outcomes Outlining training content Planning specific training activities Selecting /developing materials Designing evaluation procedures Communicating programme intent to the training participants. Ensuring that the training is realistic and appropriate for the purpose

intended.A training goal should be broad, spelling out who will be affected and what willchange as a result of the training.

4. Outlining Training ContentMost training and development programmes are divided into three key segments:

5

An Introduction A Learning Component A wrap-up and evaluation segment

Introduction: The introduction establishes a positive learning environment. Openingactivities should stimulate interest and enthusiasm about the training, reduceanxiety among participants, and build community. It’s important to build somecontent into introductory activities, so that participants experience these activitiesas meaningful.

Learning Component: This is the body of the programme. During this part of theprogramme, participants engage in activities designed to accomplish the trainingobjectives. Concepts and ideas are taught and explored, attitudes are examined,resources are shared, and teaching strategies and skills are demonstrated,practiced, and discussed.

Wrap –up and evaluation segment: This segment should help bridge the gapbetween training and implantation and promote a positive feeling of closure. It is anopportunity to “pull it all together”: Participants should have an opportunity to askquestions, discuss concerns, and provide feedback to the trainers. It is helpful toreview the group’s expectations and identify resources to help satisfy those thathave not been met.

5. Developing Instructional ActivitiesWhile designing training and development programmes, training strategies that aremost likely to help meet training objectives should be selected. For example, skilldevelopment is best achieved through modeling, practice, and feedback, whileinformation acquisition can be achieved through group discussion or collaborativegroup work. An effective training and development programme design incorporatesa variety of training strategies, taking into account:

Participant learning style Principles of learning Group Size Prior experience and /or education level of participants Type of skill or information to be presented Trainer’s style

Finally, the amount of time that will be needed to carry out each activity is to bedecided in order to achieve training objectives.

6

6. Preparation the Written Training and Development Programme Design

A written document that provides a detailed plan o fthe training and developmentsession is to be created, including training and development goals and objectives ;the sequences of specific learning activities and time allotted to each; direction andkey points to cover during each activity; and the trainer who will be responsible forthe activity.

7. Preparing Participation Evaluation Forms’

The purpose of the evaluation is to determine the extent to which the training anddevelopment programme has achieved its objectives and to identity whatadjustments, if any need to be made to the development programme design orfollow up process. Some issues to address through the evaluation form

Did the participants acquire the knowledge and skills that the training wassupposed to provide?

Were the trainers knowledgeable about training content? Were the activities format appropriate ? Is more training on this or related topics needed to support participants in

their work?

8. Determine Follow up Activities for the Event

Without follow up the benefits of training and development programmes mayquickly be forgotten or never used. Follow up activities provide the continuedsupport and feedback necessary for the successful implementation of new ideasand practices. Some follow up strategies which have been shown to improve theadoption of new training and development practices include:

Newsletters and web site posting

Peer observation and coaching in which individuals observe one anotherperforming a newly acquired skill, then meet to discuss and reflect ontheir observation.

Mentoring in which individuals receive on site, personal support andtechnical assistance from someone with experience in the methodbeing learned.

Study groups, in which individuals meet regularly to support one anotherduring the implantation of a new idea or practice

7

Booster sessions in which training participants are brought together two tothree months after the training even to reinforce the knowledge and skillsacquired during the training

Ongoing communication Between participants and trainers via phone orelectronic mail.

8.4 Conducting Training and Development Programme

After a training and development programme has been designed , it is now readyfor implementation . A good need based and well designed training anddevelopment programme may prove ineffective if it is conducted poorly. Issuesconcerning conducting of training and development programmes are as depictedbelow:

Figure 3: Training & Development Conduction Model

Conducting training and development refers to the implementation processwhereby learning reaches the trainees for adaption and intended application on thejob in order to improve performance.

Choosing on site, or off- site, participatory or non -participatory

Providing for appropriates resources, costs, support andinfrastructure

Deciding duration, commencement time, venue,programme sequence, tea/lunch breaks, closing time

Conducting of Training &DevelopmentProgrammes

Selection ofTraining andDevelopmentMethods

Training andDevelopmentFacilities

Training Schedule

8

Conducting training and development involves the following steps as depicted below:

Conduction of Training and Development Programmes

Choosing delivery system STEP 1

Communicating Training & Development Programmes STEP 2

Implementation STEP 3

Figure 4: Steps of conducting Training & Development Programme

1. Choosing delivery System :

Effective and innovative methods of training and development should be utilized todeliver the learning materials that are culture sensitive and appropriate to thesubject matter of the training and development programmes. A wide variety ofdelivery methods can be chosen such as:

I person On site. In person Off site.

Web based CD ROM Video /DVD Email Retreat Handbook Outsourced

9

Relevant methods of training and development help in eliciting adaptive responseson the part of the trainees. It is prudent to use along with traditional retchingmethods, such as formal lectures, seminars, seminars and workshops, such othertechniques that facilitate the sharing of ideas and thoughts among trainees.

2. Communicating training and development programme

Trainees should use appropriate channels of communication to elicit participation in theprogramme by the trainees. A wide variety of communication channels such as bulletins,circular, notice, individual letters, etc., can be used. It is important to communicate trainingand development programmes sufficiently in advance so that the develop departmentmanagers of the trainees can plan for delegation of the work of the trainees who will beaway from their actual work.

A typical communication should include:

Title of the programme Basic objectives of the programme Venue Time Other requirements , if any

3. ImplementationTrainer must make all a arrangements necessary for the seamless conduction of thetraining and development programme. He should be experienced and knowledge able todeliberate on the subject. He should begin by establishing rapport with the trainees andcreates a conducive environment for learning and participation for the trainees. He shouldcontinuously give positive stroke to his trainees and checks back their attention, interest,active listening and participation.

8.5 Advantages of designing and conducting Training and DevelopmentProgramme

The major advantages are :

1. To effectively achieve the goals and objectives of the training and developmentprogramme

2. To pave the way for systematic learning experiences to the trainees to improvetheir job performance

3. To imbibe a culture of continuous learning and development amongst the trainees4. To deliver value for money to the trainees as well as the organization.

10

Hence designing and conduction of training and development is a crucial phase in theprocess of developing the employees of the organization. A properly designed andconducted training and development programme aids the learning, development andimprovement of the performance of individual employees, which results in organizationaldevelopment of performance.

8.6 Check Your Progress-1

Q.1 Which is the second step in Designing Training and Development Programme?

a. Defining Purpose of the Training & Development Programme and TargetAudience

b. Determine Participants’ Needsc. Defining Training Goals and Objectivesd. Outlining Training Content

Q,2 How many steps are in conduction of Training and development programme?

a. 1b. 3c. 5d. 7

Q.3 which of the following is the advantages of designing and conductingTraining and Development Programme

a. To effectively achieve the goals and objectivesb. To pave the way for systematic learning experiences to the trainees to

improve their job performancec. To deliver value for money to the trainees as well as the organization.d. All of the above

Q.4 Which of the following is the most important segment in Outlining TrainingContent

a. An Introductionb. A Learning Componentc. A wrap-up and evaluation segment

11

8.7 Simulating Real Life: Role–playing, Games, and In –basket Exercises

Simulated training is a method , in which trainees learn on the actual or simulatedequipment they will use on the job , but are actually trained off the job. Thoseequipments or machines are specifically designed for the trainees to make them ready tohandle these equipments in the real field or job. Simulations allow trainees to see impactof their decisions in an artificial, risk free environment. It is used to teach production andprocess skills as well as management and inter personal skills. Simulation closely mimicswork environment and now a days is increasingly using computer based technologies andsimulators to replicate the physical equipment that employees use on the job. Forexample when a pilot is trained, airlines use flight simulators and other internet basedtools to provide an actual feel of the job. This technique is also preferred when it’s toocostly or dangerous to train employees on the job.

Advantages of Simulation

i. Trainee can concentrate on learning without involving riskii. Motivation is high as real job conditions are duplicated resulting in greater

learning.iii. This method is helpful in case where on the job training might result in a serious

injury and destruction of valuable equipment and material.

Disadvantages of Simulation

i. It is an expensive method as the entire work setup has to be duplicated.ii. Need constant uploading as new information about work environment is obtained

The three most common simulation methods are role playing , games, and in basketexercises.

8.7.1 Role Playing

The aim of role playing is mainly to create a real life situation and then have the traineesact out a given role as they would on a stage. The role players have to instantly respondand react to the changing situation. It is a method of human interaction which involvesrealistic behavior in an imaginary or hypothetical situation. Role playing basically coverstopics such as employee- employer relationships, hiring, firing, conducting a post –appraisal interview.

So role playing can be very real. Role playing is very flexible training methods. It may beelaborately preplanned , with the actor carefully , primed and season time specificallyearmarked for the play and its subsequent discussion . It can also provide opportunity forexperimentation beyond the tolerances of an operating organisation and for feedbackresults. Trainers can encourage participants to role play spontaneously during a session.

12

Careful management of time is important, otherwise discussion time or repeatperformance will be neglected. A good rule of thumb is to allow not less than 10 minutesfor each play, twice as much time for discussion as for the play, and time for atleast toplays of the same situation in the same session. That adds up to one hour.

Not all roles playing require specific advance preparation or setting, but it does call foradditional time and a high level of training competence. Rather than have participantsprolong an unprofitable argument, for instance, the trainer can ask them to assumeopposite roles and enact them on the spot. The results of such high reality in the sessionmay be far-reaching. One possibility is that neither time nor disposition may be left foranything else in that particular session. We assume that the trainer will be able to handlethe outcomes of the confrontation.

Role playing is mainly useful for training in behavioural dimension. Careful design tohighlight trouble spots in participants’ lives, role briefing of player and allowing sufficienttime after each play for a discussion are very important .Following repeated trials ,evaluations , and revisions , “ role play kits” can be developed for widespread use.

Advantages of Role Playing

i. The outcome and feedback can be instantly knownii. It is an interesting way while having fun.

iii. It involves human interaction hence helps in moulding the behaviour appropriatelyiv. It encourages thinking on toes.

Disadvantages of Role Playing

i. It might sometime lead to unwanted deviations as trainees move away from thetopic by given unwanted explanations and examples.

ii. No follow up session would lead to lack of knowledge in regard to properreenforcement of the desired behavior.

8.7.2 Behavior Simulation Games

These focus primarily on the learning processes of interpersonal relations, on howdecisions are made and with what consequences, rather than on the substance of thedecisions.

Some trainers use “structured exercises” to denote all types of simulations, but it might bebetter to distinguish between games and exercises. Games have set rules and predictableresults. Often their design is hidden in order to highlight a behavioural process and todramatize its effects. When the “secret” is out, repeating that game with the same groupwould be senseless. Exercises, on the other hand, simulate a process and can be repeateduntil learning is assured. They provide scope for improvisation, adaptation, and resigning,according to personal and situational needs.

13

Trainers have a wide range of critical roles in simulation sessions. One moment she/ heprovides expertise, the next she is a theory builder and teacher; she organizes andmanages the session and facilitates its process. Both process learning and cognitivelearning can result from a good simulation session. The most common shortfalls occur inthe processing or debriefing of participants after a game or exercise.

Steps in Designing Instructional Simulation

1. Define instructional problems.2. Describe the operational educational system.3. Relate the operational system to the problem4. Specify objectives in behavioral terms5. Generate criterion measures.6. Determine appropriateness of simulation7. Determine type of simulation required8. Develop specifications of simulation experience9. Develop simulation system prototype10. Try out simulation system prototype11. Modify the simulation system prototype12. Conduct field trial13. Make further modification to the system on the basis of the field trial.

Several steps can be identified for designing behaviour simulations. The above said pointspresent a set of 13 and can serve as a checklist.

8.7.3 In basket Exercises:

Management trainees may work at an office desk with telephones ringing and in-basketsfull with interdepartmental memos, letters, reports, forecasts, and other data, such as theymight normally receive. These pose a series of problems to handle, perhaps also a crisiswhich the officer they play must resolve. They can use the channels of communicationnormally open: telephone, memos, e mail, and face – to – face meetings.

The development of an in basket requires familiarity with the roles participants will work inand various styles of memos, letters, and telephone calls. Critical incidents for inclusion inthe “ in-basket”, spring from such familiarity .

The most far –reaching simulations put actual teams and whole organizations to work ontasks specially designed for improving identified dimensions of their life or work togetheror use situations of extreme stress to select only the highest performers for supremelyexacting and personally dangerous roles.

14

Table 1

Role Playing Games In-basket Exercise

Participant’s role Player/observer Player/colleague orcompetitor

Player

Data Self –generated Normal workingdata

Normal working Data

Trainer’s role Organizer/conductorof review

Organizer/conductorof review

Organizer/conductorof review

Time required 1 hour to 15minutes

2 sessions 2 sessions

TrainerRequirements :Ratio

1 to 20 1 to 20 1 to 8

Time forpreparation

1 to 20 hours High, depending onmaterials

High, depending onmaterials

Facilities required Nothing special Separate areas foreach 4 or 5participants

Real setting : e.g.,desks, workingstelephones,computers, etc.

8.7.4 Management Games

Management Games are used for managerial skills development. Games stimulate learningbecause participants are actively involved in situations that mimic the competitive natureof business. The type of decisions that participants make in games may include all aspectsof management practice i.e. labor relations, ethics, marketing and finance. Usually, incomputerized management games, trainees are divided into small groups of five or six,each of which competes with the other in a simulated market place. They make decisionsregarding production, inventory , marketing, etc. As in the real world, each company teamusually can’t see what decisions (such as to boost advertising) the other firms have made,although these decisions do affect their own sales. These games are compressed to includetwo to three year period into days, weeks or months.

Advantages of Management Games

i. It fosters team work and cooperationii. Trainees are highly involved hence leading to better decision making skills

Disadvantages of management Games

iii. Factual information cannot be taught through this training

15

Activity A

8.8 FISH BOWL EXERCISE

In a training programme, the word ‘ participant’ indicates the persons attending theprogramme. However, in many cases, these persons are treated as ‘trainees’ and donot get adequate opportunity to participate in the various sessions. They arebombarded with lectures for more of the time, leaving only a marginal time or‘questions and answer’.

This system becomes particularly dysfunctional when the objective of training ischange of attitude. Trainees listen to the sermons with belief, disbelief or apathy.Typical remarks after a session comprising a lecture on participative management are:

Briefly state the most prominent changes affecting T& D function in business

organisation today.

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

16

“This is all very correct-‘they’ (i.e. the superiors of the participant) should practicethis”.“This sounds all right-but will not work in our organisation”.“This is all theory”.“This is nothing new; we are already practicing this more or less”.This is the situation where Group Decision Exercises cab be effective. They ensureparticipation by most of the participants’ and bring out the present attitudes as well asthe dysfunctional characteristic of the attitudes.

Some people keep gold fish in a glass bowl full of water in their drawing rooms as ashowpiece, and people (particularly youngsters) stand around the bowl and watch thegraceful swimming of the goldfish. The name of Fish Bowl exercise derived its namefrom the drawing room fish bowl.

In this exercise, half the participants sit in a circle and discuss on the topic while theremaining half stand in circle outside the inner circle and observe the behaviour ofparticipants in inner circle and observe the behaviour of participants in inner circle oftheir verbal and non verbal communication, body language, the group dynamics andthe decisions making process. The observe group may take notes of the observationswhich can be used at the time of debrief discussions after the exercise is over.

8.9 Check Your Progress-2

Here the class is divided into two groups-one doing the exercise and the other observing theprocess (Fishbowl exercise) The group is asked to “ work as a team, to discuss, and to rate ,” eightstatements which describe the characteristics of a job.

Rating Characteristics of a Manager or Supervisor

a) He is free with praise of work that is excellent in qualityb) He communicates the reasons for all important decisions to his subordinators.c) He encourages criticism of his policies by his subordinatesd) He consults his subordinates before taking decisions affecting their worke) He has no favoritef) He never reprimands subordinates in front of others.g) He has frequent social contacts with his subordinates while off duty.h) He delegates authority to his subordinates on all matters directly affecting their work.

The group has 20 minutes for this task .It is possible the group may not finish it with the allottedtime- but the group should try its best

The statement are placed according to their importance “ 1” is placed in front of the statement ,the group decided is the most important characteristics “2” in front of the statement , the groupdecides , is the next important , etc., until all the eight characteristics has been rated .

The participants must work as a group and record the rating as the group decides upon it.

17

Experience with Group Decision exerciseThe exercise have proved useful with various types of groups . They have beenused for all hierarchical levels ranging from general managers to telephoneoperators. To get get good results, the following procedure should be followed:

1. The exercise chosen should be of interest to the decision making group.2. The observing group should be asked to comment on the decision making

process (NOT on the decision arrives at ). The procedure making group may beallowed to respond to the comments after all comments have been given ,

3. All the papers given to the decision making group should be withdraw and freshpapers should be given to note individually arrived at by the group .

4. The rules are then reversed. The observing group is now given a group decisionexercise (Preferably different from earlier one) and the previous decisions -making group is asked to a observe the decision making process. Then theprocedure of steps 2 and 3 is repeated .

5. Finally ,the faculty gives a critique of the decision making proces

8.10 Training And Development Programmes In India

Take away my factory machinery , money and all that I have , but leave my men and Iwill rebuild my industrial empire stronger and better.

Henry Ford

The above statement amply emphasizes the need for developing human resources ofan organisation as a part of organizational strategy.

The Government of India has now gone in for major economic restructuring with a viewto consolidating its position in the world markets and achieving internal economicbalance and growth. Liberalization in terms of major changes in the industrial policy, asa part of the economic restructuring programmes , has brought in a lot of competitionfor the over protected Indian industrial organizations in general. Allowing free flow offoreign capital and direct participation of multinational organizations in the corporatesector has exposed the Indian industrial organizations to intense competition.

The effects of such liberalization on the Indian industrial organizations have again beenmultiplied by certain developments at the international plane, which are more in theform of global trade restrictions. Certification as per the quality system standards(developed by the international Organization for Standardization) of the products ofthe Indian industrial organizations is now almost essential for going global. Total qualitymanagement (TQM) is now a widely discussed issue in the corporate world.

18

Major economic restructuring at the macro level and the global changes taken togetherhave prompted the Government of India to start with a National Renewal Fund(NRF)in order to give effect to the exit policy on the one hand and to upgrade the skills of theemployees retained through intensive training on the other. Organisations, in order totrim their employees, will henceforth have to implement Voluntary RetirementSchemes (VRS) by making extra payments by way of compensation (exit incentive) inaddition to the normal statutory payments. The remaining employees (who do not optfor VRS) will now have to be trained vigorously in order to adapt them to the changedjob requirements, vis-à-vis up gradation of technology, modernization and restructuringof jobs.

Training the employees on TQM strategy at a time when the Indian economy has gonein for major restructuring has assumed much importance because today a corporateorganisation in India cannot expect to survive merely by developing a strategic planbased only on extrapolation of production and profit figures. It has to survive in a highlycompetitive environment both at the domestic and the global fronts. Thus ,restructuring of the production process , based on technological dynamism, in anorganisation has become imperative. Economic restructuring at the macro level has aninevitable impact on the production process in an organisation at the micro level.Restructuring of a production process, as a natural consequence of economicrestructuring, necessitates restructuring of manpower in an organisation. Since,trimming of surplus employees in an organisation by offering them golden handshakeunder the VRS is restricted only to those who opt for it, the only other effective way isto redeploy surplus employees after intensive need based training.

Keeping in mind the important performance areas in TQM strategy in the corporatesector, training programmes are arranged for all categories of employees. Suchtraining programmes are usually on:

1. Total quality management’2. Product familiarization3. Process familiarization4. Multiple skill development5. Simple problem solving techniques6. Statistical process control7. Quality circle concepts , and8. Total productive maintenance

The duration of each training programme varies from one to two weeks depending onthe participants’ level and power of understanding.

For managers and executives, TQM techniques, inter alia, call for appreciating theseissues:

19

Formal education and age are not really the factor, that determine the effectivenessor otherwise of learning of TQM techniques , which essentially have their roots inhumanism. The conceptually and techniques aspects of TQM can only beappreciated at a deeper level,if training programmes on TQM genuinely have ahumanistic tone.

Attitudinal changes at the top are important to operationalise TQM in anorganisation. Unless the top level personnel change their attitudes , e.g., acceptinga flatter organisation structure, following an egalitarian approach, becomingreceptive to change on a continuous basis, encouraging participative managementand supporting group performance, it is not really possible to inculcate TQM culturein an organisation.

Activity B

The success of training programme is dependent on the organisation

environment. Yes or No. Elaborate your answer.

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

20

8.10 SUMMARY

Hence designing and conduction of training and development is a crucial phase in

the process of developing the employees of the organization. A properly designed

and conducted training and development programme aids the learning,

development and improvement of the performance of individual employees, which

results in organizational development of performance.

8.11 Glossary

Management Development: Management Development is best described asthe process from which managers learn and improve their skills not only tobenefit themselves but also their employing organization.

Role playing: Role playing gives the participants vicarious experiences which areof much use to understand people better. This method teaches human relationsskills through actual practice.

In basket method: The trainees are first given background information about asimulated company , its products , key personnel , various memoranda, requestsand all data pertaining to the firm. The trainee has to understand all this, makenotes, delegate tasks and prepare memos within a specified amount of time.

Simulation: Under this technique the situation is duplicated in such a way that itcarries a closer resemblance to the actual job situation. The trainee experiencesa feeling that he is actually encountering all those conditions. Then he asked toassume a particular role in the circumstances and solve the problem by makinga decision. He is immediately given a feedback of his performance.


Q.1 bQ.2 bQ.3 dQ.4 a

21

8.14 REFERENCES

1. Kenwyn K. Smith, Yearning for Home(United States : Pilgrim Press, 2003).2. PL Rao, Comprehensive HRM, Excel Books , New Delhi.3. Prasad L.M. “Human Resource Management”4. Pattanayak Biswajeet. “Human Resource Management”5. Tapomoy Deb, ‘Training & Development , Concepts & Applications’ Ane Books ,

20116. Martyn Sloman, ‘Training Strategy for Implementing Training’ Pp.244.


1. Udai Pareek, Training Instruments for Human Resource Development , TMH2. VSP Rao, Human Resource Management , Excel books, New Delhi.


I. Explain the process of designing of Training and Development Programme.

II. Discuss the steps in conduction of Training and Development Process.

III. Explain the merits and demerits of Role Playing.

IV. What do you understand by Training & Development Programmes in India.

V. Write short notes on :

a. Business / Management Games

b. In-basket Exercises

c. Simulation

LESSON – 9

Evaluation of Training and Development Programs & Training Policy

Structure

9.1 Objectives

9.2 Introduction

9.3 Definition of Evaluation

9.4 Objectives of evaluation of training and development

9.5 Need and purpose of evaluation

9.6 Effectiveness of evaluation

9.7 Theories for evaluation of training

9.8 Suggestion for evaluating training

9.9 Responsibility for the evaluation of training

9.10 Summary

9.11 Evaluation of Training Policy

9.12 Glossary


9.14 References



9.1 OBJECTIVES


To understand the need of evaluation in training & Development.

To bring out the main purpose of evaluation in training & Development

To find out the criteria of evaluation.

To know all the reasons and problems in the field of evaluation.

9.2 INTRODUCTION

Evaluation of training and development is the one of the core aspect of training

programme in an organization. The job of the HR supervisor comes here to conduct a

follow up of the training. Generally, the employees to know the progress and the

change they felt in themselves. It involves assessing whether the company is

achieving its objectives with the help of training effectively or not. In general, all

streamlined training and development programs starts with recognizing the training

and development needs and it ends with evaluation of training process. Training

evaluation ensures that whether aspirants are able to implement their learning in their

respective of job, work place, peer relations, performance improvement etc. It is the

series of tests, assessments, investigations, and assessments done at different stages

of training that is designed to discover that whether the employee or trainee gives the

desired results in terms of improved sales, profits etc.

9.3 DEFINATION OF EVALUATION

According to Phillips, “evaluation as a systematic process to determine the worth,

value or meaning of something.”

According to Holli and Colabrese, “evaluation is a comparison of an observed value

or quality to a standard. It is the process of forming value judgments about the quality

of programs, products and goals”.

According to Boulmetis and Dutwin, “evaluation as the systematic process of

collecting and analyzing data in order to determine whether and to what degree

objectives were or are being achieved”.

According to Schalok, “effectiveness evaluation as the determination of the extent to

which a programme has met its stated performance goals and objectives”.

According to Hamblin, “any attempt to obtain information (feedback) on the effects

of training programme and to assess the value of the training in the light of that

information”.

Hence training evaluation strategy takes in account-

Evaluation is the judgement of goals set, objectives designed, which answers

the question of how far the training has achieved its set target.

It is the methodical collecting the and assessment of information for deciding

how best to exploit available training resources in order to achieve

organizational goals.

Training evaluation refers to process of collecting and measuring the

outcomes needed to determine whether training is effective.

Evaluation can be tough because it is often hard to set measurable objectives

and even harder to collect the information on the results or to decide on the

level at which the evaluation should be made.

Validation, as against evaluation, is applicable to the programme and its, and

the results attached to it. Validation is defined as, “It deals with a series of

tests and assessments designed to ascertain whether training met with its

objective. In internal validation the focus is on the proximity of the training

and learning resulting in the upgrading the trainee.”

9.4 OBJECTIVES OF THE EVALUATION OF TRAINING ANDDEVELOPMENT

The main objectives of the evaluation T & D programme is to keep an

organization at the front of its industry maximize performance and energize every

level of the organization. The objectives of training and development are to

perform efficiency in the working conditions; accidents, scrap and damage to

machinery and equipment can be avoided or minimized through systematic

training. It helps in providing the future needs of the employees giving an

effective source of recruitment. The quality of products or services will definitely

increase by the better – informed workers.

Reasons why training should be evaluated:

To find out where the desired expectations (goal) are and are not being met.

To make the training environment more supportive of learning.

To revise and redefine the course to make it more effective.

To identify and reduce workplace restrictions that inhibits transfer of training.

To prove that training is investment and not cost.

To get pledge and support of training by management.

To give coaches and course developers a proper questionnaire in form of

feedback which help them deliver better.

To certify and perhaps increase the training budget, if any deficiency is felt.

To find on the impact of future results like on what kind of programmes to

be included to compete in the enviornment.

To manage the training function more proficiently and with high expertise.

9.5 TRAINING EVALUATION: NEED AND PURPOSE

An evaluation in any field is done to know the progress similarly in training field also

it can proved to be fruitful if the organisation meet different goals of association.

Evaluation of training programme has two basic aims – assessing training usefulness

and using it as a training aid used in the process, the correction of the performance

deficiencies, and to ensure that the changes in trainees capabilities are due to

programme and not due to any other condition . The initial aim of evaluation is to

improve training by discovering which training processes are successful in achieving

their stated objectives. Since evaluation affects learning, "it can also be put to use as a

training aid (knowledge of results facilities good knowledge)”.

NEED FOR EVALUATION

Evaluation is needed to achieve the following reasons:

To know increase in productivity and company profit through human

perfection by training.

To know whether improvement in quality of a company product or service has

taken place.

Whether exiting employees are ready for higher level jobs.

Whether there is enhancement in personal growth of the employees and

motivation towards their work-area has taken place.

Whether enhancement in organizational climate has taken place.

Do the existing employees require refresher training so as to keep abreast of

the latest development in job- operations.

To make employees mobile and flexible. They can be placed on various jobs

depending on organizational needs.

To raise the self-esteem of the employees and maintain the validity of an

organization and maintain the employees.

Prerequisite for assisting employees to do the work in a more efficient way to

reduce learning time, diminish waste and leakage of raw material and product

quality service and develop their potential.

PURPOSES OF TRAINING EVALUATION:

There are different goals for each programme. The main purpose of the training

evaluation

Weather of the main goal is met or not is the main aim of the training

evaluation?

Different contents of the training program are the training assistances,

program scheduled, the contents ,the style of presentation and the behavior of

coach who is training and the environment in which it is working.

Another name of the training program is also to know the cost and investment

it has incurred.

The number of all the participants who will be in the future programs.

Is the duty coach to find high-end most and low end most member from

specific programmes.

To gain the insight of and deliver more efficient future programmes.

To match to policy procedures and documentation of training and

development works.

To check the magnitude of transfer of learning i.e. the extent to which a

trainees applies to his/her job.

Different future needs of all the trainees.

“Bramley and Newby identify four main purposes of evaluation:

Feedback/Reaction: Linking knowledge outcomes to objectives and providing

a form of quality control.

Control: Making links from training to organizational activities and to

consider cost effectiveness.

Research: Determining the rapport among learning, training and transfer of

training to the job.

Intervention: The results of the evaluation influence the context in which it

happening.

Power games- Manipulating evaluative data for organizational politics.”

Scopes Of Evaluation Process

“The dimensions of evaluation are process, outcome and impact.

Process evaluations- It is the Evaluations that assesses and describe

programme materials required and activities to be taken out. Establishment of

the extent and nature of programme, and achievement is an important first step

in studying programme outcomes/ results.

Outcome evaluations- In this Evaluations the aim is to study the direct effects

– in terms of efficiency and behavious modulation of the programme on

participants . The extent of an outcome evaluation can extend beyond

knowledge or attitudes, however, to examine the immediate behavioral effects

of programmes.

Impact evaluations-Impact Evaluations look upon the immediate results of

policies, instruction, or services to recognize longer-term as well as unplanned

programme effects.”

9.6 EFFECTIVENESS OF TRAINING

“Training effectiveness refers to the benefits that the company and the trainees

receive from training. Benefits for trainees may include learning new skills. Hence

the benefits for the company may include higher sales and more contented

customers.” Training is effective only if it produces desired result. When the

organization is executing a training programme, there should be an ideal evaluation

scheme, to measure the effectiveness of training and development activities.

However, it become tedious to measure the efficiency of T & D because of its

nonconcrete nature and long-term impact on the trainees and the organization.

• Training evaluation is agreed by participants expressing their feedback

regarding effectiveness of training programmes through questionnaires

completed at the end of the training programmes.

• Training evaluation questions on the importance and significance of the

training to the job have been shown to have a correlation to actual use of

skills and knowledge learned on the job.

Steps to maximize the effectiveness of training

1. Training need identification – Employee must get the training in the

area where he needs.

2. Pre-training activities – Every superior is expected to explain to his

subordinate the rationale for recommending him for training.

3. Planning and organizing the programme- Factors such as location and

venue and duration are significant.

4. Feedback on faculty- The feedback forms must be got filled from the

participants.

5. Feedback from the external faculty-

They must give feedback on: i) Participation level of the trainees.ii)

Training infrastructure existing in the company and iii) Training support

received from the company.

Activity A:

Conduct a field survey of any company near you. Ask HR department to

describe/discuss any steps taken by them to increase the efficiency of any recent

training & Development Programme conducted in the company and write down

various observations in detail.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

……. ….. ……. …….. …… …. ….. …… ….. ….. ….. …. …. … ….. …… ….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

Reasons for evaluation

• To decide whether a programme is accomplishing its objective.

• To recognize strength and weakness in HRD processes.

• To define cost/benefit ratio of HRD programmes.

• To decide who are participants in the future programmes.

• To underline major points made to participant.

• To identify which participants benefitted the most or the least from the

programme

• To gather data to assist in marketing future programmes.

• To determine if the programme was suitable.

There are the two principal factors which need to be resolved: These are-

• “Who is accountable for the validation and evaluation processes?”

• “What resources of time, men and money are available for validation/evaluation

purposes?”

• Whether the applied learning has brought about the changes required in relation to

attitudes, skill or behaviour.

Training Techniques for Evaluation

The frequently used training evaluation techniques are :-

1. Post- course assessments.

2. Pre- and post-course tests.

3. Management briefing /Management debriefing.

4. Questionnaires.

5. Appraisals.

6. Training for promotion.

7. Assessment/development centres.

8. Surveys.

9. Trainer interviews.

10. Trainer-observed behaviour.

11. Participant observation.

12. Performance recording.

13. Action plan follow-up.

Post-course assessments: This tool of assessment is done at the end of a training and

development course work. If the training is delivered in a desired and acceptable

manner and if is proved to be effective then trainees shall give a positive response.

Analysis is been done by the trainer and which helps to understand the programme

parts which were more effective to the user. To check the performance appraisal of

the coaches or presenters, this method can be highly useful.

Pre- and post-course testing: Calculation of the amount learning done during the

course and to measure the knowledge gained during the course and at the end of the

course is important . It helps in finding out what are the major requirements of the

course that comes out to be important to a learner. Gains made during the training and

at the end of the training are important and shall be clear.

Management briefing in T & D: Management briefing means the involvement of

the low line managers and the coaches in the evaluation process. Here the trainer to

provides the manager the types and details of the goals and the matter of the content

of the training programme. There is collaboration of the managers and the apprentice,

and they sit together and discuss the personal and specific goals which are to be

achieved and the enhancement in the trainee’s knowledge, skill or attitude. The

programme is briefed by the boss who wants his trainee to learn and he is fully

dedicated towards the personal objectives to be achieved learning process.

Questionnaires: Questionnaires help in gathering information regarding the

effectiveness of training. Questionnaire helps in measuring the level of retention of

knowledge and application, it is generally designed primarily to check the level of

skill or knowledge which the trainee has learned during the period following the

training period – the interval could be 3, 6 or 12 months. Trainees should be respond

back properly in an open and honest way

What opportunities do they now have for nurturing their learning and what

benefits have trainees achieved?

Questionnaires cover a large number of responses. The respondent might feel more

free to respond on a questionnaire than a face to face dialogue.

Training Appraisals: Training appraisal system is established to assess the success

and failure of training of previous period, and needs of forthcoming objectives. This

applies –“whether training has been carried out on formal programmes, by the course

of self-development or by learning on the job. Because the immediate supervisor of

the trainee usually conducts the appraisal, it should be possible for the two people

working together to judge the applicability of the training needs of the learner.”

Training for promotion: This method is applied when an employee has to be

promoted. It means that “it depends on partly on who is accountable for promotion

procedures within an organization. If they are the one-off responsibility of

departmental line managers, for example, it may be less valuable. Decisions maybe

rejected as particular idiosyncrasies of the manager. On the other hand if promotion

procedures are well considered and involve some objective form of assessment, the

training experience of individuals who are promoted is likely to have relevance to an

evaluation of training procedures. Instructors should track and monitor the career

progress of learners, relating their promotion back to course performance.”

Assessment/development centers: Many companies now run centers designed to

assess employees’ potential, also called as assessment centers. The practice to provide

people with an opportunity to assess their own development needs along with skilled

assessors development centers is also becoming popular. Both these exercises provide

a lot of useful information to the trainer, which can be of relevance to the processes of

evaluation. In assessment centers, the potential identified frequently relates back to

previous training experience and assists the trainer in evaluating how effective

previous training programmes have been.

Development centers enables the trainer to find out whether the identified training

needs of individuals are being met or not. Trainers cannot say it with proof that they

are responding to the direct and individually identified needs of a group of trainees.

Evidence which emerges from development center work, however, provides an ideal

basis on which to build evaluation programmes designed to test the effectiveness of

training delivered against a check list of specifically identified needs assuming that

other techniques of evaluation are applied to the training given.

Surveys: Huge market research surveys are being conducted by big corporate bodies

to look into customer attitudes, habits, lifestyle etc. Surveys can be conducted-“ to

look for the employee outlooks and communications audits are a common

management experience. Such information provides a useful background on which to

assess current performance and to build forthcoming performance. On similar lines,

surveys are being conducted to the find out the organizations’ training needs and they

apply with equal force to the evaluation of training delivery. A full- scale or even a

small, more qualitative survey can be carried out effectively in most of organizations.

Sometimes the information the trainer is asking may be of a more confidential nature.

Then, it may be necessary either to employ the services of an outside consultant or to

allow people to respond anonymously.”

Trainer interviews: Interviewing a trainee helps in finding the pros and cons of the

training programme. If we interview a previous trainee and if gives a useful insights

and other experiences of the training conducted. Organized and structured interviews

are more effective as it helps in analysis of answer, and also helps in keeping the

interview on track. Although interviewing is a huge task and is time consuming also

and it consumes a huge resources and manpower.

Hence, “the greatest benefit of interview-based evaluation is that the trainer can gain a

great amount of information through a mixture of closed and open questions designed

to probe in detail the trainee’s replies. Such an method can cover knowledge, skill

arid attitude assessment, both in the starting and latter phases of evaluation. If this

approach is connected with a more quantitative approach, as explained earlier, it can

provide coaches with a good feel for the effectiveness of the programmes they have

been responsible for delivering.”

Trainer-observed behaviour: This evaluation method is most appreciated in relation

to action- based learning, including role-plays and simulations and many others. The

trainer can observe how behaviour has changed as a result of learning and reaction,

and can reinforce this with additional feedback to the trainee after a particular

exercise or experience. It should be noticed that feedback is an vital part of this type

of evaluation, and the trainers cannot expect sound performance they observe to be

repeated unless they provide some kind of positive reinforcement. Putting the learnt

behaviour into practice can contribute to the success of such a training programme.

Participant observation: Trainees learn a great deal from their colleagues who can

observe and give opinions, particularly about the behaviour identified with the

training. However, an objective feedback is an essential aspect of such an exercise.

Observation is most effective where the trainer or participant is concerned with

immediate evaluation of the learning, and has less application to the long-term

benefits of training.

Records of performance: Records helps to recognize training needs and or to

evaluate the training delivered. Working closely with the line manager, the trainer

needs to identify through performance reports how effective an individual employee

has been in relation to the training received.

It is also possible for the trainer in this situation to identify those people with low

performance levels who perhaps pave not received the same training experiences as

the others.

9.7 THEORIES FOR EVALUATION OF TRAINING.

Hamblin defined “evaluation of training as any attempt to obtain information on the

effects of training programme and to assess the value of the training in the light of

that information.” He described evaluation as a training aid and identified FIVE levels

of evaluation. They are-

1) Reaction level

2) Learning level

3) Job behaviour level

4) Organization and

5) Ultimate value

Reaction level – The trainees reaction to training are important, particularly to the

trainees. However from the training mangers perspective they are not as important as

whether learning and job behavior effects have taken place. Each trainee’s reactions,

attitudes etc. are complex and are a result of many factors such as training content and

methods, the training context, location etc. and the trainee‘s perceived success at

achieving some of the goals of training. These reactions will vary throughout the

training, some of which are transitory in the nature. Therefore it has to be given

special consideration as what aspects of reactions are important. A questionnaire,

using rating scales is preferable method and is supplemented by interview and

informal discussion.

Learning level – The most important aspect is whether the trainees learned the

required skill sets through the training for which it was intended. If trainees have

failed to learn the required skill sets and knowledge, then it can be inferred that the

training system has failed rather than the trainees. Thus the modification in the

training system is required.

Any evaluation of learning has to be done very carefully as it has to assess the skills

and knowledge that should have been acquired. Evaluation of skill acquisition must

ensure that assessment is both reliable and valid. It is important to be aware of the

distinction between learning and the performance. Only the performance can be

measured and learning can be inferred through the observable performance. The

training itself should be designed in such a way that the retention of knowledge and

skill is for a fairly long period. Some skills and knowledge can deteriorate rapidly as

compared to some other skills and knowledge and therefore the factors responsible for

such skill loss also must be accounted for.

Job Behaviour - For training in the organization, it is critical that skill and

knowledge acquisition has to be translated into appropriate changes in the job

behavior. This transfer of training on the job must be exhibition of the skill acquired

after learning. At this level three, it should be now without the support of trainer. The

objective of level three is maximum transfer of training and ability to perform task

and largely depends on the task analysis which is basis for designing of training

programme. Training policy should be such that sufficient opportunity is given to the

trainee to exhibit the transfer of training received. Therefore, an evaluator must ensure

that sufficient opportunity is available for trainees to demonstrate the skill and

knowledge acquired.

Organization- It is believed that the training effects on job behavior will be translated

into beneficial effects upon the organization within which the trainee works. The

objective of ultimate level could be overall profit of the organization. The immediate

effect includes improvement in-

Quality and quantity of production

Safety

Damage to equipments

Absenteeism

Labour turnover

Attitude to work

Job satisfaction

Improvement to work methods, etc.

Ultimate level- The ultimate value of training to the organization is judged mainly in

terms of financial improvement. This may be the cost effectiveness study but

gathering all the data for cost and the effectiveness is difficult because of different

assumptions made to collect data. But the overall improvement in the financial

condition of the organization could be attributed to the training effectively transferred

on the job.

9.8 SUGGESTIONGS FOR EVALUATION OF TRAINING

The importance of the validity, accuracy and reliability is very high for the evaluator

in their evaluations. However, huge amount time, people and money is involved.

Evaluators are also looking for evaluation approaches that are practical and

significant.

Training and development activities can be evaluated before, during and after the

activities. Consider the following very basic suggestions:

“Before the Implementation of training Phase

• Will the selected training and development devices result in the worker's learning

the knowledge and skills needed to perform the task or carry out the role?

Have other employee's used the methods and been successful?

• Also Consider applying the methods to a highly skilled employee. Ask the

employee of their impressions of the methods.

• Do the methods correspond to the employee's preferences and learning styles? Have

the employee briefly review the methods, e.g., documentation, etc. Does the

employee experience any complications in understanding the methods?”

“During Implementation of Training Phase

• Asking the employee how they're feeling or doing. Do they understand what's being

said?

• Regularly conduct a short test, e.g., have the employee explain the main points of

what was just described to him, e.g., in the lecture or training session.

• Is the employee actively taking part in the activities? Is he or she coming late and

leaving early. It's astonishing how often learners will leave a course or

workshop and immediately complain that it was a complete waste of their

time. Ask the employee to rate the activities from 1 to 5, with 5 being the

highest rating. If the employee gives a rating of anything less than 5, have the

employee describe what could be done to get a 5.”

“After Completion of the Training Phase

• Give him or her a test before and after the training and development, and compare

the results?

• Interview them before and after, and compare results?

• Watch them perform the task or conduct the role?

Assign an expert evaluator from inside or outside the organization to evaluate the

knowledge and skills of learner?”


State which of the following as True/false.

i. Reason for evaluation is to identify strength and weakness in HRD processes.

ii. Training effectiveness refers to the benefits that the company and the trainees

receive from training.

iii. Linking learning outcomes to objectives and providing a form of quality

control is called as results.

iv. Whether the training and development objectives are being met, is a major

purpose of evaluation.

9.9 RESPONSIBILTY FOR THE EVALUATION OF TRAINING

There are different responsibilities of training and evaluation committee. For thedifferent responsibilities in the training Evaluation consists of the following personsin the organization:

• The Senior management

• The trainer

• The management

• The training manager

• The Trainee

1. The Senior management - training evaluation responsibilities

• Involvement of the participants in the training program.

• Actively participating in the events..

• Requirement for evaluation to be performed and require regular summary

report.

• Making decisions based on the results.

• Involving these training manager in the future changes when training will be

essential.

2.The trainer - training evaluation responsibilities

• Preprogram and post program planning.

• Find the stage of program, level of knowledge and the skills of the

trainees/learners.

• Provision of earning resources.

• Checking the level of advancements.

• Assessing of reports from the apprentices of the learning levels achieved.

• Confirming the production by the learners of an action plan to reinforce,

practise and implement learning.

3.The line manager - training evaluation responsibilities

• People and work-needs identification.

• Involving in training methods and evaluation development.

• Support system and holding briefing meetings with the learner.

• Giving support to the training programme.

• Discussing, agreeing or helping to modify for their action plan.

• Checking the progress of learning implementation.

• Review and implementation.

4.The training manager - training evaluation responsibilities

• Management of the training section and agreeing the training needs and the

programme application

• The interest and support of the trainers to be maintained.

• The introduction and upkeep of evaluation systems, and production of regular

reports for senior management

• Contacting the upper level of management.

• Cooperation with learners' line managers

• Helping with line managers, in the assessing the performance appraisal of the

training ROI.

5. The trainee or learner - training evaluation responsibilities

• In the planning and design of the training involvement.

• Active participation in the training programs.

• Hurdles faced by the learner.

• Take interest and support the evaluation processes.

9.10 SUMMARY

Evaluation, is considered as knowing the worth or value of an activity according to

the information available. Generally, it just not mean only the measurement of value

of a training programme but also to collect and analyse the data which will help in

assessment. Learning is a way to improve slowly and gradually which ensures tha

proper and authenticate learning has taken place in a person. It helps in judging the

worth of training programe and helps in knowing the learning programme , learning

process, its conduct and application of learning in real life situations, is available.

Evaluation of training and development programme , includes appraisal,

investigation, review or measurement of all such activities and efforts which ensure

its effectiveness and it is conducted before, during and after training.

In summary, evaluation can be defined as an analytical process involving the

collection of data of all (or some) phases of the training programme and finishing in

the combination of a report containing recommendations about the training

programme being evaluated. The overall aim of evaluation is to influence decisions

about the need for the programme in the future; the need for modifications to the

programme; and the need to provide cost/benefit data about the programme.

9.11. EVALUATION OF TRAINING POLICY

We all hear and see the word “policy” a lot, but what exactly is a training policy?

“It’s a document that outlines the department’s mission statement, objectives,

customers, and actual policy items.”

An effective training policy does the following:

Provides guidance for allocating department resources such as trainers,

money, and time

Gives a broad direction to training activities

Outlines the authority given to the training department, as well as the limits to

that authority

Training policies can also be used as one of the tools for evaluating the success of the

department’s efforts. Six months after the policy goes into effect, the training

department should evaluate the policy. As a team, ask yourselves, “Are we fulfilling

the objectives and policy items we have stated in our formal policy?”

The training Policy can be made under following heads:

Mission statement

Objectives

Outline of the training department’s roles

Mission Statement:

“The mission of the Training Department is to support a Corporation's goals and

improve our clients' satisfaction by providing high-quality product training programs

for our internal consultants and trainers.”

Objectives:

1. To provide product update training to all consultants within the next 6

months.

2. To support the company’s objectives in reaching its goals.

3. To develop and implement a management training program for all middle

level managers within the next 12 months.

4. To provide customer service skills training to all new help desk employees no

more than two months after being hired.

Outline of Training Department’s Role:

This list, created by training department, “outlines the exact functions that the

training department will fulfil”. while creating policy some items must be kept in

mind:

1. Policy items should relate to the company’s goals.

2. These items should be consistent. Ask yourself, “Are they in line with the

stated mission and objectives?”

3. They should be clearly written and widely communicated.



(i) ………….. Evaluations describe and assess programme materials and

activities.

(a) Process (b) Outcome (c) learning (d) Learning

(ii) Evaluation is a comparison of an observed value or quality to

a……………

(a) Standard (b) product (c) goal (d) none of these

(iii) Maximun participation and interest in the training programme or activity

shall be by-

(a) trainer (b) trainee (c) senior manager

(d) None of these

(iv) Every superior is expected to explain to his subordinate the rationale fornominating him for training is part of-(a) Feedback on faculty (b) Pre-training activities (c)Planning and organizingthe programme(d) None of these

Activity B:

Out of the following list of designations, who plays most important role in

training evaluation and why .write down various observations in detail.

• The Senior management

• The trainer

• The management

• The training manager

• The Trainee

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ………….

……. ….. ……. …….. …… …. ….. …… ….. ….. ….. …. …. … ….. …… ….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. …….

9.12 GLOSSARY

Training effectiveness – “It refers to the benefits that the company and the

trainees receive from training. Benefits for trainees may include learning new

skills or behavior.”

Impact evaluations-“Impact Evaluations look beyond the immediate results

of policies, instruction, or services to identify longer-term as well as

unintended programme effects.”

Research in Training: “Determining the relationship among learning, training

and transfer of training to the job.”



1) (i) true

(ii) true

(iii) false

(iv) true


(i) (a) Process

(ii) (a) Standard

(iii) (b) trainee

(iv) (b) Pre-training activities

9.14 REFERENCES

1. Noe . A. Raymond, Employee Training and Development , Tata Mc Graw

Hill Education Private Limited, New Delhi.

2. https://www.mindtools.com/pages/article/kirkpatrick.htm

3. http://www.businessballs.com/trainingprogramevaluation.htm


1. Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton &

Udai Pareek, Sage Publication, N.D.

2. Udai Pareek (1997) Training Instruments for HRD, Tata McGraw Hill, New

Delhi.

3. Management Development and Training Handbook, (1975), Ed. by B. Tayler

& G.L. Lippit, McGraw Hill.



1. What do you understand by ‘Training and development Evaluation’? Explain

it in detail.

2. Discuss the importance of evaluation process in training & Development.

3. Explain the Theories of evaluation.

4. What are the reasons for evaluation in Training and development?

5. What are the suggestions for before and after implementation stage of training

evaluation?

LESSON – 10

Evaluation

Structure

10.1 Objectives

10.2 Introduction

10.3 Steps Involved in evaluation

10.4 Kirkpatrick Model of Evaluation

10.5 CIRO Model,

10.6 Cost- Benefit Analysis of training.

10.7 Summary

10.8 Glossary


10.10 References



10.1 OBJECTIVES


To understand the steps in evaluation of training & Development.

To explain the models of evaluation in training & Development

To find out the cost and benefit of training and evaluation.

10.2 INTRODUCTION

The acknowledgement of the manpower in the organization is a major concern and HRM

deals its staff as a vital resource that can contribute to the objectives of the organization, and

the utilizing those energies in numerous ways and activities just to ensures that they are

used efficiently and fairly so that it can help the individual growth and also the for the

progress of the society. These days, the organizations work for exceptional and better

opportunity in order to increase the throughput. However, any improvement in productivity

does not mean just raising the no. of sales or output. At every stage, we focus upon that

evaluation must ensure that what ever programmes have been designed must be accountable

enough to meet the specific needs of employees in a cost-effective approach. This is

especially important today’s world, as organizations are working hard to cut down costs and

improve quality in their firms. Without assessment, it is very tedious to show that training

was the reason for any improvements in HR. Human resource training may act as a defense in

productivity, as it insulates the firms from talents shortages by preparing employees for

current and future jobs in their respective career.

Evaluation or assessment involves major task is to recognition of the those outcomes that can

prove to be successful to the organization. The measures or parameters that can be used in

assessing training programs effectiveness may include - trainees’ contentment or level of

satisfaction with the training program, level of grasping of knowledge or skills, the

application of the leanings and skills on the job, and results such as sales, accident

prevention, or increase in productivity. Evaluation may also include the comparisons of the

expenses of training to the benefits received (return on investment). Outcomes used in

training evaluation help to determine the degree to which the program resulted in both

learning and transfer of training on different jobs.

Evaluation in training process is a way to comprehend the cost or the investments that is

made in the training and the net results it produces and it provides sufficient data that is

needed to improve training in future. It happens sometimes that the company receives not so

adequate returns on the investment made in training, therefore the organization will try to

lessen its investments in training programmes or appointing an external agency who can

provide good training skills that may enhance the overall functioning, sales, productivity,

customer contentment, or whatever other outcomes the company is interested in achieving.

Training appraisal provides the data needed to demonstrate that training does provide

assistances to the company.

Validation- Validation is a way of verification of the existing programmes by means of tests

which depicts whether actual behavior is fully representing the samples of target population

at the end of the training programme. Whether the desirable behavior is observed or not. The

value of training course is calculated I terms of social and financial terms.

Though validation is a narrow concept as compared to evaluation. But it is an integral part of

evaluation process. It includes-

1.) The outcomes are important in terms of performance.

2.) The outcomes meet the aspirations of the learners.

10.3 STEPS IN EVALUATION PROCESS OF TRAINING PROGRAMME.

Training evaluation involves collection , analysis, examining the program both before

and after the program and interpretation of information to judge the effectiveness at

the end. It highlights that evaluation of the training is taken into consideration by the

top managers and the coaches before training actually takes place. It does not

necessarily means assessment. It is more planned, systematized, and open endeavor.

The evaluation process begins with identification of the training needs analysis.

Requirements of evaluation mainly identify- what type of skills are required to

complete the job, what type of behavior is most suitable, level of knowledge sufficient

to complete the job or other learned competences are needed so that the people,

processes, services, stay on track. If the manager is successful in identifying the

learned abilities, the further move is to proceed towards identifying specific along

with measurable training objectives to guide the program. The careful study of the

work atmosphere so that determination of transfer of training could be done. It is also

helpful in applying that training content on the work place. On the basses of that

learning aspects and the analysis of transfer of training, outcome measures are

designed to assess the extent to which learning and transfer have been occurred. After

the recognition of the outcomes, we need to define an evaluation strategy. Different

components -such as expertise, scalability of information dispersed, the organizational

work culture and environment in which it survives shall be taken into consideration in

selecting a design. Planning and execution of the evaluation comprises screening the

program (formative evaluation) as well as collecting training outcomes according to

the evaluation design. Finally is the examination of each aspect of the evaluation

process, starting with the development of outcome measures.

STEP 1- Overview of the programme

STEP 2-Determine reasons for evaluation

STEP 3-Determine the needs to know and formulate research questions

STEP 4-Figure out what information is required to answer questions

STEP 5 - Design the evaluation strategy

STEP 6-Collection of information

STEP 7 – Analyzing the information

STEP 8 –Formulating the conclusions

STEP 9 –Communicating the results

STEP 10-Use results to modify programme, if desired.

EVALUATION PRINCIPLES

a) Evaluation must be planned in advance.

b) Evaluation must be objective based.

c) Evaluation must be verifiable. The results can be confirmed from different means.

d) Evaluation must be continuous, at every stage of training, it should be done.

e) Evaluation must be specific, the strengths and weaknesses should not be vague.

f) Evaluation must be quantitative.

g) Evaluation must be feasible that can be managed by administers.

h) Evaluation must be cost effective.’

Activity A:

Conduct a telephonic or personal interview with a manager of any company. Ask this person

to describe/discuss the Principles and steps involved for Evaluation of any recent training &

Development Programme conducted in the company and write down various observations in

detail.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..





















Activity A:




detail.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..





















Activity A:




detail.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

10.4 KIRKPATRICK MODEL OF TRAINING EVALUATION

Donald Kirk Patrick has introduced this particular model in 1959. It focuses on measuring

four kinds of outcomes that should result from a highly effective training programme.

“Kirkpatrick divided the evaluation model into four parts: reaction; learning; behaviour

and results. The detailed examination of the above mentioned model is as follows:

• Reaction of Trainee – a measure of satisfaction (what the trainees/fellows thought and

felt about the training); evaluation here focuses on the reaction of individuals to the

training.

• Learning – a measure of learning (the resulting increase in knowledge or capability);

evaluation here assesses what has been learned, the increase in information,

knowledge and skills/ capabilities

• Behaviour – a measure of behavior change (extent of behaviour and capability

improvement); evaluation here measures the transfer of what has been learned by

the trainee.

• Results – a measure of results (the effects on the institutional environment resulting

from the fellows’ performance); evaluation here measures the impact of the training

on overall organizational results.”

Reaction level: Reaction may be well defined as “how well the trainees liked a particular

training program”. This level is often measured with attitude questionnaire called as “smile

sheet”, which measures how well the trainees enjoy the training. This measures the beginner's

perception (reaction) of the course. It is the impression of trainees about the programme,

instructor, material, infrastructure.

Evaluation of the programme involves two approaches –

(A) Internal evaluation – which is can also be called as formative and cumulative evaluation.

The reaction evaluation enhances the overall worth of trainings, which will further lead to

increase in the overall performance by measuring the various aspects of participants

reactions to a particular training programme. The follow up shall be taken up immediately

after the training programmes. At the very first level of evaluation, it should concentrate on

responses given by the trainees towards the programme e.g- “did you like the programme but

also the topics of training, contents, methodology, instructor style of training etc”.

The tools for the evaluations and the techniques in which suggestions can be made by

various academicians includes- “happy sheets, feedback forms based on subjective reactions

to the training experiences, the Verbal reaction of the trainees can be noted and examined

for further improvement”. The evaluation at reaction stages answers the questions like-

Was the training fruitful for the trainers and found out to be relevant to their job?

Is the training sufficient enough to meet their needs?

What strengths and weaknesses were observed by them in training?

How do they find the ambience of the venue place and the way of presentation of

training instructor?

They participated in the training programme or not.

Was it easy and comfortable for them to attend?

Was the effort required was enough to make the most of it?

Whether they will be able to apply that knowledge and potential practicability in real

life?

Learning level: Evaluation at this level measures the learning of principles, facts,

techniques and skills imparted in the programme. It helps to define between what

learners prior learning to training and what they actually gained in the form of

learned during the training sessions. Therefore, “it can be said that learning evaluation

is the measurement of the increase in the knowledge or intellectual capability from

before to after the learning experience.”

The various aspects covered under Learning are - increase in understanding,

accumulation of more knowledge, skills required to perform a specific job or change

in attitudes. Some training sessions will emphasize on more of knowledge based

content whereas, some will emphasize skills, and some will emphasize that more

change in attitudes. Behavior, personality and some will emphasize on no. of

learning outcomes of learner. The assessment should put, more emphasis on gauging

what has already been taken up, the overall coverage of the training events i.e-. what

learning tools or skills were mainly focused upon. What techniques shall be used

which could be applied in evaluating learning level progress, the testing shall be done

pre and post training, how observation can be done during and after the tests, the final

interview conducted, although the whole process is lengthy and involves great time.

The evaluation at learning stage answers the questions like-

What knowledge did learner acquire?

What skills were enhanced / developed of learner?

What behavioral change was observed ?

Behavior level: It considers changes in on-the-job behavior of learner. It can be said that,

“Behaviour evaluation is the degree to which the trainees applied the learning skills and

changed their own behaviour, and this can be immediately or even several months after the

training, depending on the situation, accordingly.”

This level of evaluation needs to measure and find out the transfer effects that has occurred

in the learners/ trainees on-the-job behaviour/ job performance immediately after the training

sessions conducted. This performance testing is to indicate the learners skills to apply what

he has learned or observed in the classroom environment. The observation by the superior or

peers, before and after the training comparison, self-assessments are the ways in which

evaluation takes place. It involves careful analysis of the participants capabilities to perform

learned skills while on job, rather than what they have learnt in the classroom environment.

Observation by instructor and interview are most important to assess change in participants.

The opinion of the trainees in the form of tools like- self – assessment, 360 – degree feedback

is helpful method to evaluate this level. The evaluation at Behavior stage answers the

questions like-

• Did the learners actually put any of their learning into effect when back onjob?

• Any noticeable and measurable change in activity and performance of traineeswhen back in their roles?

• Are pupils able to teach their latest knowledge, skills, or attitudes to otherpeople?

• Were the relevant skill and knowledge used?

• Are learners conscious that they've actually changed their original behavior?

Result level:- Result level evaluation means- “It is the effect on the business environment

resulting from the improved performance of the trainee. It is an acid test. It measures the

performance indicators – volumes, values, percentages, return on investment, and other

quantifiable effects. This level outcomes are not restricted to return on training investment

(ROI). It can also include others key results that contribute to the well-functioning of an

organisation, it includes any outcome that the most people would approve is -good for the

business.” Aftermaths are either difference in financial outcomes (such as positive ROI or

higher profits) or any variations in the different components that should have a reliability

direct effect on financial outcome at the same point of the future.

The cost vs. benefits of training programme is an important aspect, i.e. What is the

organizational impact in terms of reduction in the overall costs, raising the level in quality of

work, higher productivity in terms of no. of hours, lesser wastages, higher sales, reduction in

throughput, improved human relation in terms of lesser absenteeism, better peer relations,

increased output, fewer grievances, lower strike rate, less layoffs, Higher work morale, fewer

calamities, greater job satisfaction etc. Collecting the data, organizing in a proper format and

analyzing it in the level four information can be difficult, time consuming and much more

costly than the other three levels discussed above, but the results are often quite valuable to

the trainers when viewed in the full framework of its value to the organization .

This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this

one, is the same thing with more detail.

Level Evaluationcategory(What ismeasured)

Description ofevaluationcharacteristics

Examples ofevaluation tools

Relevance andpracticality

1 ReactionLevel

Reaction evaluationis how the learnersfelt about the trainingor learningexperience.

'Happy sheets', feedbackforms.

Verbal reaction, post-training questionnaires.

Quicker way ofreceiving the data

Less expensive.

Easy to analyse.

2 LearningLevel

Learning evaluationis the extent of theincrease inknowledge - beforeand after the training.

Assessments or testsbefore and after thetraining.

Interview or observationcan also be used.

Set up is lesscumbersome; clear-cut for quantifiableskills.

Less easy for

complex learning.

3 Behaviourlevel

Behaviour evaluationis the measurement ofapplied learning backon the job or at work

Observation andinterview over time arerequired to assesschange, sustainability ofchange and relevance ofchange.

Measurement ofbehavioral changetypically requiresassistance and skillof line-managers.

4 Results level Results evaluation isthe effect on thebusiness orenvironment by thetrainee.

Measures are already inplace via normalmanagement systemsand reporting - thechallenge is to relate tothe trainee.

Individually it is notdifficult.

Attribution of clear-cut responsibilities.

10.5 CIRO (Context, Input, Reaction, Outcome)

In 1970, the CIRO model for the evaluation of managerial training was proposed .This model

was based on the appraisal of four aspects of training: context, input, reaction and outcomes.

The CIRO model focuses on extent both before and after the training has been carried out.

The main strength of the CIRO model is that both objectives (context) and the training

equipment (input) are considered. “It is as follows-

• Context evaluation: Obtaining and using information related to the present operational

situation to know the training needs and objectives. Context Evaluation focuses on factors

such as the correct documentation of training needs and the setting of objectives in relation to

the organisations culture and climate so that trainee’s may adapt easily.

• Input evaluation: Under this evaluation, the trainer Obtain and process the information

about available training resources to select between alternative inputs to training process. It is

mainly concerned with the designing and delivering of the training activity..

• Reaction evaluation: In this stage of evaluation, trainer obtain and use the information

about participant’s reactions to improve the process.

• Outcome evaluations: Obtaining and using information about the outcomes or results of

training, and generally regarded as the most important part of the evaluation. Outcome

evaluation focuses on the achievement gained from the activity and is assessed at three levels:

immediate, intermediate and ultimate evaluation.

Immediate evaluation – Measures changes in knowledge, skills or attitude before a

trainee returns to the job.

Intermediate evaluation – Measures the impact of training on the job performance and

how learning is transferred back into the workplace.

Ultimate evaluation – Assess the impact of training on departmental or organisational

performance in terms of overall results.

10.6 COST-BENEFIT ANALYSIS IN TRAINING AND EVALUATION

Cost-benefit analysis (CBA) model /Return on investment model added a monetary

aspect in valuation of training aspect. It measures the organization’s monetary

benefits from the training conducted with its costs, or in other word, ROI is the

traditional financial measure which calculates the outputs of training less the inputs.

When used in evaluation, cost-benefit analysis (CBA) is used to estimate the actual

organizational results and to determine whether there was any real benefit in

comparison to the actual costs.

ROI is a backward looking metric that yields no insights into how to improve business

results. ROI helps in to produce a financial estimation of both the benefits and the

costs to determine whether the benefits exceed the costs.

This tool is applicable on historic data.

ROI method converts qualitative issues into quantitative measures and uses a

conservative approach for the estimation of figures.

ROI measures of how well organization’s training act as a solution to the problem

for which it was designed. Was the business purpose of the training program met?”

ROI CALCULATATION-

Measuring return on investment includes the below given formulas. It is defined as-

“the Rupee amount in organizational results (operational savings and/or the increased

revenue generated as a result of training/ Net Programme benefits) divided by the

actual cost to conduct the training. It can be expressed either as a ratio (benefit : cost),

or as a percentage (if multiplied by 100)”.

Net Programme BenefitsROI = ———————— x 100

Training cost

Steps in CBA

Step 1: Determination of the overall financial benefits given to the company.

Step 2: Determination of total costs involved in training process.

Step 3: Calculation of ROI and reporting the results, thereof.

STEP 1: DETERMINATION OF THE FINANCIAL RETURNS TO THE COMPANY

ROI identify the financial benefits of training your organization draws from leaning

programme. Then substract total costs involved in development, production and delivering

the programme. Revenue generated can also be in the terms of benefits, but the facts can’t be

kept in record in form of booklet because it is not applicable to government institutions.

Hence, the financial returns are included in ROI calculation which is expressed in terms of

rupees. Although, it is becomes a tedious task to calculate all the cost and investments

attached with the programme and even it is much more harder to differentiate and

individually isolate the financial returns from the programme.

Total Benefits- Total costsROI % = ——————————— x 100

Cost of training

Training is always provided to achieve some general solutions and some times the overall

organizational result. Different performances indicators are chosen to define training results

and then placing some kind of financial value on these measures.

Different performance indicators includes:

Productivity Enchancement

Extending the no. of working hours on job

No. of Large projects which are completed in due course of time

Processing units established

Achieving excellence through quality

Reduction in the time between two functions

Errors are lesser in no. and small in size.

Inspecting the units side by side

Tools to reduce costs

• Overall cost reduction in terms of Units, training cost, programming costs, labor & material

an costs

Changes in Habits and policies adopted

Change sin turnover rate

The level of Conflicts & grievances handling

Improvement in the safety record

Savings in terms of no. of Hours

Lesser downtime

Quicker repairs

Reduction in training time

STEP 2: DETERMINATION OF TRAINING COSTS

SavingsROI = ————————— x 100

Cost of training

The step is to calculate in ROI calculation is costs involved in training. Therefore the

following categories are considered in it.

Development costs- It includes all those costs which are attached to developing the

training programme. For Examples: developing the training tools, materials and aids,

package cost, evaluation costs, etc.

Delivery costs- It includes those costs that are directly attached with a training

program. For Examples: - appointment of the instructor, the boarding and lodging

costs, the material provided during the course, instructors salaries & travelling

expenses, equipment rental, etc.

Overhead costs- This costs is indirectly attached to the training program but it is

important for the training department . For examples: maintenance cost that include-

training equipment’s, classroom heating and lighting, water, office, stationary

expenses etc.

Indirect costs. Costs incurred in support of training. Examples: a pro-rated amount of

staff support, administrator salaries, etc.

Trainee costs. This includes participant travel, salaries, and benefits paid to

participants for the time they are being trained.

STEP 3: CALCULATING ROI AND REPORTING THE RESULTS.

Operational SavingsROI % = ————————— x 100

Cost of training

If the ratio is greater than 1, or greater than 100%, there is +ve effect to the organization.

Anything less than a ratio of 1, or lower than 100%, indicates that the return to the agency

was less than the money expended on the training solution.

When reporting the results of cost-benefit analysis, it is critical that you accurately present

the outcomes whether they are positive or not. But, it is also important to consider the impact

of your report, and be sensitive to the needs and feelings of those affected by the report.

Many leading organizations report that training is their most important capital investment

because it provides the highest rate of return.

Activity B:

Do a comparative analysis of all the training evaluation methods and analyse which

method is best suitable in present era for service Industry? Write your observations

below with each method’s Pros & Cons.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

10.7 SUMMARY

Training evaluation has become an important aspect of training and development because it

tell the overall improvement. There are reasons for that which has been discussed earlier that

why evaluation is conducted at various stages of training. One of the major purpose is that all

models are subjective and descriptive in nature, its indicators for evaluating training and

development is not clearly given and explained. From the above matter discussed in this

chapter it has been found out that Kirkpatrick model is widely accepted model by the

academicians mainly at reaction level but in this model also the description about the main

indicators at reaction level are missing and other levels also it is not explained properly. So

after discussion of the a lot on the models in field evaluation of training and development, it

is suggested that there are enough model for training evaluation for consultation, hence one

may fall short in aspect and the other in different aspect. The models shall be further

modified by giving its main indicators and proper explanation on different issues so that

evaluation of training and development can be properly carried out with greater

effectiveness.


1. State which of the following is True/Falsei. If ROI ratio is greater than 1, or larger than 100%, there is a positive benefit to the

organization.ii. Cost-benefit analysis measurement allows an organization to compare the monetary

benefits from the training program with its costs.iii. Reaction of Trainee – a measure of dissatisfactioniv. Results – a measure of results (the effects on the institutional environment resulting

from the fellows’ performance)



I. (i) what the trainees/fellows thought and felt about the training is known as

…………..

(a) Reaction of Trainee (b) learning (c) Behaviour (d) Results

II. the resulting increase in knowledge or capability as known as……………..


III. Evaluation here measures the transfer of what has been learned by the trainee is

known as …………


IV. the effects on the institutional environment resulting from the fellows’ performance is

known as………….


10.8 GLOSSARY

• Reaction of Trainee –what the trainees/fellows thought and felt about the training;

evaluation here focuses on the reaction of individuals to the training.

• Learning – (the resulting increase in knowledge or capability); evaluation here

assesses what has been learned, the increase in information, knowledge and skills/

capabilities

• Behaviour – (extent of behaviour and capability improvement); evaluation here

measures the transfer of what has been learned by the trainee.

• Results -(the effects on the institutional environment resulting from the fellows’

performance); evaluation here measures the impact of the training on overall

organizational results.



1) (i) true

(ii) false

(iii) true

(iv) false


(i) (a) Reaction of Trainee

(ii)(b) learning

(iii)(c) Behaviour

(iv) (d) Results

10.10 REFERENCES



2. Kirkpatrick, D. (1996). Great ideas revisited. Training and Development, 50(1),54-60.

3. Phillips, J. (1991). Handbook of training evaluation and measurement methods

(2nd ed.).Houston: Gulf Publishing Company

4. Zinovieff, Michael A. (July 2008). Review and Analysis of Training Impact

Evaluation Methods and Proposed Measures to Support a United Nations System

Fellowships Evaluation Framework. Geneva

5. Kirkpatrick, D. L. (1987). Evaluation. In R. L. Craig (Ed.), Training and development

handbook. (3rd ed.). New York: McGraw-Hill


1. Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton & Udai

Pareek, Sage Publication, N.D.






1. What are the steps in ‘Training and development Evaluation’? Explain it detail.

2. Discuss the famous Kirpatrick Model for evaluation of training and development?

3. Explain the Cost and Benefit Theory of evaluation.

4. What are the reasons for evaluation in Training and development?

5. Explain CIRO model in detail with example of each element?

LESSON – 11

Emerging issues

Structure

11.1 Objectives

11.2 Introduction

11.3 Corporate Training Initiatives In India

11.4 Move towards Computer- Generated Training

11.5 Most recent Means of Training

11.6 Advantages of Technology based training:

11.7 Current Global Trends In Training and Development

11.8 Summary

11.9 Glossary


11.11 References



11.1 OBJECTIVES


To understand the new developments in field training & Development.

To explain role of Internet in field of training & Development

To find the new developments in this field in India.

11.2 INTRODUCTION

Training in organizational is undergoing a major transformation. This is mainly due to

changes in technology, mainly the computer/internet . “In today’s era employees are not keen

to join an organization where their Knowledge and skills are not upgraded. Many

organizations provide opportunities for learning and use it as a retention tool. A large number

of organizations use the strategy of proper & effective training by increased their training

budgets to retain and get quality output from the employees. Employees are delegated with

different role & responsibilities & training helps them to accomplish these roles &

responsibilities & prepare them for the future responsibilities as well. An at last the current &

expected future training trends worldwide needed to be studied”.

11.3 CORPORATE TRAINING INITIATIVES IN INDIA

In recent era, the Indian organizations have been making huge success and have taken

extraordinary steps in terms of their training and development initiatives. Therefore the

survival in this high competition is not an easy task because of the entry of MNC’s in India,

the Indian firm has to make its position more strong and need to look for alternatives to

develop organizational efficiency.

Training is generally understood as a retention tool for the organization because it

helps to maintain and retain people in the company than as a cost tool to the

organization.

In order to increase the training practices, these days organizations have increased

their investment bugets in training and development practices, and also they have

started categorizing the training policies and practices, starting from the training

need analysis to training evaluation and its feedback.

Training style in the Indian system has been structured to create a smarter

workforce which can support management and give the best results.

For the better utilization of human resources is the target of the company and with

the help of training tool a company may increase business outcomes in a positive

way.

Every company like to show a optimistic sign that organizations majorly operating

in India are very much concerned about their learning and development and overall

growth of the employees.

In IT sector Information technology has drastically modified and improvised its

system of working patterns culture existing in the company and the lifestyle of

people in the country.

11.4 ATTEMPT TOWARDS COMPUTER-BASED TRAINING

As technology advancing, so did the training. Today companies rely more so on computer-

generated training such as simulation techniques or virtual training techniques. In today era, a

number of computer-oriented training approaches have arisen and they continue to develop

further. It allows individuals to work at their own speed, own capability and capacity of

learning and understanding.

“Computer-based training is also sometimes referred to as computer-assisted learning or

computer assisted instruction. It is delivered via the Internet so that text and multimedia

materials can be accessed from any location at any time of the day. Technology-based

learning include the learning of content via all electronic system, eg- Internet, satellite

broadcasts, , intranets, audio and video tape, video and audio conferencing, Internet based

conferencing, , e-bulletin boards, webcasts, chat rooms, computer-based instruction, and

CD-ROM ”

Major advantages of CBT are-

Cost Effective Tool.

Though the initial costs of setting- up this system can be expensive, particularly if it is a

customized system. According to Penn State Staff, “less expensive pre-made training systems

are available, and many can be customized for your company needs. Aside from those initial

setup costs, computer-based training can provide your company with a 24-hour trainer that

has virtually unlimited simultaneous student capacity.”

Trainees do not have the expense of traveling, and this system can be customized to focus on

individual sections/ needs of the material needed by each person being trained by the

organization. Hence the combined, overall training costs and training time required per

employee can be drastically lowered down.

Flexible And Comfortable

Computer-based training (CBT) gives the opportunity to trainees to work at their own pace

and style of learning, which is accordingly adjusted to match the individual trainees needs. It

can be said that, “it non-threatening and non-judgmental while providing immediate feedback

as the training progresses”. The immediate feedback of this training system allows trainees to

review continuously the sections of the material more frequently, also privately and without

any feeling of embarrassment due to mistakes.

Tireless effort

Computer based training systems needs no break as it don’t gets tired, no need of lunch

breaks or have emergency issues to handle to. As the training system is set up and started, it

can manage a large number of trainees than traditional classroom learning can, and it

removes the need of human trainers and managers to assess and improvise the training

system.

Controlled

Computers are designed to deliver the training style they have been programmed with. Hence

it reduces the chances of errors and omissions or inconsistencies that training materials

provides. As managers can also change and upgrade the learning materials, and those updates

are automatically reverted to all existing trainees at same time.It can be summed up as

following-

More Accessibility, offers anytime and anywhere delivery of material.

Training is more self-paced and inclined to match to learners’ needs

Full scalability

Dissemination of up-to-date information in time.

Effective learning delivery

1. Computer assisted training:

Computers are used in support of more traditional training approaches. According to new era

in global training- “It is support was initially the inclusion of computer requirements and

mini-programs in multimedia learning packages, extending the audio and video elements

described above to the much more flexible computer. Other CATs were used in training

programs at work, again being inserted into the more traditional approaches, taking the place

of audio and video inserts. These inserts permitted instant practice of skills particularly those

related to the use of the computer, for example the learning subject might be the use of

spreadsheets on the computer.”

2. Computer based training:

CBT also known as “E-learning refers to the delivery of training or education through

electronic media. Today e-learning is converted into numerous training programs. CBT

extends significantly the involvement of the computer in training, particularly self-learning

and self-development approaches and all indications are that this could be a significant

learning force in the future. The programs nowadays customarily consist of a computer

package, usually on CD-ROM or interactive CD-ROM, perhaps supported by text and/or

video material, questionnaires, projects and activities.”

Pros and cons:

Advantages Disadvantages

Self – paced learning

Variable training goals

Interactive learning

Proficiency in trainees

Simulation learning

Drilling and practicing possiblity

Higher levels of learning can be done

Limitation in integration of system

Expensive tool

Trainees may lack motivation

More time to develop

Difficulty in adaptability

3. E- Learning

Internet-based training involves more use of technological instruments that can lead to

better training. There are mainly two forms of web-based learning. First, synchronous

learning, which means “learning uses instructor-led facilitation” eg- Teleconferencing

Conference Calling, Web conferencing and Instant Messaging.

Asynchronous learning is, “self-directed, and there is no instructor facilitating the course”.

E-Mailing, discussions Blogs, online discussion Forums, Podcasts and Simulations techniques. There

are several benefits of internet-based training. Firstly, it is facilitated on the demand, hence

does not require travel, therefore it is cost efficient. However, disadvantages can be that it is

an impersonal way of the training and limited bandwidth or technology capabilities. Some

advantages are as follows-

Instruction and delivery of training online

Web based training

Learning portals

Distance learning

Virtual reality

Virtual reality Blended learning

Provides three dimensional learning experienceCombines online learning, face to face interaction, and

other methods

Allows simulations to be more realistic

Technology is used to stimulate the senses of the

trainee

Technology is used to stimulate the senses of the

trainee

Use of audio interface, gloves that provide sense of

touch etc

Increased learner control

• More interaction

• Brings learning into real life through discussions

• More effective

4. Programmed instruction:

In mid nineties, B.F. Skinner introduced programmed instruction (PI) with his patented

teaching machine. According to Skinner, “Initially, his teaching machine would recognize

correct answers and progress to the next. If an answer was wrong, the machine would explain

the correct answer. Typically, information to be learned with PI is taught in pieces. Trainees

are tested after each piece of material is presented. PI has developed more so as technology

advances. For instance, PI can be seen in the latest training technologies such as online

courses.”

5. Simulation technique and Virtual Reality

Computer simulation – “It is technique in the form of virtual reality generally requires the

trainees to wear some specialized equipment, which helps them to interact with objects in a

virtual environment, and that situation is similar to another situation that will be encountered

back on the job. An example of VR is aircraft flying training. Pilots are firstly gone for

training are placed in aircraft simulations with light, sound and wind factors, so that they may

experience the real pressure during the flying. Whereas this type of training method is most

similar to the job, it is quite hence costly.”

6. Safety Training

Safety training – “It is a type of training that occurs to ensure employees are protected from

injuries caused by work-related accidents. Safety training is especially important for

organizations that use chemicals or other types of hazardous materials in their production.

Safety training can also include evacuation plans, fire drills, and workplace violence

procedures.” Safety training can also include the following:

Eye safety

First aid

Food service safety

Hearing protection

7.Online Forums (also called bulletin boards, discussion groups, or news groups)

Learners can interact with each other and also with the instructor through discussions by

putting their messages on specific topic/subject areas and entering their replies to others.

Online forums are self-moderated or the instructor can also moderate. In order to participate

in forum, a learner needs to visit the specific online location to review their own posts and

posts done by others.

8. Electronic Mailing - In this the members can send messages to different members of

the mailing list prepared. The messages are delivered in their e-mail boxes and are not

typically archived in online space.

9. Blended Learning- Blended learning or hybrid or integrated learning. It refers to-“ a

training method that combines two or more online and face-to-face training delivery methods

for improved learning, participation and better retention. It combines a synchronous face-to-

face lecture with online follow-up programmes, such as discussion forums or chats.” In a

controlled study, “students who learned Excel tasks using a blended approach showed a 30

percent improvement accuracy and learned 40 percent faster than their control groups in a

non-blended approach”.

10. Satellite Based Training method- This method of training provides for satellite

transmission of training sessions. This will provide live braoadcasting to company audiences

or students at a specific time and facilitates local recording of the programme in some casses

enabling viewing of material at a later time by staff that were not present at the live

transmission. It enables the company to transmit data at a cheaper rate, which is ready for the

staff to view it next day.

11. Senstivity Training Method- “T” Group training is designed to help each individual

realise his own potential for growth more fully and increase his ability to work more

effectively with others in a variety of situations. It is alternatively called as T-Group

(Training), D- Group- (Development), L-Group (Learning) or Laboratory training experience

based learning- learn by experience sharing particularly those generated by the group. It gives

better insight, better understanding , greater awarness, etc

12. Outbound Learning Method- Open air exercises are carried out in teams at a place

away from the usual working enviornment. The facilitator observes the trainees behaviour

and gives them feedback about how this learning can be applied in the work situation back

home. As the trainee is internalising the learning through experimental mode, he learns from

observing others, learns from the feedback and internalises the application of the learning

and applies the same in work situation.

Activity A:

Identify some Indian Corporate sectors which use Computer based training . Elaborate which

methods of CBT are commonly practiced with their pros & Cons.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

11.5 MOST RECENT MEANS OF TRAINING

Intranet:

Intranet is privately owned network, which is accessed and utilized by the employees of the

organization for the training pupose. Intranets are most popular as companies use LAN,

WAN, MAN according to the geographical area of coverage. It is one of computer-

generated training tools that are widely used and has been developed over time. The

company employees for intra firm communication via a company portal use intranets and

they share information within an organization at speed.

Webinar:

Webinars are like web conferencing via slideshows, videos, etc. It provides the platform for

the interaction for the members in such ways that the online participation helps them to share

information, views with on-screen participants and they can provide other tools for thr

facilitation such as slide show or presentation . Webinars are more popular in the

companies; however, there is one downside: one-way communication. Regardless of the

advantages or disadvantages, “webinars which were historically used for demos or meetings,

are now trending as means of employee training along with DVDs, Internet usage such as

YouTube, and even cell phones, more widely known as Smartphone”.

Smartphone:

Smart phones in todays time is major source of communication. It has made huge success in

leaps and bounds in the corporate sector and undoubtedly its ability to perform the functions

of a laptop is at par excellence. It has replaced many bulky gazets, an employee gets quick

access or send an e-mail, participate in a conference call, upload information, take pictures or

material to company site in order to gain access to apps that prove to be beneficial to

company goals. Smartphone or tablet users, eg- iPod, by downloading the applications from

an app store can prove beneficial. Employee training hence can be exercised through smart

phones through the use of video sharing, e-mails that provide gainful linkage to training

sessions, and even apps like- “Mobile Employee- that make note of training and more over,

provide employees with deadline reminders, appointments, travel reward programs, work

times including the ability to e-mail files that can be integrated into the timesheet

spreadsheets, etc”.

WIKI:

Wikis is also used are a resource that is helpful for training purposes. It was used to provide

information sharing. It includes- “all sites that run via the Internet and allow users to modify

information. Certain companies may even find themselves having to implement a wiki how-

to training session before even conducting training via wiki. The value for companies lies in

the fact that wikis can be used as a collaboration tool, setting the stage for company-specific

tasks/jobs such as project management, knowledge management, and fostering information.

The obvious advantage at hand is the cost effective aspect, as with most new technologies.”

11.6 Advantages of Technology based training:

Easy to use- web based technology is easy enough to use. The learner can start using the

program with enough of ease. He/ she can load the program on the computer or laptop and

the disk will run the program automatically on the screen.

Clarity- The Program shall be crystal clear as it helps in better understanding of the material.

All the material weather it is in text, graphics or videos, or any management exercises,

games and other role-play and simulation techniques shall be simple and short sentences

shall be used and usage of upper and lower case shall be more rather than letters in capitals.

Internet-Technology based training provides solution to the people by helping them to solve

the problem. The following steps could be taken.

1. Present a problem for solution

2. Provide information and help if called for

3. Offer ways for learners to solve the problem in particular

4. Provide scope for exploration for experimentation

5. Provide one or more possible solutions and explanations

Choice- TBT helps the people to design and choose as what they want to learn. So there are

different ways to go for a problem. So there are different ways of the individual to seek

solution for a problem like some may solve it by using trial and error method; others might

study information ; or some may study the solution as arrived

Freedom- The main advantage of TBT is that People can learn in different ways, and they

are free to choose and the way they want to learn. But whatever choice id been offered shall

be tightly structured program so that it should not deviate from what the learner is supposed

to learn and the learning principles

Assess progress- One should know which direction we are moving forward and learning and

what all we had set out to learn. Generally pre and post testing is been done. Progress of the

learners can be assessed, the problems of the learner and the ways to tackle the problem.

Accuracy- TBT designer should design the research diligently and thoroughly as it should

ensure that what people learn is accurate; information is presented graphically, and it should

improve their overall efficiency.

Involvement- If the learner is given enough of freedom and choice then learners become

actively involved, but it is will be more effective if it enable learners to construct their own

problems, and find the solutions to the problem and then test them out accordingly.

Activity B:

As a student do you think computer based teaching & Learning is as effective as

classroom teaching? Conduct interview of atleast 10 of your classmates/ students of

same trade and based on the collected data, write analytical & logical answer.

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..

… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..


State which of the following as True/false.

Wikis provide information sharing sites that run via the Internet and allow users to

modify information?

Organisations are using a blend of different methodologies to facilitate learning, is

called combined learning.

Asynchronous learning uses instructor-led facilitation

E- learning is not self-learning and self-development approach.

11.7 CURRENT GLOBAL TRENDS IN TRAINING AND DEVELOPMENT

Strategic focus: Strategic management focuses on the long run survival of the

business and for that matter, the Organisations are trying to synchronize and align

their practices in order to achieve the organization’s mission.

Employee Training & Development governance: Organisations need to focus on all

the ethical, legal and moral issues dealt in an organisations. Therefore raining should

be in line with corporate governance principles and policies.

Proactive training needs analysis: Organisations need to react in advance, faster and

in a smarter way. It has to asses the training needs analyses proactively, that has a

direct link to business goals and future priorities of the organizations.

Combined learning: “It is a Blend of different methodologies and techniques are

used by the organisations to facilitate learning, with a major emphasis on electronic

learning.”

Performance improvement: Organisations are now no longer doing training purely

just for the sake of training; but there is a great shift towards delivering particularly

that type of training that improves the business performance.

Create Learning culture: Organisations also keep one perspective that training is

sometimes merely wastage of time if the environment is not conducive enough for

learning and growth.

Learner support: Training departments are developing focused learner- support

strategies to support learning and remove obstacles to learning and growth.

Mentoring and coaching: Training alone is not enough; supportive mentors and

coaches are needed in the workplace to accelerate learning and growth.

11.8 SUMMARY

Training in corporal sector is been changing. The style of training has been changed and

shifted to internet based learning. Computerized tutoring helps in learning through simulation

where a sophisticated designs are used using the artificial intelligence tool. Intelligent

programming and databases helps in more personalization, online learning has shifted to web

learning and in time the performance is enhanced. Networking helps in greater collaboration

of the workforce, and a better utilization of the intellectual and human capital. The new

global trends in the corporate sector is to emphasize on application of systematic approach to

training and development in order to improve the organizational effectiveness. Many

organizations focus on return on investment for training activities.


State which of the following alternative is correct.

(i)Skills training may train someone on how to better communicate and negotiate or provide

good customer service is called as …………

a) Process Training (b) Soft Skill training (c) Team Training (d) Technical training

(ii) Tax accountants need to be up to date on tax laws; this type of training is often external is

the example of …………..

(a) Professional Training (b) Outcome (c) Team learning (d) Process Learning

(iii) It is a process that empowers teams to improve decision making, problem solving, and

team-development skills is called as……………

(a) Process Training (b) Soft Skill training (c) Team Training (d) Learning

(iv) It addresses software or other programs that employees use while working for the

organization is called as…………

(a) Process Training (b) Soft Skill training (c) Team Training (d) Technical training

11.9 GLOSSARY

The different termnologies used in the field of training are-

Synchronous learning is the one where the coach facilitate the learning.

Asynchronous learning is done by the person itself. No coach is required in it.

Virtual reality helps to give a 3D view and experience to the learner.

Blended learning is the combination of Internet based technologies.

Technical training addresses software or other programs that employees use while

working for the organization.

Quality training is a type of training that familiarizes all employees with the means to

produce a good-quality product. The ISO sets the standard on quality for most

production and environmental situations. ISO training can be done in-house or

externally.

Skills training focuses on the skills that the employee actually needs to know to

perform their job. A mentor can help with this kind of training.

Soft skills is the training that helps in showing a courteous behavior and to

communicate better and handle the problems in a more formal way.

Professional training is done given for more information on a specific job required to

be performed. For example, a lawyer needs to be up to date on information on the

latest rules / judgments/ laws.

Team training is done which helps in better control over the group and developing

more team skills. Group cohesiveness helps in better communication and proves

productive for the businesses.

Managerial training – it is given to perform the mamangement task better.

Safety training - Safety purpose is done to reduce the chances of disaster .



1) (i) true

(ii) true

(iii) false

(iv) False


(i) Soft Skill Training

(ii) Professional Training

(iii) Team Training

(iv) Technical Training

11.12 REFERENCES

1. R. Suhasini , T.Suganthalakshmi, International Journal of Scientific and Research

Publications, 1 ISSN 2250-3153 (Volume 5, Issue 3) March 2015

2. Dwevidi Harsh; Ladiwal Ona (2011), “Training Practices in Indian Organizations: An

Overview” , HRM Review, 11,7;31-36

3. Noe, R. A. (2002), Employee Training and Development” McGraw Hill.

4. Bhatia et al., International Journal of Emerging Research in Management

&Technology ISSN: 2278-9359 (Volume-3, Issue-8) © 2014, IJERMT

5. Kelly D. (2001). Dual Perceptions of HRD: Issues for Policy: SME‟s, Other

Constituencies, and the Contested Definitions of Human Resource Development,

http://ro.uow.edu.au/artspapers/26

6. Recent trends in training and development www.slideshare.net




2. Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton & Udai

Pareek, Sage Publication, N.D.






1. What are the latest trends in the field ‘Training and development’? Explain it detail.

2. Discuss the importance Internet based training & Development tools.

3. Explain the advantages of Internet based training methods.

4. What are the corporate Initatives taken in India in the field of Training and

Develpment ?

5. Explain- Skill training, Safety Training, Team Training.

Documents

Self Learning Material Training & Development