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MODULE I
TRAINING
According to Edwin B. Flippo, “Training is the act of increasing the knowledge and skills of an employee for
doing a particular job”.
Training is important, not only from the point of view of the organization, but also for the employees. It gives
them greater job security and an opportunity for career advancement. A skill acquired through training is an
asset for the organization and the employee. The benefits of training stay for a very long time. Training can
become obsolete only when there is a complete elimination of the desired for that skill and knowledge, which
may happen because of the technological changes
Objectives of Training
(i) To impart to new entrants the basic knowledge and skill they need for an intelligent performance of definite
tasks;
(ii) To assist employees to function more effectively in their present positions by exposing them to the latest
concepts, information and techniques and developing the skills, they will need in their particular fields;
(iii) To build up a second line of competent officers and prepare them to occupy more responsible positions;
(iv) To broaden the minds of senior managers by providing them with opportunities for an inter
change of experiences within and outside with a view to correcting the narrowness of the outlook that may
arise from over-specialization;
(v) To impart customer education for the purpose of meeting
the training needs of Corporations which deal mainly with the
public. In a nutshell, the objectives of training are to Bridge
the gap between existing performance ability and desired
performance.
Benefits of training
 Increase employee motivation
 Increased job satisfaction and morale among employees
 Reduce employee turnover
 Enhance company image
 Building a more efficient, effective, and highly motivated
team
 Increase innovations in strategies and products
 Increase capacity to adopt new technologies and methods
Importance of Training
1. Increasing Productivity:
2. Improving Quality:
3. Helping a Company Fulfill its Future Personnel Needs:
4. Improving Organizational Climate:
5. Improving Health and Safety
6. Personal Growth
TRAINING PROCESS AN OVERVIEW
Training refers to the teaching, learning activities carried out on for the primary purpose of helping members
of an organization to acquire and reply the knowledge, skills and abilities and attitude needed by that
organization. Training process is a contentious process and it have the following steps
1. Training need analysis
A training need analysis can be defined as “a systematic process for diagnosing current and potential future
competency groups, prioritizing them, and suggesting some possible training option and solution”. Training
need arise due to the identified gap between the required knowledge, skill and experience for the individual
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carrying out the work and that actually possessed by the employees concerned. three types of analysis they are
organizational analysis, job analysis, individual analysis.
2. Identify training goals
The goals of the training program should relate directly to the needs determined by the assessment process
outlined above. course objective should clearly state what behaviors or skills will be changed as a result of the
training and should relate to the mission and strategic plan of the company. goals should include milestones to
help take the employee from where he or she is today to where the firms wants him in the future.
3. Selection of trainees
4. selection of training methods
There are two broad types of training available to the business on the job or off the job techniques
5. selection of trainers
6. Training administration
Having planned the training program properly, next step is to administer the training to the selected employees.
it is important to follow through to make sure the goals are being met. it has to consider : location, facilities,
accessibility, comfort, equipment, timing.
7. Evaluating the training
TRAINING AND EDUCATION
Training Education
Increasing knowledge and skill to do a Increasing general knowledge and understanding
particular job Person oriented
Practice based Mostly imparted through schools and colleges
Organization specific
Conducted mostly by business organizations

TRAINING AND DEVELOPMENT

TRAINING DEVELOPMENT
 Training means learning skills and  Development refers to the growth of an employee
knowledge for doing a particular job and in all respects. It is more concerned with shaping
increases skills required for a job. the attitudes.
 Development is more general in nature and aims
 Training generally imparts specific skills to
at overall growth of the executives.
the employees.
 Development builds up competences for future
 Training is concerned with maintaining and performance and has a long-term perspective
improving current job performance. Thus, it  Development is career-centered in nature.
has a short-term perspective.  All development is ‘self-development’ and the
 Training is job centered in nature. executive has to be internally motivated for the
 The role of trainer or supervisor is very same.
important in training.
STEPS TO EFFECTIVE TRAINING AND DEVELOPMENT
 view training and development as an investment
 match training and development to organizational objective
 assess training needs in consultation with the potential trainee and the line manager
 grow your own
 don’t treat training as a punishment
 use learning styles to enhance the training and development process
 put a monitoring and evaluation procedure in place
 remember that learning never stops
 structure the training
 so not try to impose development
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MODELS OF ORGANIZING THE TRAINING DEPARTMENT
The Faculty Model
Director of Training

Safety Quality Technology Leadership Sales

Training Training and Development Training
Computer
Systems

traning these areas

The department is headed by a director who oversees a staff of experts with specialized knowledge and/or skills.
 Advantages of this model include:
 Staff members are experts in the area in which they train.
 The programs the department offers are easily determined by staff expertise.
 Disadvantages of this model include:
 Staff expertise may not meet organizational needs.
 Staff may be somewhat removed from business needs and, thus, training programs may lack meaning for
trainees.
The Customer Model
Director of Training

Information Marketing Production Finance

Systems and
Operations

business function
Used when the training function is organized so that training subunits are responsible for one division or function of
the firm.
Advantages of this model include:
 Overcoming the major problem of the faculty model by being more in line with needs of each unit or function
of the firm.
 Trainers can more easily keep on top of business needs and update courses and offerings accordingly.
 External consultants can provide expertise as needed.
 Training material is more likely to be meaningful and useful to trainees.
Disadvantages of this model include:
 Trainers have to spend considerable time learning the particular business function with which they work before
they can be effective.
 There may be redundancy in program topics across units.
 Programs may vary widely in effectiveness, because it may be difficult for the training director to ensure
consistency across business functions.
 Trainers are likely to be employees from the functional area who have the necessary subject matter expertise
but lack learning facilitation skills. Thus, course content may be meaningful, but the course may be weak from
an instructional perspective (unless trainers are trained to facilitate).
The Matrix Model
Trainers report to both a training department manager and a functional area manager.
Advantages of this model include:
 It helps to ensure that training is linked to business needs.
 Trainers gain expertise in a specific business function.
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 Because trainers are also responsible to a training manager or director, they will likely stay on the cutting edge of
training.
Disadvantages of this model include:
 Trainers will likely have more time demands and role conflict because they report to two managers, a functional-
area manager and a training manager.
The Corporate University Model
It Involves: employees, managers, suppliers, and external customers.
Advantages of this model include:
 A wider range of programs and courses tend to be offered under this model.
 Important culture features and values tend to be more emphasized in the training curriculum under this model.
 Training is centralized such that the “best training practices” used in one unit are disseminated across the
company.
 Training practices and policies are consistent, better allowing the company to control costs.
EVOLUTION OF TRAINING’S ROLE
• Human and Social Knowledge: • Explicit Knowledge:
– What individuals or teams – Knowledge that can be
of employees know or know how to do formalized, codified, and communicated
• Structured Knowledge: • Tacit Knowledge:
– Company rules, processes, tools, – Personal knowledge based on
and routines individual experience Difficult to explain to others

THE STRATEGIC TRAINING AND DEVELOPMENT PROCESS

Business Strategy Strategic Training and Training and Metrics that Show
Development Initiatives Development Activities Value of Training

 Mission  Diversify the Learning Use Web-Based Training  Learning

 Values Portfolio Make Development  Performance
 Goals  Improve Customer Service Planning Mandatory Improvement
 Accelerate the Pace of Develop Websites for  Reduced Customer
Employee Learning Knowledge Sharing Complaints
 Capture and Share  Increase Amount of  Reduced Turnover
Knowledge Customer Service Training  Employee
Satisfaction
MODULE II
LEARNING
Learning is acquiring new, or modifying existing, knowledge, behaviours, skills, value, or preference and may
involve synthesizing different types of information. the ability to learn is possessed by human, animals and some
machines. progress over time tends to follow learning curves. learning is not compulsory; it is contextual. it does
not happen all at once, but build upon and is shaped by what we already know. To that end, learning may be
viewed as a process. rather than a collection of factual and procedural knowledge. learning is based on
experience.
learning process
 receive new information or data
 take the information in
 assimilate the information
 store the information
 use the information
LEARNING STYLE
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It has been defined as an individual's characteristic method of responding to and processing learning events as he
or she experiences them. Learning styles are the way in which each individual learner begins to concentrate on,
process, absorb, and retain new and difficult information. Learning styles, thus, are the most important tool for
us when we construct knowledge. Everybody learns in his individual way, but without knowing this way, i.e.
without knowing your preferences, you can’t learn efficiently – sometimes you can’t learn at all.
David Kolb's model
David A. Kolb's model is based on his experiential learning model, as explained in his book Experiential
Learning. Kolb's model outlines two related approaches toward grasping experience: Concrete Experience and
Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective
Observation and Active Experimentation. According to Kolb's model, the ideal learning process engages all
four of these modes in response to situational demands; they form a learning cycle from experience to
observation to conceptualization to experimentation and back to experience. In order for learning to be
effective, Kolb postulated, all four of these approaches must be incorporated. As individuals attempt to use all
four approaches, they may tend to develop strengths in one experience-grasping approach and one experience-
transforming approach, leading them to prefer one of the following four learning styles:
1. Accommodator = Concrete Experience + Active Experiment: strong in "hands-on" practical doing (e.g.,
physical therapists)
2. Converger = Abstract Conceptualization + Active Experiment: strong in practical "hands-on"
application of theories (e.g., engineers)
3. Diverger = Concrete Experience + Reflective Observation: strong in imaginative ability and discussion
(e.g., social workers)
4. Assimilator = Abstract Conceptualization + Reflective Observation: strong in inductive reasoning and
creation of theories (e.g., philosophers)
Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's
learning style. According to this model, individuals may exhibit a preference for one of the four styles
Accommodating, Converging, Diverging and assimilating depending on their approach to learning in Kolb's
experiential learning model
Example
Learning to ride a bicycle:
 Reflective observation - Thinking about riding and watching another person ride a bike.
 Abstract conceptualization - Understanding the theory and having a clear grasp of the biking concept.
 Concrete experience - Receiving practical tips and techniques from a biking expert.
 Active experimentation - Leaping on the bike and have a go at it.
VAK (Visualizing modality, Auditory modality, Kinesthetic modality)
Walter Burke Barbe and colleagues proposed three learning modalities (often identified by the acronym VAK)
The VAK Learning Styles Model was developed by psychologists in the 1920s to classify the most common
ways that people learn. According to the model, most of us prefer to learn in one of three ways: visual,
auditory or kinesthetic
 Visual: a visually-dominant learner absorbs and retains information better when it is presented in, for
example, pictures, diagrams and charts.
 Auditory: an auditory-dominant learner prefers listening to what is being presented. He or she responds
best to voices, for example, in a lecture or group discussion. Hearing his own voice repeating something
back to a tutor or trainer is also helpful.
 Kinesthetic: a kinesthetic-dominant learner prefers a physical experience. She likes a "hands-on"
approach and responds well to being able to touch or feel an object or learning prop.
A variation on the acronym, developed by New Zealand-based teacher Neil D. Fleming, is VARK, or visual,
auditory, reading/writing, and kinesthetic:
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 Reading/Writing: a reading- or writing-dominant learner uses repetition of words and writing. Clearly,
there is an overlap with visual and auditory styles, as words and writing can be both, but, commonly, a
person who prefers to learn this way remembers or organizes things best in his mind by taking down
notes.
Visual Auditory Kinesthetic
These learners will respond to and These learners will respond to and use These learners will respond to
use phrases such as: phrases such as: and use phrases such as:
 I see what you mean.  That rings a bell.  That feels right.
 I get the picture.  I hear what you're saying.  How does that grab you?
 What's your view?  That sounds OK to me.  Let me try.

Bloom's Taxonomy
Is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired
by Benjamin Bloom. Bloom's taxonomy is a set of three hierarchical models used to classify educational
learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in
cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most
traditional education and is frequently used to structure curriculum learning objectives, assessments and
activities. As with most theoretical models, they are controversial even while commonly used.
 Knowledge : The recall of specific information
 Comprehension: Understanding of what was read
 Application: Converting abstract content to concrete situations
 Analysis: Comparison and contrast of the content to personal experiences
 Synthesis: Organization of thoughts, ideas, and information from the content
 Evaluation: Judgment and evaluation of characters, actions, outcomes, etc., for personal reflection
and understanding
Andragogy and Pedagogy
Andragogy (meaning "adults teaching other adults") posits a different role for the instructor. The teacher
serves as a facilitator or catalyst for the learners' activities. An advantage of andragogy is that learners'
motivation is enhanced through greater responsibility for and involvement in learning. But andragogy methods
are often situation dependent and cannot be applied to codify or standardize information for mass use.
Pedagogy is the most standard classroom model: an instructor, who is an expert in the subject under study
lectures, gives assignments, tests student achievement, and so forth. In brief, the teacher teaches and the learners
passively absorb whatever they can. A key advantage of pedagogy is that it permits codified knowledge to be
presented in an orderly manner. Its chief disadvantage, however, is that the students are often passive and
unmotivated.
Pedagogy Andragogy
The learner Dependent. Teacher directs what, when, Moves towards independence. Self-directing.
how a subject is learned and Teacher encourages and
tests that it has been learned nurtures this movement
The learner's experience Of little worth. Hence teaching A rich resource for learning. Hence
methods are educational teaching methods include discussion,
problem-solving etc.
Readiness to learn People learn what society expects People learn what they need to know,
them to. So that the curriculum isso that learning programmers
standardized. Organized around life application.
Orientation to learning Acquisition of subject matter. Learning experiences should be
Curriculum organized by subjects. based around experiences, since people
are performance centered in their learning

SYNERGOGY FOR TEAM LEARNING

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Synergogy builds on the best features of pedagogy and andragogy while avoiding the limitations associated
with each. It does so by enabling learners to acquire codified knowledge under conditions that arouse their
involvement and commitment. Synergogy is a systematic approach to learning in which the members of
small teams learn from one another through structured interactions, thus the idea of synergy in learning.
Challenge and stimulation are created through social situations under which real as well as felt needs for
learning can be satisfied. The instructor or learning administrator provides educational materials from which
knowledge or insights can be acquired and creates designs "instructions for team action" that stimulate
learning
LEARNING THEORY’s
Reinforcement
It expresses the belief that changes in behavior take place as a result of an individual’s response to event or
stimuli and the ensuring consequences (reward or punishment). Individuals can be conditioned to repeat the
behavior by positive reinforcement in the form of feedback and knowledge of results. This includes number
of factors, namely:
Drive there must be a basic need or drive to learn
Stimulus people must be stimulated by the learning process.
Response people must be helped by learning process to develop appropriate responses in other words the
knowledge, skill and attitude that leads to effective performance
Social Learning Theory
Social learning theory (Albert Bandura) posits that learning is a cognitive process that takes place in a
social context and can occur purely through observation or direct instruction, even in the absence of motor
reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through
the observation of rewards and punishments, a process known as vicarious reinforcement. The theory
expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by
placing emphasis on the important roles of various internal processes in the learning individual
Goal theory.
Goal Theory is the label used in educational psychology to discuss research into motivation to learn. Goals
of learning are thought to be a key factor influencing the level of a student's intrinsic motivation.
Goal Setting goals serve to motivate trainee to exert effort in order to attain goal
 Should be specific and challenging
 Must be matched to trainee skill level (Use intermediate goals to observe progress)
 Must include feedback
 Must be accepted by trainee (Make trainee part of goal setting to increase commitment)
 Examples : Athletic training
Need theory
Help explain the value that a person places on certain outcomes. Trainers should identify trainees’ needs,
and communicate how training program content relates to fulfilling these needs If the basic needs of trainees
are not met, they are unlikely to be motivated to learn
Expectancy theory
Trainees will exert effort if they believe they can succeed and they value the outcome
Effort  Performance  Reward  Goal
It suggests that a person’s behavior is based on three factors
Expectancy – belief that performance is related to effort
Instrumentality – belief that performance will be rewarded
Valence – the degree that reward is valued
Expectancy theory suggests that learning is most likely to occur when employees believe:
They can learn the content of the program (expectancy)
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Learning is linked to outcomes such as better job performance, a salary increase, or peer recognition
(instrumentality)
Employees value these outcomes
Adult Learning Theory
It is based on several assumptions:
Adults have the need to know why they are learning something
Adults have a need to be self-directed
Adults bring more work-related experiences into the learning situation
Adults enter into a learning experience with a problem-centered approach to learning
Adults are motivated to learn by both extrinsic and intrinsic motivators
Information Processing Theory
These theories give more emphasis to the internal processes that occur when training content is
learned and retained
Highlights how external events influence learning
Learning and knowledge management
Knowledge management is an integrated approach to identifying, capturing, retrieving sharing, and
evaluating enterprise information assets. The information asset may include database, documents, policies,
procedure as well as tacit expertise and experience resident in individual workers. A successful knowledge
management system requires organizational human resources that value the creation and support of
knowledge.
ROBERT GAGNE THE NINE EVENTS OF INSTRUCTION
Robert Gagné proposed a series of events which follow a systematic instructional design process that share
the behaviorist approach to learning, with a focus on the outcomes or behaviors of instruction or training.
Each of the nine events of instruction is highlighted below, followed by sample methods to help implement
the events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised
Taxonomy to design engaging and meaningful instruction.
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their
attention.
Methods for gaining learners’ attention include:
— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students
2. Inform students of the objectives
Inform students of the objectives or outcomes to help them understand what they are to learn during the
course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already know or something
they have already experienced.
Methods for stimulating recall include:
— Ask questions about previous experiences
— Ask students about their understanding of previous concepts
4. Present the content
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Use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize
and chunk content in a meaningful way. Provide explanations after demonstrations.
Ways to present and cue lesson content include:
— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work
— Use a variety of media to address different learning preferences
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available.
Methods to provide learning guidance include:
— Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be removed
after the student learns the task or content
— Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing
— Use examples and non-examples – in addition to providing examples, use non-examples to help
students see what not to do or the opposite of examples
— Provide case studies, analogies, visual images and metaphors – case studies for real world application,
analogies for knowledge construction, visual images to make visual associations, metaphors to support
learning
6. Elicit performance (practice)
Activate student processing to help them internalize new skills and knowledge and to confirm correct
understanding of these concepts.
Ways to activate learner processing include:
— Elicit student activities – ask deep-learning questions, make reference to what students already know or
have students collaborate with their peers
— Elicit recall strategies – ask students to recite, revisit, or reiterate information they have learned
— Facilitate student elaborations – ask students to elaborate or explain details and provide more
complexity to their responses
— Help students integrate new knowledge – provide content in a context-rich way (use real-world
examples)
7. Provide feedback
Provide immediate feedback of students’ performance to assess and facilitate learning.
Types of feedback include:
— Confirmatory feedback – Informs the student they did what he or she were supposed to do
— Corrective and remedial feedback – informs the student the accuracy of their performance or response
— Remedial feedback – Directs students in the right direction to find the correct answer but does not
provide the correct answer
— Informative feedback – Provides information (new, different, additions, suggestions) to a student and
confirms that you have been actively listening – this information allows sharing between two people
— Analytical feedback – Provides the student with suggestions, recommendations, and information for
them to correct their performance
8. Assess performance
In order to evaluate the effectiveness of the instructional events, you must test to see if the expected learning
outcomes have been achieved. Performance should be based on previously stated objectives.
— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
— Conduct a post-test to check for mastery of content or skills
— Embed questions throughout instruction through oral questioning and/or quizzes
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— Include objective or criterion-referenced performances which measure how well a student has learned a
topic
— Identify normative- referenced performances which compare one student to another student
9. Enhance retention and transfer to the job
To help learners develop expertise, they must internalize new knowledge.
Methods for helping learners internalize new knowledge include:
— Paraphrase content
— Use metaphors
— Generating examples
— Create concept maps or outlines
— Create job-aids, references, templates, or wizards
MODULE III
TRAINING NEED ANALYSIS OR Training Need Assessment
A need is not an want or desire. It is a gap between “what is “and “what ought to be” Training needs
assessment (TNA) is usually related to organizational and individual performance. A need assessment means
that the individual assessed has a defined job performance or that an organizational has defined objective
and goals.
Training needs analysis is the systematic method of determining if a training need exist and if it does, what
training is required to fill the gap between the standard and the actual performance of the employee
TNA is the process of identifying the gap between employee training and needs of training. Training needs
analysis is the first stage in the training process and involves a procedure to determine whether training will
indeed address the problem which has been identified. Training can be described as “the acquisition of
skills, concepts or attitudes that result in improved performance within the job environment” Training needs
analysis looks at each aspect of an operational domain so that the initial skills, concepts and attitudes of the
human elements of a system can be effectively identified and appropriate training can be specified.
Training needs analysis is most often used as part of the system development process. Due to the close tie
between the design of the system and the training required, in most cases it runs alongside the development
to capture the training requirements.
Organizational analysis
Organizational analysis is the process of reviewing the development, work environment, personnel and
operation of a business or another type of association. This review is often performed in response to crisis,
but may also be carried out as part of a demonstration project, in the process of taking a program to scale, or
in the course of regular operations. Conducting a periodic detailed organizational analysis can be a useful
way for management to identify problems or inefficiencies that have arisen in the organization but have yet
to be addressed, and develop strategies for resolving them.
Organizational analysis focuses on the structure and design of the organization and how the organization's
systems, capacity and functionality influence outputs. Additional internal and external factors are also
accounted for in assessing how to improve efficiency.
It involves a study of the entire organization in terms of its objective, its resources, the utilization of these
resources, in order to achieve stated objectives and its interaction pattern with environment. The important
elements that are closely examined in this connection are
 Analysis of objectives
 Resource utilization analysis
 Environment scanning
 Organizational climate analysis
Person analysis
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A person analysis is the process of studying employee behaviour, to determine whether performance meets
standards. It examines how well an employee performs critical tasks and their knowledge, skills, and
abilities to perform it.
Person needs analysis can be either broad or narrow in scope. The broader approach compares actual
performance with the minimum acceptable standards of performance. Based on the actual, current job
performance of an employee; therefore, it can be used to determine training needs for the current job. The
narrower approach compares an evaluation of employee proficiency on each required skill dimension with
the proficiency level required for each skill. It is used to identify development needs for future jobs.
Task analysis (operational or requirement analysis)
This is a detailed examination of a job, its components, its various operations and conditions under which it
has to be performed. The focus here is on the role played by an individual and the training needed to
perform such role. The whole exercise is meant to find out how the various tasks have to be performed and
what kind of skills knowledge attitude are needed to meet the job needs. Questionnaire, interview, reports,
test, observation are generally used to collect the job related information’s. There are four steps involved in
the task analysis they are
Task analysis is a systematic collection of data about a specific job or group of jobs to determine what an
employee should be taught to achieve optimal performance.
1. Develop a list of task statements ( using observation and other techniques develop a list of task
performed in a given job)
2. Develop a list of task clusters (making tasks into group using similarities)
3. Develop a list of KSA’s(knowledge, skill, attitude)
4. Asses the importance of task’s
NEED ASSESSMENT TECHNIQUES
 Surveys questionnaire\ questionnaire
 Interview
 Focus group discussion
 Test
 Work samples
 Direct observation
TRAINING DESIGN AND DEVELOPMENT
• The first step involved in designing the training programme is to choose a strategy or a combination
of strategies.
• The second step is to break the general training objectives into constituent pasts
• The third step is to use the specifications of different training methods.
Training design process
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PRINCIPLES
A relational model
 It must start with an identification of the “client” of training activity.
 Trainee needs, wishes and motivation must be analyzed.
 Opportunities for negotiation and feedback are provided.
 There are procedures for measuring short-term and long-term satisfaction
Process-orientation
 Requires an analysis of the processes of design, delivery and evaluation
 Design – fixing aims, objectives, sequencing, content
 Delivery – presentation, managing activities, setting tasks
 Evaluation – assessing results, affective impact, efficiency of processes
Results oriented
 Is intended to implement change – in practices, methods, approach
 Requires specific measurable objectives, indicators of success
 Starts with the baseline – what is the starting point?
 Needs steps for “institutionalizing”, making the training part of everyday procedure
Value driven training
 Involves identifying the values in training content and practice
 Respect for the individual
 Personal development
 Social cohesion
 Intercultural understanding
TRAINING IMPLEMENTATION
Once objectives have been set, the trainer can start identifying various methods of implementation. There
are a large number of training methods available at the disposal of the trainer. The choice of media and the
methods of implementation have a lot of impact on training evaluation. Each of these must be evaluated as
part of the training cycle and should form part of the final evaluation of the whole process. The training
methodology, choice of method and media can have significant effects on the measurement and assessment
of the outcome. After having identified training needs, set the objectives and having chosen the media post-
evaluation for training effectiveness needs to be carried out.
MODULE IV
TRAINING FOR TQM
TQM
It is originated in the 1950’s and has steadily become more popular since the early 1980’s.
It is a comprehensive management process focusing on the continuous improvement of organizational
activities to enhance the quality of the goods and services supplied. TQM programs have become quite
popular as organizations strive to improve their productivity and quality. At the heart of TQM is the concept
that it is consumer focused, which means that every organizational activity should be evaluated and analyzed
to determine if it contributes to meeting customers’ needs and expectations. Another characteristic of TQM
is the importance of employee involvement. Often, quality improvement teams of other group efforts are
used to ensure that all employees understand the importance of quality and how their efforts affect quality.
Benchmarking is another facet of TQM, in which quality efforts are measured and compared with measure
both for the industry and for other organizations. It is hoped that providing measurement information on
quality will help to make continuous improvement in quality a part of the organizational culture.
Importance or significance of training for TQM
 every employee should have a written but flexible plan which sets out business goals, and targets,
considers how employees will contribute to achieving the plan and specifies how development needs
in particular will be assessed and met
 management should develop and communicate to all employees a vision of where the organization is
going and the contribution employees will make to its success, involving employees representatives
as appropriate
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 an investors in people regularly reviews the training and development needs of all employees
 the resources for training and development should be clearly identified in the business plan
 Action should focus on the training needs of all new recruits and continually developing and
improving the skills of existing employees.
 All employees should be encouraged to contribute to identifying and meeting their own job- related
development needs.
 Training procedures and records should be established. These should show how job competence is
demonstrated.
ATTITUDINAL TRAINING
Robert gagne, defines attitude as “a mental state that predisposes a learner to choose to behave in a certain
way.”
Attitudinal goals, therefore, are those that ask a learner to choose to do something under certain
circumstances. The intent of attitudinal training is to influence or convince a person to make a decision in
the desired direction. It may involve changing attitude as well as associated values and beliefs.
Strategies for attitudinal training
1. Behavior modeling
2. Role play
3. Creating cognitive dissonance: is a tension that occurs from holding conflicting or inconsistent
beliefs. People are compelled to reduce this dissonance by changing a belief.
4. Showing result of risky behavior
5. Telling stories
6. Appealing to the intellect
Attitudinal training methods
1. jigsaw method ( when there is too much information for one person to read or absorb. )
2. fish bowl method
3. business game
TRAINING FOR PRODUCTIVITY
Productivity is the relationship between the outputs generated from a system and the inputs that are used to
create those outputs.
TRAINING FOR CREATIVITY AND PROBLEM SOLVING
Creative problem solving is a proven method for approaching a problem or a challenge in an imaginative
and innovative way. It’s a tool that helps people re-define the problems they face, come up with
breakthrough ideas and then take actions on these new ideas.
Sidney paranes conducted extensive research on the steps that are involved
Identify goal, wish or challenge (this could be a wish or a goal. It might be the dissatisfaction or a desire that
opens the door to using the CPS process)
Gather data(assess and review all the data that pertains to the situation at hand. Who’s involved. What’s
involved When, and where and why it’s important.)
Clarify the problem
Generate ideas
Select and strengthen solutions
Plan for action
TRAINING FOR LEADERSHIP
Leadership is ultimately about creating a way for people to contribute to making something extraordinary
happen. Leadership is the one central and most important element of successful management teams. The
difference that good leadership can make to an organization – often reflects starkly not only in company
performed but also in team morale.
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Leadership training can help organizations and individuals improve and build upon what’s currently
happening in the organization and increase performance, motivation, and overall effectiveness for the future.
Good leaders are able to
 help others achieve their maximum potential
 generate positive long term results
 foster a sense of community and partnership
 learn new skills and recognize that leadership is a learning process
 create alignment in both organizational and personal goals
 motivate others by establishing trust and communication
Objective of leadership training
 understanding good leadership behaviors
 learning the difference between leadership and management
 defining qualities and strength
 determining how well you perceive what’s going on around you
 polishing interpersonal skills and communication skills
 learning about commitment and how to move things forward
 making key decisions
 handling your and other people’s stress
 empowering , motivating and inspiring others
 leading by example
COMMUNICATION TRAINING
By providing communication skills training, companies help their leaders and employees to write, speak,
serve customers, and lead people more effectively. Positive result of this training mean efficient use of time
and resource, increased client retention and sales, and increased credibility for managers and supervisors.
Communication training usually encompasses the presentation of knowledge and skills designed to enhance
individual’s competence in presenting information to others.
Benefits of communication training
 greater public perception of credibility
 higher employee productivity
 consistent accuracy
 saved time
 increased profits
 high morale
 greater respect among staff and leaders
TRAINING EVALUATION
The process of examining a training program is called training evaluation. Training evaluation checks
whether training has had the desired effect. Training evaluation ensures that whether candidates are able to
implement their learning in their respective workplaces, or to the regular work routines.
Formative evaluation – evaluation conducted to improve the training process.
Summative evaluation – evaluation conducted to determine the extent to which trainees have changed as a
result of participating in the training program
Evaluation process
Conduct a need analysis study
Develop measuring learning
Develop outcome measure
Choose an evaluation strategy
Plan and execute the evaluation
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BENEFITS OF TRAINING EVALUATION
 evaluation ensures accountability
 check the cost
 feedback to the trainer
DONALD KIRKPATRICK EVALUATION MODEL
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American
Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in
1959, in the US Training and Development Journal. The model was then updated in 1975, and again in
1994, when he published his best-known work, "Evaluating Training Programs."
Reaction (trainee satisfaction)
This level measures how your trainees (the people being trained), reacted to the training. Obviously, you
want them to feel that the training was a valuable experience, and you want them to feel good about the
instructor, the topic, the material, its presentation, and the venue. It's important to measure reaction, because
it helps you understand how well the training was received by your audience. It also helps you improve the
training for future trainees, including identifying important areas or topics that are missing from the training.
Learning (Acquisition of knowledge, skills, attitudes, behavior)
At the level of learning the evaluation is done on the basis of the change attitude, skill, knowledge of the
trainees. The evaluation involves observation and analysis of the voice, behaviour, text.
It's important to measure this, because knowing what your trainees are learning and what they aren't will
help you improve future training.
Behavior (Improvement of behavior on the job)
At this level, you evaluate how far your trainees have changed their behavior, based on the training they
received. Specifically, this looks at how trainees apply the information. It's important to realize that
behavior can only change if conditions are favorable. For instance, imagine you've skipped measurement at
the first two Kirkpatrick levels and, when looking at your group's behavior, you determine that no behavior
change has taken place. Therefore, you assume that your trainees haven't learned anything and that the
training was ineffective.
However, just because behavior hasn't changed, it doesn't mean that trainees haven't learned anything.
Perhaps their boss won't let them apply new knowledge. Or, maybe they've learned everything you taught,
but they have no desire to apply the knowledge themselves.
Results (Business results achieved by trainees )
At this level, you analyze the final results of your training. This includes outcomes that you or your
organization have determined to be good for business, good for the employees, or good for the bottom line.
OUTCOMES USED IN EVALUATING TRAINING PROGRAMS
Evaluating the outcome of a training programme is usually done at the end of a major project cycle, such as
after one, two, or three years. These evaluations are often performed by a team that can spend the time to
collect data, make judgments, and propose recommendations for future action.
Cognitive Outcomes
 Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures,
or processes emphasized in the training program.
 Measure what knowledge trainees learned in the program.
Skill-Based Outcomes
 Assess the level of technical or motor skills.
 Include acquisition or learning of skills and use of skills on the job
Affective Outcomes
 Include attitudes and motivation.
 Trainees’ perceptions of the program including the facilities, trainers, and content.
Results
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 Determine the training program’s payoff for the company
Return on Investment (ROI)
 Comparing the training’s monetary benefits with the cost of the training.
 Direct costs
 Indirect costs
 Benefits
COST BENEFIT ANALYSIS
Traditionally, about two third of the training expenses have been devoted to developing professional
managers and one third to first line workers. But that proportion is changing. Organizations are realizing that
they need to develop the capabilities of their first lien workers just as much as the capabilities of their
managers. Something else is changing as well.
But a growing number of employees have recognized that training is not just a cost. It is an investment in the
human capital of the organization that benefits the entire organization. Wh8ile some changes like attitude
changes are hard to quantify, comparison of cost effective. Also managers must have training and
development to enhance their leadership skills and abilities. In number of situation, effective training often
produces productivity gains that more than offset the cost of the training
Cost Benefits
 Trainer’s salary  Increase in production
 Materials for training  Reduction in errors
 Living expences for trainer and trainees  Reduction in turnover
 Cost of facilities  Less supervision necessary
 Equipment  Ability to advance
 Transportation  New capabilities
 Trainee’s salary  Attitude changes
 Lost production (opportunity cost

FUTURE OF TRAINING AND DEVELOPMENT

I. Increased Use of New Technologies for Training Delivery
The use of online learning, mobile learning (iPods), and other new technologies will likely increase in
the future because:
1. The cost of new technologies will decrease over time.
2. Companies can use technology to better prepare employees to serve customers and generate new
business.
3. Using these new technologies can decrease the costs of training geographically dispersed
employees over the long run.
4. The new technologies allow trainers to build in many of the desirable features, such as practice,
feedback, and reinforcement.
5. The new technologies allow for the creation of “smart” training methods.
II. Increased Demand for Training for Virtual Work Arrangements
Virtual work arrangements include virtual teams as well as telecommuting, work that is conducted in
a remote location (distant from central offices), where the employee has limited contact with peers, but is
able to communicate electronically. There are two training challenges for virtual work arrangements.
First, companies will have to invest in training delivery methods that facilitate digital collaboration.
Digital collaboration refers to an interaction between two or more people mediated by a computer.
Second, for companies with virtual work arrangements, having knowledge, knowing which employees
possess it, and sharing knowledge within and across functions, teams, and individuals are critical for
effectiveness.
III. Training Departments will Better Store and Use Intellectual Capital
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Companies will increasingly seek to capitalize on employees’ knowledge, i.e., intellectual capital,
through the use of new technologies. This requires that trainers be technologically literate, in order to
understand the various uses of technologies and to be able to implement them. Many companies are
creating new positions, such as knowledge manager or chief learning officer, whose job it is to identify
reliable knowledge and make it accessible to others and to create a learning environment respectively
IV. Increased Use of True Performance Support
A. Embedded learning refers to learning that occurs on the job as needed. It involves collaboration and
non learning technologies such as instant messaging, and it is integrated with knowledge
management.
B. Embedded learning may become increasingly prevalent in the future when it is not possible for
employees to attend classroom instruction or spend hours on online learning.
C. Embedded-learning products include task-specific, real-time content and simulation that are
accessible during work as well as real-time collaboration in virtual workspaces. Recent and rapid
adoption of wireless technology is connecting employees directly to business processes.
V. Increased Emphasis on Performance Analysis and Learning for Business Enhancement
Training departments will have to ensure that they are seen as helping the business functions to meet
their needs.
Requires a shift from training as the solution to business problems to a performance analysis approach.
Training departments’ responsibilities will likely include a greater focus on producing systems that
employees can use for information on an as-needed basis.This need is driven by:
 The use of contingent employees.
 Increased flexibility necessary to adapt products and services to meet customers’ needs
VI. Increased Use of Training Partnerships and Outsourcing Training
A. Training functions will likely increase their partnerships with academic institutions to provide basic
skills, to develop customized programs, and to seek the knowledge of experts in the training arena.
B. Relying on external suppliers to provide training is referred to as outsourcing.
C. The increased reliance on external training consultants will require that in-house staff become more
skilled at contract negotiation and analyzing the various consultants. In-house trainers will also be
used more and more to train the trainers, i.e., make subject matter experts who will deliver training
effective facilitators of learning.
VII. Viewing training and development from a change model perspective
 For new training or development practices to be successfully implemented, they must first be
accepted by managers, upper management, and employees.
 For managers and employees, change is not easy.
 Resistance to new training and development practices is likely.
 Training and development should be viewed from a change model perspective
MODULE V
MANAGEMENT DEVELOPMENT
Management development is usually defined as “the attempt to improve managerial effectiveness through a
planned and deliberate learning process”
Management development in transforming economies may be viewed as an open ended process, which not
only involves mangers themselves, but also prospective managers and the enterprises over which they
exercise control
According to Edwin Flippo “ management development includes the process by which the managers and
executive acquire not only the skills and competency in their present jobs but also capabilities for the future
managerial task of increasing difficulty and scope”.
Management development is the process of a conscious and systematic improvement of managerial
effectiveness within the organisation, to achieve organizational goals and strategies. Understanding and
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appreciating the complexity of management is therefore a vital pre-requisite for understanding management
development.
Objectives of Management Development Programs
 To overhaul the management machinery.
 To improve the performance of the Managers.
 To give an over view of the functions of an organization and help in coordination.
 To increase the morale of the members of the management group
 To increase the versatility of the management group.
 To keep their executives abreast of the changes and development in their respective fields.
 To create management succession.
 To improve the thought process and analytical ability.
 To broaden the outlook.
 To understand the economical, social, political, technical, and conceptual issues
METHODS AND TECHNIQUES OF MANAGEMENT DEVELOPMENT
Understudy Method:
Also known as attachment method, under this system, a person is picked up and subjected to training so that
he in future, assumes the full duties and responsibilities of the position currently held by is superior.
It is necessary to ensure a fully-trained person to replace a manager (superior) during his long absence or
illness or on his retirement, transfer or promotion. ‘Understudy’ method is aimed at providing a person who
is going to replace the existing superior
Job rotation method:
‘Job rotation’ is also known as the Channel Method. Under the job rotation method, the specialists are
translated into generalizes’ or all-rounder’s because the executives are moved from one job to another on
some planned basis in order to learn and develop all-round knowledge. As pointed out by H. Bedroslan, “Job
rotation is designed for beginning level managers while planned progression is more likely to occur at higher
managerial levels.”
Conference:
The conference method is used to help employees develop problem- solving skills. Group discussions and
Meetings are the two common techniques often made use of in organizations. The chairman or the t trainer
leads discussion, involves trainees in attempting to solve problems and in arriving at decisions.
Case study:
The case study method involves diagnostic and problem solving study of usually a written description of
some event or set of circumstances on organizational problems providing relevant details.
The method is appropriate for developing analytical and problem solving orientation and skill, providing
practice in applying management concepts, tools and techniques and enhancing awareness of the
management concepts and processes. The method is relevant for developing o- generational, conceptual and
functional skills among top and senior level executives.
Role playing:
Role playing is used in helping trainees to diagnose human relations problems, to develop insight through
in-depth analysis of problems relating to human interaction and to acquire skills in interpersonal
communication with particular emphasis on empathy and listening.
A simulated situation is created in which trainees act out the thoughts and behaviour of persons in particular
roles in the organisation. Roles are often played spontaneously and unrehearsed.
In-basket method:
In-Basket on In-Tray technique involves simulation of a series of decisions a trainee might have to make in
real life. The trainee is presented with pack of papers and files in a tray containing administrative problems
and is asked to take decisions within specified time limit.
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The decisions taken by several trainees are recorded and compared with one another. Learning occurs as
trainees reflect and evaluate the decisions taken on priorities, customer’s complaint, superior’s demand,
irrelevant information and the like.
Sensitivity training
Sensitivity training is a type of group training that focuses on helping organizational members to develop a
better awareness of group dynamics and their roles in the group. The training often addresses issues such as
gender and multicultural sensitivity as well as sensitivity towards the disabled. The goal of the training is
focused on individual growth. Kurt Lewin and Ronald Lippitt originally developed the technique in the
1940s.
Business games:
Also termed as ‘management games’, these games refer to the classroom simulation exercises in which
different teams consisting of individual executives are required to compete with one another in order to
achieve a given objective. Here, an artificial atmosphere close to the real life situation is created in which the
participant executives play a dynamic role and enrich their skills through involvement and simulated
experience.
MODELS OF MANAGEMENT DEVELOPMENT
A common adage in management development says that managers tend to manage as they were managed.
Another way of saying this is that managers learn by behavior modeling. or copying someone else’s
behavior. This is not surprising, because a great deal of human behavior is learned by modeling.
Example: one can learn what not to do by observing a model. Thus a exposure to both positive and negative
models can be beneficial to anew manager.
MODULE
OTHER POINTS
Syndicate Method
Under this method, 5 or 6 groups consisting of about 10 members are formed. Each group (Syndicate) is
composed of carefully selected men who, on the one and, represents fair cross section of the executive life of
t country, i.e. men from public sector and private sector undertakings, civil and defense services, banking,
insurance, etc., and on the other hand, a good well balance team of management from different fields, i.e.,
production, marketing, personnel, finance, etc. The groups are given assignments, made up before hand to
be submitted within a specified date and time. Each man in t group is appointed leader of the group for the
performance of the given task by rotation and so for the secretary for the subdivision of the course. Each
task is assigned in the form of a 'Brief', a document prepared by the experts on the faculty with meticulous
care. It also fixes the time by which the study is to be completed. Lecturers by experts are also arranged to
supplement the study. The report prepared an submitted by a group is circulated among the members of the
other groups for comparative study and critical evaluation. The leader or chairman of the group is required
to present the views of his group in the joint session and justify his group's view in case of criticism or
questions.
VESTIBULE TRAINING:
Vestibule Training is a term for near-the-job training, as it offers access to something new (learning). In
vestibule training, the workers are trained in a prototype environment on specific jobs in a special part of the
plant.
An attempt is made to create working condition similar to the actual workshop conditions. After training
workers in such condition, the trained workers may be put on similar jobs in the actual workshop.
PYGMALION EFFECT
Definition
The Pygmalion effect is a type of self-fulfilling prophecy where if you think something will happen, you
may unconsciously make it happen through your actions or inaction. It occurs in the workplace when a
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manager raises his or her expectations for the performance of workers and this actually results in an increase
in worker performance.
Thematic Apperception Test
The Thematic Apperception Test, or TAT, is a projective measure intended to evaluate a person's patterns of
thought, attitudes, observational capacity, and emotional responses to ambiguous test materials. In the case
of the TAT, the ambiguous materials consist of a set of cards that portray human figures in a variety of
settings and situations. The subject is asked to tell the examiner a story about each card that includes the
following elements: the event shown in the picture; what has led up to it; what the characters in the picture
are feeling and thinking; and the outcome of the event.
TRAINER
Qualities of a good trainer
 Well organized/prepared
 Outlines what is expected
 Designs the sequence of learning materials
 Emphasizes conceptual understanding
 Lectures are well organized
 Answers questions clearly
 Uses examples
 Sets difficult, but attainable goals
 Demonstrates usefulness of material
 Uses visual aids effectively
 Enthusiastic