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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.
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7 Number of
ParticipantsMany Only one
8 Term Short Term Process Long Term Process
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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.
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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
Check Your Progress A
1) (i) true
(ii) false
(iii) true
(iv) false
Check Your Progress B
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
2.10 Answer to Check Your Progress
2.11 References
2.12 Suggested Readings
2.13 Terminal and Model Questions
2.1. Objectives:
After reading this lesson, you should be able:
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
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
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
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.
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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.
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… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..
… ….. …. …. ….. ….. …. …. …. …. …. ….. …… ….. …… ……. ……. ……. ……. …..
Check Your Progress B:
1. State which of the following alternative is correct.
(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:
1. Noe . A. Raymond, Employee Training and Development , Tata Mc Graw Hill
Education Private Limited, New Delhi.
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
3.9 Check Your Progress
3.10 Summary
3.11 Glossary
3.12 Answer to Check Your Progress
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’?
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15
3.9 Check Your Progress 2
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.
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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.
3.12 Answer to Check Your Progress
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.
3.14 Suggested Readings
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
3.15 Model Questions
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
4.8 Check Your Progress -2
4.9 Summary
4.10 Glossary
4.11 Answer to Check Your Progress
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
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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
4.5 Check Your Progress 1
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
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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?
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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
4.8 Check Your Progress 2
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.
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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.
4.11 Answer to Check Your Progress
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
4.13 Terminal & Model Questions
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
5.5 Check Your Progress
5.6 Changing Facets of Training
5.7 The Training Agency
5.8 The Trainee
5.9 The Organisation
5.10 Check Your Progress
5.11 Summary
5.12 Glossary
5.13 Answer to Check Your Progress
5.14 References
5.15 Suggested Reading
5.16 Model Questions
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
5.5 Check Your Progress 1
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.
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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
5.10 Check Your Progress 2
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?
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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.
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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.
5.13 Answer to Check Your Progress
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.
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5.15 Suggested Readings
1. Udai Pareek, Training Instruments for Human Resource Development , TMH
2. VSP Rao, Human Resource Management , Excel books, New Delhi.
5.16 Model Questions
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
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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
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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)
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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.
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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.
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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.
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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
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6.9 Check Your Progress 1
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
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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.
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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
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Activity A
What purpose does training serve? Explain the ingredients of a goodtraining programme for the employees at various levels.
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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.
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6.12 Check Your Progress 2
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
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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
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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.
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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
6.16 Answer to Check Your Progress
Q.1 dQ.2 bQ.3 dQ.4 cQ.5 cQ.6 eQ.7 d
6.17 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.
PL Rao, Comprehensive HRM, Excel Books , New Delhi.
N.G.Nair, Latha Nair, Personnel Management and Industrial Relations , S. chandCompany Ltd., New Delhi.
17
6.18 Terminal & Model Questions
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
7.10 Check Your Progress -1
7.11 Techniques /Method Of Management Development
7.12 OD Approach To Training And Development
7.13 Check Your Progress -2
7.14 Summary
7.15 Glossary
7.16 Answer To Check Your Progress
7.17 References
7.18 Terminal & Model Questions
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
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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
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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
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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.
7.10 Check Your Progress 1
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
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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.
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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
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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
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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
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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
7.13 Check Your Progress 2
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
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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?
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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.
7.16 Answer to Check Your Progress
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.
Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton & Udai Pareek,Sage Publication, N.D.
N.G.Nair, Latha Nair, Personal Management and Industrial Relations , S.chand CompanyLtd., New Delhi.S
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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.
7.18 Terminal & Model Questions
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
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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
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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
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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
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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.
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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
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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
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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.
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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
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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.
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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.
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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.
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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
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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.
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“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.
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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.
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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:
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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.
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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.
8.13 Answer to Check Your Progress
Q.1 bQ.2 bQ.3 dQ.4 a
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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.
8.15 Suggested Readings
1. Udai Pareek, Training Instruments for Human Resource Development , TMH2. VSP Rao, Human Resource Management , Excel books, New Delhi.
8.16 Model Questions
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
9.13 Answer to Check Your Progress
9.14 References
9.15 Suggested Readings
9.16 Terminal and Model Questions
9.1 OBJECTIVES
After reading this lesson, you should be able:
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.
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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?”
Check Your Progress A
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.
Check Your Progress B
1. State which of the following alternative is correct.
(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
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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.”
9.13 ANSWERS TO CHECK YOUR PROGRESS
Check Your Progress A
1) (i) true
(ii) true
(iii) false
(iv) true
Check Your Progress B
(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
9.15 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
9.16 TERMINAL AND MODEL QUESTIONS
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
10.9 Answer to Check Your Progress
10.10 References
10.11 Suggested Readings
10.12 Terminal and Model Questions
10.1 OBJECTIVES
After reading this lesson, you should be able:
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.
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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.
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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.
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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.
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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.
Check Your Progress A
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)
Check Your Progress B
2. State which of the following alternative is correct.
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……………..
(a) Reaction of Trainee (b) learning (c) Behaviour (d) Results
III. Evaluation here measures the transfer of what has been learned by the trainee is
known as …………
(a) Reaction of Trainee (b) learning (c) Behaviour (d) Results
IV. the effects on the institutional environment resulting from the fellows’ performance is
known as………….
(a) Reaction of Trainee (b) learning (c) Behaviour (d) Results
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.
10.9 ANSWERS TO CHECK YOUR PROGRESS
Check Your Progress A
1) (i) true
(ii) false
(iii) true
(iv) false
Check Your Progress B
(i) (a) Reaction of Trainee
(ii)(b) learning
(iii)(c) Behaviour
(iv) (d) Results
10.10 REFERENCES
1. Noe . A. Raymond, Employee Training and Development , Tata Mc Graw Hill
Education Private Limited, New Delhi.
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
10.11 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
10.12 TERMINAL AND MODEL QUESTIONS
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
11.10 Answer to Check Your Progress
11.11 References
11.12 Suggested Readings
11.13 Terminal and Model Questions
11.1 OBJECTIVES
After reading this lesson, you should be able:
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.
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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.
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Check Your Progress A
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.
Check Your Progress B
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 .
11.10 ANSWERS TO CHECK YOUR PROGRESS
Check Your Progress A
1) (i) true
(ii) true
(iii) false
(iv) False
Check Your Progress B
(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
11.13 SUGGESTED READINGS
1. Noe . A. Raymond, Employee Training and Development , Tata Mc Graw Hill
Education Private Limited, New Delhi.
2. 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
11.14 TERMINAL AND MODEL QUESTIONS
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.
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