istd 2nd assignment

58
NAME-SHARAD KAPOOR PAPER NO. V RESPONSE SHEET NO- 1 Q.1. What is training need and how does it get recognized? Ans: A requirement of maintaining the efficiency, productivity and safety of a system or an individual signifies a training need. Training is a tool of effective management. Training need analysis is the first step to effective training. Training need analysis means measuring the gap between skills available and skills required for employees and provide measures so that those gaps can be reduced. When training need analysis is done, it is possible to focus attention on the target and identify the means for reaching the target. The need analysis process also involves others and helps them to understand the issues which they come across. There are five essential reasons for doing need analysis: The business world is changing rapidly and organizations require keeping pace with this change. As result everyone is being asked to stretch and to do more than ever and to do it faster. To ensure solution addresses the issue. To focus resources, time and effort effectively towards a targeted training solution. To eliminate the necessity of looking for another job. A training need occurs whenever the procedures, processes and methods of work in an organization are changed. Training

Upload: sunitsaha2009

Post on 12-Apr-2015

562 views

Category:

Documents


6 download

DESCRIPTION

for aspirants

TRANSCRIPT

Page 1: ISTD 2nd Assignment

NAME-SHARAD KAPOOR

PAPER NO. V RESPONSE SHEET NO- 1

Q.1. What is training need and how does it get recognized?

Ans: A requirement of maintaining the efficiency, productivity and safety of a system or an individual signifies a training need. Training is a tool of effective management.

Training need analysis is the first step to effective training. Training need analysis means measuring the gap between skills available and skills required for employees and provide measures so that those gaps can be reduced. When training need analysis is done, it is possible to focus attention on the target and identify the means for reaching the target.

The need analysis process also involves others and helps them to understand the issues which they come across.

There are five essential reasons for doing need analysis:

The business world is changing rapidly and organizations require keeping pace with this change.

As result everyone is being asked to stretch and to do more than ever and to do it faster.

To ensure solution addresses the issue.

To focus resources, time and effort effectively towards a targeted training solution.

To eliminate the necessity of looking for another job.

A training need occurs whenever the procedures, processes and methods of work in an organization are changed. Training can also offer the management an assessment of those within its labor force who might be well suited for new jobs and responsibilities. These needs can be recognized on the basis of:

Analysis of processes of change Analysis of work problems and Analysis of the manpower skills of an organization

The management and human resource systems must be willing to accept the change. The organization must change itself to adjust to the changing outside world. Change would require orienting and training the people to the new techniques, skills and adjustments to new situations.

Page 2: ISTD 2nd Assignment

Training needs can be recognized in four sections-

Technological changes- Whenever there is some introduction of new ideas in equipment and technology, a technological change is said to take place. E.g. introduction of computers. People have to be oriented to new knowledge; new skills and also they must appreciate the change process.

Environmental changes- There is constant change in consumer’s i.e. user’s habit and taste. For this, new products and services will require change in systems. Survival of any organization lies in understanding and an awareness of the changes in outside world.

Legislative changes- In many basic industries like steel, coal and textiles, there is a legal framework, shape and application to their concepts of social growth. The Legislators at central or local level give such frameworks which can be in area of policy, planning, pricing, wages, and employment policies. Training has to be designed to respond to these.

Manpower composition changes-Changes in the staff composition due to resignations, dismissals, layovers, retirement and other factors result in changes in internal ratios of manpower. This not only alters the demographic ratio and quality of experience but also may change the education level. Hence training need is justified.

‘Training needs’ also need to be identified because of the changed character of managerial work force Investigate Training needs

Assess effectiveness of training Design training

Page 3: ISTD 2nd Assignment

Conduct Training

Q.3. Discuss the various steps involved in designing training program.

Ans: A training design is a detailed plan for what you will do, why you will be doing it, and the best ways to reach your objectives.The eight steps to an effective training program are-

Step One- Define purpose of training and target audience- Be clear about what your training needs hope to accomplish. Be clear who will be your target audience.

Step Two- Determine participant’s need-The more accurately you know the needs of your participants the better your training design will be. Find out their needs and expectations. Tell the participants to complete a brief written survey or survey a random number of participants by phone to get detailed information. Ask them about-

Current roles and responsibilities Previous training on this topic Reason for attendance Specific need and expectation of the event

At the end review past evaluation and feedback forms.

Step Three- Defining training objectives-Clearly defined objective provide criteria for-

Clarifying expected outcomes Outlining training contents Planning specific training activities Selecting / developing material Designing evaluation procedure Communicating program intent to participants and others Ensuring training is realistic and appropriate

Step Four- Outline training content-Training has three components- an introduction; a learning component and a wrap-up and evaluation component. Introduction- Establish a positive learning environment; develop interest; reduce anxiety and make good relations. Include some content into introductory activities. Learning component- Concepts and ideas taught and explored; skills demonstrated are practiced and discussed. Activities should actively involve the participants in acquiring knowledge or practicing skills.

Page 4: ISTD 2nd Assignment

Wrap-up & evaluation component- Here ‘pull it all together’. Highlight essential learning; summarize central concepts and describe steps. Open up for questions, concerns and feedback.

Step Five- Develop instructional activities. Organize activities so that outcomes identified are achieved. Activities should

have an introduction, a main segment and a wrap-up segment. Select training strategies that meet the objectives. E.g. skill development is best

achieved through modeling, practice and feedback while information is achieved through discussion and collaborative group work.

Effective training design takes into account principles of adult learning; group size; participant learning style; prior experience/ education level of the participants, type of skill and information to be presented, and so on.

Strategies that promote active learning can be brainstorming, games, mini-lectures, small work group, simulations, role-playing, and case-studies.

Step Six- Prepare a written training design. Write a detailed plan of the training session including goals and objectives, the

sequence of specific learning activities and time allotted for each; directions and key points to be covered for each activity and the trainer who will be responsible for the activity.

Consider the skill, expert knowledge, training style and comfort level of each trainer.

Step Seven - Prepare participant evaluation form.Evaluation determines if the training has achieved its objectives and to identify what needs to be improved.

The evaluation form should ask the following- Did the participants acquire the skills and knowledge that they were supposed to? Were the trainers had enough knowledge about the training contents? Were the activities interesting and effective? Was the training format appropriate? Was the training on this topic adequate and satisfactory?

Step Eight - Determine follow-up activities for the event.Follow-up activities provide continued support and feedback. Prepare follow-up activities as you develop your training design and these activities should make the participants reflect on what they have learnt and the process of implementation. Some activities include -

Peer observations and coaching Newsletters and web-site postings Mentoring Study groups On going communication between participants and trainees

Page 5: ISTD 2nd Assignment
Page 6: ISTD 2nd Assignment

NAME-SHARAD KAPOOR

PAPER NO. V RESPONSE SHEET NO- 2

Q.4. Discuss the need for evaluation of training. How can evaluation help the design of training programs?

Ans: Evaluation is an essential step in the effective implementation and continuous up gradation of training programs. It involves a total analysis of the organization structure and whether the objectives and future plans are fulfilled or not. It also helps to know whether the training was effective or not.

Training needs to be evaluated for the following reasons:

To validate training as a business toolTraining is one of many actions that an organization can take to improve its performance and its profits. Only if training is properly evaluated it can be compared with the other methods and thus its merits and demerits can be easily seen.

To justify the costs incurred in trainingWe all know that when money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis training departments can resist these cuts.

To help improve the design of trainingTraining programs should be continuously improved to provide better value and increased benefits and advantages for an organization. Without formal evaluation, the basis for changes can only be subjective and thus do not have good effect.

To help in selecting training methodsThese days there are many alternative approaches available to training departments, including a variety of classroom, on-job and self-study methods. Using comparative evaluation techniques, organizations can make decisions based on reasons about the methods to be adopted.

Reasons for evaluation can be summarized under three headings- Conclusive Feedback: It tells the effectiveness of training investment which is

essential for the policy makers and those who control costs. Directive Feedback: It tells the effectiveness of the training activities so as to

improve quality, design and delivery of the present and future training.

Page 7: ISTD 2nd Assignment

Intervention Feedback: It would facilitate transfer of training to the job by identifying support systems required by training utilizers.

The analysis either undertaken earlier or at any stage indicates some of the tasks or task elements which require training treatment. It is a systematic effort to identify and understand exactly what types of training shall be required. The resultant training needs that emerge could be subject to a topic or skills analysis etc. Analysis of the job and its various conditions will indicate the skills and training required to perform the job according to the standards. If the preceding analyses have been performed effectively, the trainer has an idea of what is real training specification. In this there should be consideration of cost, time, social or political influences and organizational priorities that might require removing some unnecessary details of the initial plans for training content.

Q.5. Discuss the role of an outside consultant in training.

Ans: Ideally, each system must be self –sufficient, which, however cannot be achieved without external intervention. The external consultants are needed to support business growth, aids organizational development and generate strategies for system problems. All GOOD consultants must be TRAINED LICENSORS.

Reasons for using external consultants’ are:

Constraints

Learning principles

Target population

Other factors

Nature of objectives

Strategy

Tactics

Sequencing

Training program design

Page 8: ISTD 2nd Assignment

Consulting, advising and designing programs to fill the gaps between the actual situation and the desired one

Coaching and guiding Developing management and supervisory skills Defining the company’s missions, goals and objectives Assessing the actual situation Improving organizational communication Increasing employee motivation Raising the levels of organization performance and achievements Achieving customer’s satisfaction and customer loyalty Identifying training and operational needs.

A consultant must acknowledge to himself and then to the client whether he is equipped with the right tools and has expert knowledge to solve the problem and accomplish the necessary changes and improvements. He may provide a focus on the problem already recognized by the client. He may diagnose it for him, he may generate alternative choices but in no case should he impose or attempt to impose his solutions. That must be a factor of internal choice and decision.

The consultant should possess the ability to give advice without creating long term dependence and helping to eliminate all the issues in their relationship between advisor and the advisee. Essentially the end product of consultancy efforts is the self generating and growing individual with skills to diagnose his own strengths and weaknesses as well as that of the organization.

Use of outside consultants would be particularly useful to organize if a match between the skill of the consultant and needs of organization could be properly identified. An outside consultant can combine with internal consultant to form an effective team.

Advantages of external consultants: They are impartial and independent of influences of the organization They have credibility through being independent They can have wide access within the organization They can be more challenging, direct and cut through effective views and

practices People are more likely to be open in their contributions and trust that they are

given confidence They can open communication channels across the organization They can provide networking and benchmarking with other organizations There is often a greater acceptance of recommendations from outside They can introduce new ideas and draw upon a wide experience of different

organizations

Disadvantages of external consultants: They may need more time that can be afforded to learn about the organization

Page 9: ISTD 2nd Assignment

They may have only sufficient time to identify and explore part of the problem

Recommendations may be accepted too readily Recommendations may be rejected if they are considered to be too radical for

the organization Contracted time may expire before the recommendations are implemented

fully They may encourage the client to become dependant on outside consultancy

services The costs of external consultancy are high

Page 10: ISTD 2nd Assignment

NAME-SHARAD KAPOOR

PAPER NO. VI RESPONSE SHEET NO- 1

Q.1. Define Evaluation and explain the concept in your own words.

Ans: Evaluation literally means the assessment of value or worth.Definition- Hamblin (1970) defined evaluation of training as “Any attempt to obtain

information (feedback) on effects of training program and to assess the value of training in the light of that information for improving further training.”

Bramley (1966) writes, “Evaluation of training is a process of gathering information with which to make decisions about training activities.”Evaluation is systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards.  Evaluation is the integral part of the whole process of training and development. WHY TRAINING EVALUATION?The process of examining the training program is called training evaluation. Training Evaluation checks whether training had has the desired effect. Training Evaluation ensure that whether the candidates are able to implement their learning in their respective workplaces or to the regular work routines.

Training is always done with specific objectives. Hence, evaluation of training is very important. It is important because:

It tells us about the quality of training and the effect it has created on the learners.

Systematic evaluations also help us in pointing out the weaknesses of the training program so that in future such things can be taken care of.

It also indicates the extent to which learners have learnt from the program and

The extent they have transferred their learning into their daily job.

PURPOSE OF TRAINING EVALUATION

The five main purposes of training evaluation are:

Page 11: ISTD 2nd Assignment

1. Feedback : It helps in giving feedback to the candidates by defining the objectives and linking it to the learning outcomes.

2. Research : It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the workplace and training.

3. Control : It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.

4. Power Games : At times, the top management uses the evaluative data to manipulate it for their own benefits.

5. Intervention : It helps in determining that whether the actual outcomes are aligned with the expected outcomes.

Understanding the impact of training, especially development training (focused on attitudes and behaviors) is a complex issue. On the one hand there are people who work hard to measure training’s impact, and on the other, there are people who are happy to invest in training simply because they believe it is the right thing to do.

There are the two principal factors which need to be resolved:

Who is responsible for the validation and evaluation processes? What resources of time, people and money are available for

validation/evaluation purposes? (Within this, consider the effect of variation to these, for instance an unexpected cut in budget or manpower. In other words, anticipate and plan contingency to deal with variation.)

The 'Training Evaluation Quintet' advocated consists of:

Senior management The trainer

Page 12: ISTD 2nd Assignment

Line management The training manager The trainee

Models of evaluation:

Hamblin’s model Kirkpatrick’s design

Warr’s framework

Virmani & Premila’s model

Peter Bramley’s model

David Reay’s approach

Stages of evaluation:

1. Pre-training2. During training

3. Post-training

Q.2. Enumerate the principles of evaluation.

Ans: Principles of evaluation are-

1) Trainer / evaluator must be clear about the purpose of evaluation.2) A good trainer / evaluator must demonstrate objectivity. For this there should be:

Measurable standards of assessment.

Valid & reliable research instruments.

Detached analysis & interpretation of data.

3) For evaluation to be reliable the results should confirm:

Irrespective of the method used to gather the data

When repeated by the same trainer again

4) Evaluation has to be accepted as a process rather than an end- product of training. It has to be continuous as a process.

Page 13: ISTD 2nd Assignment

5) Evaluation has to begin before the actual training activity and must end much after conclusion of visible training activity.

6) It must be comprehensive enough to provide qualitative data that is directive.

7) It guides the trainers for the current training effectiveness and to improve subsequent training.

8) Evaluation design should be tailor-made to suit specific training levels and standards. Generalizations drawn from one evaluation design may not identify the needs of training meant for different set of objectives.

9) Always use more than one method of data gathering and data information. For feasible evaluation design it should be cost effective, practical, and there should be utility of data.

For the evaluation to be effective, it is very important that training objectives are carefully thought and framed, the principal significant questions should be:

1. To what extent the identified training needs objectives achieved by the program?2. To what extent were the learner’s objective achieved?3. What did the learner’s learn?4. What commitment have the learners made about the learning they are going to

implement on their work?

Page 14: ISTD 2nd Assignment

NAME-SHARAD KAPOOR

PAPER NO. VI RESPONSE SHEET NO- 2

Q.1. Briefly enumerate any five methods available to you for measuring the outcome of training.

Ans: After an employee has completed a training program you will want to have them fill out an evaluation form of the program that goes over how well the information was presented, if they found the training helpful, if there are any areas that need improvement, if there are any areas that seemed not needed or unnecessary, and if there are any other skills that they feel that they need to perform their jobs. A manager will also need to fill out an evaluation form on the employee’s progress and proficiency in the skill or skills that were focused on during the training program. Proficiency tests can be used to measure the employee’s abilities, or physical observation of the employees’ performance can be used. If you notice that there are still areas that need to be trained in, then you should make the changes to the training program as soon as possible. Also you can use the evaluation forms to identify areas that really don’t need to be covered and you can eliminate these things from your training program and save your company time and money spent on employee training. The common methods are:-

1) Direct Observation : It should be done without preconceived notions. It is often inaccurate if the evaluator does not have adequate information.

Page 15: ISTD 2nd Assignment

2) Interviews : The use of structured and unstructured interview methods can very often lead to closing the gap in the information. The interviewer has to motivate respondents with valuable ideas in terms of needs and skills of the respondents. It is a process between interviewer and interviewee which can often lead to animated response.

3) Questionnaire : In this method a set of scientifically structured questions are given to respondents. A questionnaire can be administered via personal interviews, mail or phone.

4) Documents from survey and other related records : Documents are designed in such a way that one can get a lot of information about a single subject. The types of documents which are usable in a training system include local, personal, business documents, periodicals, research journals and unpublished informative material or data. Similarly, statistical data of reports, graphs, and production figures all have a role to play.

5) Daily feedback & incident analysis : This can be done on a three dimensional response-

What is it that I have learned today?

Ideas that I have had today?

One thing that is not clear to me?

This enables a regular review.

6) Action planning - It consists of a list of prioritized statements drawn by the trainee at the end of training program. The trainer would be interested in ensuring these documents covered.

How much of action plan had been implemented?

What skills had been put into practice?

Other techniques include-

Rating scales Paper and pencil test

Work samples

Simulation

Job performance

Page 16: ISTD 2nd Assignment

Individual and group behavior measures

Performance appraisal and self-appraisal

PRESENT/REACTIVE LEVEL FUTURE/PROACTIVE

Questionnaire survey

Organizational records

Organizational

Corporate objectives

Manpower planning

Attitude survey

Consumer survey

Functional audit

Organizational review

Telephone

Group discussion

Behavioral analysis

Algorithms

Job/Occupational

New technology

New products services

New legislation

Training needs survey

Functional audit

Succession planning

Exit interviews

Critical incident technique

Structured/Unstructured review

Observation

Participation

Individual

Performance appraisal

Career planning and development

Management development using assessment centers

Probation review

On-the-job training-coaching

Achievement/proficiency training

Q.2. Write short notes on:

Page 17: ISTD 2nd Assignment

1) Major hurdles in cost-benefit analysis:

Ans: Major difficulties of measurement are: Training costs are easy to calculate than benefits. Learning achieved may be latent or encapsulated or require little time before it

gets converted to financial returns. Training operates on a long time scale than other investments. Lead time of training is high and therefore it is difficult to measure the returns

immediately after training. Training is an investment in creating human capital. Investing in people is

locking up money which is portable if trained people walk out of company. Sometimes when the results are seen for e.g. increase in sales; it can be attributed

to other factors besides training.

2) Calculating training costs

Ans: Costs are defined as charges incurred for training.

A) Design and development costsThe first category of cost to be considered is the design and development of the training program, whether this comprises classroom events, self-study materials, simple coaching sessions or some combination. You will need to consider:

Internal days of design and development Costs of external designers and developers. Other direct design and development costs (purchase of copyrights, travel,

expenses, etc.) Outright purchase of off-the-shelf materials

B) Promotional costsMost organizations devote effort to promoting their training programs. This second category takes promotional costs into account:

Internal days of promotional activity Costs of external agencies Other direct costs of promotion (posters, brochures, etc.)

C) Administration costsAn allowance must be made for the time taken by the training department in administrating the training program. This will typically be a factor of the number of students:

Hours of administration required per student Direct administration costs per student (joining materials, registration fees, etc.)

Page 18: ISTD 2nd Assignment

D) Faculty costsThe next category of costs relates to the delivery of the training, whether this is mediated by faculty (tutors, instructors, coaches, etc.) or is self-administered (workbooks, CBT, online training, etc.). Let’s start with the information needed to calculate faculty costs:

The number of students who will be going through the program Hours of group training (whether classroom-based or delivered in real time,

online) Hours of one-to-one training (typically face-to-face, but could conceivably be

conducted by telephone, video conferencing link or in real-time, online) Hours of self-study training Additional faculty hours (preparation time, the time needed to review or mark

submitted work or the time needed to correspond by email or bulletin boards with online students)

Faculty expenses (travel, accommodation, subsistence, etc.)

E) MaterialsThen there are the cost of materials:

Cost per student of training materials (books, manuals, consumables, etc.) License cost per student for use off-the-shelf materials

F) FacilitiesYou will also need to allow for the cost of your training facilities, whether these are internal or external. Make sure to include the rental or notional internal cost of the following:

Training rooms Open learning / self-study rooms Equipment used

G) Student costsProbably the most significant delivery cost relates to the students themselves. It is only necessary to charge a student’s cost against the program if training is undertaken in time that would otherwise be productive and paid for, so you only need to estimate the amount of travel and training that is undertaken in productive work time, i.e. not in slack time, breaks or outside work hours. When an employee goes through a training program in work time, the organization does not only have to pay that person’s payroll costs, they are also losing the opportunity for that person to add value to the organization. When a salesperson is on a course, they are not bringing in new business. Similarly, a production line worker is not creating products, a researcher is not developing new ideas and an accountant is not finding ways to save money.

If an employee can be easily replaced while they are undergoing training, then there is no lost opportunity – the cost is simply the employee’s payroll costs. In many cases, however, it is simply not practical to obtain a suitable replacement, so the output that the

Page 19: ISTD 2nd Assignment

employee would have generated in the time that they are receiving training will be lost. In this case, the true cost of the employee being trained is the lost opportunity – the 'opportunity cost'.

Finally, don't forget to include any direct student expenses - travel, accommodation and subsistence.

H) Evaluation costsYou also need to make an allowance for the time spent evaluating the training.They can be as follows:-

1. Direct costDirect costs are those costs that are incurred directly as a result of a training program– external design and development, consultancy fees, travel expenses and so on. If the program did not take place, these costs would not be incurred. Many organizations only ever take direct costs into consideration when measuring training costs.

2. Indirect costIndirect costs are costs that may or may not be directly associated with a training event, but which would have been incurred anyway, whether or not the training took place. Examples are salaries of in-house trainers and students and the costs of rooms and equipment. Any analysis of the true costs of training will include both direct and indirect costs.

External training costs include:-

Trainer fees Traveling and accommodation costs

Cost incurred in connection with trainee’s attendance

Trainee’s time

Loss due to trainee’s absence

In in-house training, exact costs are difficult to calculate and only a reasonable estimate can be made.

Costs can also be calculated as-

1) Fixed costs- These are costs which are permanent, regular and fixed over a period of time, say a year.

They include:

Page 20: ISTD 2nd Assignment

Salaries, insurance and pension contributions for everyone including the guest speakersCost of training accommodation, water rates, and cleaning and regular maintenance costs.

2) Supportive cost- They are expenditure items for which cost are incurred for the trainers and learners. They are occasional items. External accommodation cost for training and trainer’s training room hire, equipment hire, and bedroom and meals costs for trainers in hotels and conference centers, equipment, books and aids purchase and other provision and maintenance.

Accommodations costs for learners, traveling and other subsistence costs for the learners, the learners’ salaries.

3) Opportunity cost- While the learners are away on the training course they are not directly contributing to company output; this value is called opportunity cost.The above methods can be used to calculate-

Cost of training function Cost of training per person

Total training cost

Number of people trained

Number of courses conducted

Measuring training benefits-Ans: Measuring training benefits is much more difficult than calculating its costs. The financial benefits of training can not be measured in terms of student reactions, nor the amount of learning that has been achieved; not even the extent to which behavior may have changed. The real benefits come from improved performance – traditionally the hardest training outcome to forecast or measure. So what do we do when faced with this difficulty – back away and focus our evaluation efforts on easier measures? No, we do the very best we can, because all other measures fail to reflect the financial reality that training must pay off – in hard cash.

If it is any comfort, trainers are not alone in finding it difficult to calculate the benefits of what they do. Is it any easier to predict the benefits to be obtained from launching a new product, running an advertising campaign, initiating a research program or changing the pay and benefits policy?

Let's look at the major categories of benefits. Note that these categories are not necessarily mutually exclusive - in some respects they provide alternative ways of looking at the same underlying benefit. Because of this, you should be extremely careful not to include the same basic benefit under more than one of these headings.

Page 21: ISTD 2nd Assignment

Labor savingsLabor savings occur where, as a result of the training, less effort is needed to achieve current levels of output. We have to assume that savings are realized by a reduction in the amount of labor applied to a particular job, not by utilizing the newly available time to achieve further output on the same job.Labor savings will only be realized if the labor applied to a job can really be reduced, whether this comes as a result of redundancies, transfers of staff to new positions or re-allocations of work. If the time savings simply result in more slack, then there is no saving. Examples of labor savings include:

Reduced duplication of effort Less time spent correcting mistakes Faster access to information

Productivity increasesProductivity increases occur where, as a result of training, additional output can be achieved with the same level of effort. This implies that the organization requires or desires more output in this particular area. If it does not, then it might be better to express the benefit as a cost saving.

Examples of productivity increases include: Improved methodologies reducing the effort required Higher levels of skill leading to faster work Higher levels of motivation leading to increased effort

Other cost savingsCost savings can be achieved in a variety of ways, not just through savings in labor, and this category allows you to take account of these. Examples include:

Fewer machine breakdowns, resulting in lower maintenance costs Lower staff turnover, reflected in lower recruitment and training costs A reduction in bad debts

Other income generationIn some job positions, it may be possible for new income to be generated as a direct result of training. Sometimes this can be satisfactorily recorded as a productivity increase, but there will be times when a more direct and specific analysis is required.Make sure that you offset from the income any variable costs that are incurred as a result – it is the net contribution that you are looking for.Examples of other income include:

A higher success rate in winning competitive pitches, leading to increased sales Sales referrals made by non-sales staff New product ideas leading to successful product launches

They may be divided into-

Direct/ Indirect benefits

Page 22: ISTD 2nd Assignment

Immediate benefits/ long term benefits

Direct benefits- A learner who required three hours to do a particular job, and after training is able to do the same job in two hours, and then it can be attributed to training. In such cases of introducing new skills, direct benefits are easily seen.Whereas, in human relations and other areas it is difficult to conclude that the benefit is an out come of training because other factors can contribute to the process. Proper usage of time; after training improved work practices; decrease in number of rejections after training are some of direct benefits. Indirect benefits-

Reduction in number of grievances Improvement in punctuality and discipline Better appraisal report and feedback Improvements in organizational climate Reduction in customer complaints

Long Term Benefits- Problem solving skills Creativity Improved human relations Better communication ability

NAME-SHARAD KAPOOR

PAPER NO. VII RESPONSE SHEET NO- 1

Q.1. What is e-learning?

Ans: E-learning comprises all forms of electronically supported learning and teaching, which are procedural in character and aim to effect the construction of knowledge with

Page 23: ISTD 2nd Assignment

reference to individual experience, practice and knowledge. Information and communication systems, whether networked or not, serve as specific media to implement the learning process.

The letter “e” stands for electronic, it incorporates all educational activities that are carried out by individuals or groups working online or offline, and synchronously or asynchronously via networked or standalone computers and other electronic devices. E-learning is essentially the computer and network enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual classrooms and digital collaboration.

E-learning modalities

Individualized self-paced E-learning online- In this, an individual accesses learning resources such as a database or course content online via intranet or the internet. E.g. learner studying alone or conducting some research on the internet or a local network.

Individualized self paced e- learning offline- Individual learner uses learning resources such as database or a computer assisted learning package offline. (i.e. not connected to intranet or internet). E.g. learner working alone off a hard drive, a CD or DVD.

Group based e-learning synchronously- Group of learners are working together in real time via an intranet or the internet. E.g. real time chat or audio-video conference.

Individualized Self-paced E-learning online

Individualized Self-paced E-learning offline

Group-based E-learning synchronously

Group based E-learning asynchronously

Page 24: ISTD 2nd Assignment

Group based e-learning asynchronously- Group of learners are working on an intranet or internet where exchanges among participants occur with a time delay. E.g. online discussions via electronic mailing and text based conferencing within learning managements systems.

The dimensions of strategy

Elements of e-learning- Log on process Registration process Personal profile Competency and skills assessments Course catalogues Course enrolment process Pre-defined learning paths Personal learning path Customizable home page On-line courses Downloadable courses or course elements Electronic performance support systems Peer to Peer message boards Peer to Peer instant messaging Virtual classrooms Online mentoring Web casts Links to public or subscription web sites Online help desks Online help files Telephone help desks

E-learning strategy

Content

Culture

TechnologyBusiness needs

Page 25: ISTD 2nd Assignment

The growing interest in e-learning is due to organizations that have traditionally offered distance education programs either in single, dual or mixed mode setting. The growth of e-learning is directly related to the increasing access to information and communications technology, as well it’s decreasing cost.

Q.2. How can I determine whether e-learning is right for our organization?

Ans: The answer depends on a company's approach and commitment to the design and implementation of e-learning. Like any other major company initiative, e-learning strategies require significant up-front analysis, development time, money, and leadership support to be successful. And like almost every major company training initiative, there's tremendous pressure to pick a program and run with it before understanding the full range of issues. Looking at the following five critical success factors--or the five Cs--will help companies make sound e-learning decisions and eliminate some training failures.

Page 26: ISTD 2nd Assignment

The five Cs of successful programs are culture, content, capability, cost, and clients. Any of these factors can derail even the best-intentioned e-learning initiative. Collectively, they're the make or break success factors that determine whether e-learning will persist or perish in an organization.

CultureWill corporate culture support e-learning? How does a company view employee development, and who is responsible for employee learning? The traditional training model--in which the manager identifies employee development needs, the training director identifies a solution, and the employee attends some type of classroom-based program--will not work with e-learning strategies because some control shifts to the individual learner.

Indeed, the opportunity for employees to self-identify development needs is touted as one of e-learning's major benefits. Employees don't have to wait for a training director to identify a learning need; they can assess individual skill gaps and access information as they need it. But if company culture dictates a tightly controlled attendance policy or if learning is for an exclusive group of participants, use and interest will be limited.

Another cultural factor that influences the acceptance and support of e-learning is whether employee development is measured by classroom occupancy rates or by actual changes in employee skills and knowledge. In addition to the unbounded time potential of e-learning, other benefits include flexibility and portability. Learning can occur at the employee’s home, office, or any other Internet- or intranet-accessible location.

But companies that recognize only classroom-based training as an instructional strategy may not be receptive to learning that occurs at the employee’s desktop or home. Will your corporate culture recognize and support those types of learning? How will your company encourage and reward employees who take responsibility for their own development and complete programs? Clearly, there must be some financial controls on e-learning expenditures, but companies will need to encourage and embrace diverse learning strategies to reap the benefits of e-learning.

Transitioning from instructor-led training to e-learning is a major cultural shift that will not persist without the buy-in and support of senior leadership. It's important that the business case for e-learning be clearly defined and communicated throughout the organization. A hollow mandate to implement an e-learning program without the required resources to do so is doomed to failure. Conversely, without senior leadership support, e-learning's best-laid plans will wither on the vine. Some questions to consider when assessing corporate culture and readiness include:

What is the business case for e-learning? How does e-learning support business goals and objectives? What value does the company place on learning? What is the company's definition of learning?

Page 27: ISTD 2nd Assignment

Are learning and training viewed as synonymous terms? Where and how does the company believe learning should occur? Who determines when learning should occur? Who is responsible for identification of employee development needs? Does the company support employees who seek out non-traditional

development programs or experiences? Does the company recognize and reward employee learning outside the

traditional classroom? Are senior leaders prepared to support e-learning?

ContentIs the instructional content appropriate for e-learning? Technology has made huge advancements enabling e-learning to mimic a traditional classroom-based learning experience. Online videos can provide dramatic representations of key content areas, audio files can reinforce displayed information, and online discussions and collaborative whiteboards facilitate interactive experiences among geographically dispersed groups.

However, there are still some instructional content areas that may not be suitable for e-learning. Psychomotor skills, in particular, require hands-on practice and interactive demonstrations for learners to achieve mastery. For instance, people can read about, discuss, see videos of, or listen to experts describe how to swim, but eventually they have to get wet. E-learning can be part of an instructional strategy to teach swimming, but it does not be the best or only method used to teach this skill.

As in other instructional programs, the decision to use e-learning starts with a clear and concise statement of the problem, good instructional objectives, clarification of instructional content areas, and identification of evaluation metrics.

E-learning programs are especially effective at teaching cognitive skills in well-structured domains where conveying information is a critical part of the instructional process.

Examples include teaching employees how to use software programs, having employees discriminate between two set choices, or providing instructions for completing a benefits enrollment form. Each of those skills requires understanding and applying a procedure or information with clear right and wrong choices.

Determining whether content is suitable for e-learning requires close inspection of the learning objectives. For example, cognitive skills appropriate for stand alone e-learning programs ask learners to state, understand, identify, and select between two clearly defined alternatives; read information and answer questions about a specific topic; or complete an assignment with clearly defined parameters.

However, e-learning programs will need support from additional learning activities if employees are required to analyze, design, predict, evaluate, synthesize, construct, formulate, or develop a procedure or plan. It's important to remember that electronic delivery and multimedia should be viewed as an additional instructional strategy.

Page 28: ISTD 2nd Assignment

No amount of streaming video, sound bites, or graphic pictures will compensate for poorly designed programs that fail to foster crucial instructional objectives.

Key questions to consider when evaluating e-learning programs for a specific content area include:

What are the learning objectives that the company is trying to achieve? What are the skills the company is trying to teach? Are the skills cognitive, attitudinal, or motor skills? Is the problem well-defined? What instructional methods are required to deliver the content? What type of follow-up, practice, or support is required to achieve mastery? What degree of learning interactivity or collaboration is required? What resources are available or required to achieve the instructional goals? What is the best or most cost-effective venue the company has to deliver this

content to the learner? What are the advantages and disadvantages of incorporating e-learning

strategies?

CapabilityCapability involves the wide spectrum of computer hardware, infrastructure, IT support, and instructional design. Can an organization’s infrastructure support e-learning programs? Computer access, in addition to multimedia capability, is required to capture the full advantage of many e-learning programs.

The Internet provides commercial e-learning programs but may not be available to all learners. Intranets can distribute e-learning, but what happens if a company doesn't have an internal intranet? Even companies with an intranet or widely available Internet access may have some type of security or firewall protection that limits access to Web-based information.

E-learning programs delivered online may include large audio or video files not supported by the existing infrastructure. Internal capability should support multimedia technology to fully optimize e-learning programs.

Other capabilities that need development are instructional design support and follow-up strategies.

Companies can buy off-the-shelf e-learning programs, but they should be evaluated to determine whether they're suitable for a specific need and target audience. In addition, follow-up instruction should be developed to ensure content mastery and employee satisfaction with the learning experience.

Some questions to consider when evaluating internal capability for e-learning initiatives include:

Page 29: ISTD 2nd Assignment

Do employees have access to computers? Do computers support multimedia applications? What system factors may limit access to all or parts of e-learning programs? Does the company have the capability to identify and evaluate e-learning

programs? Does the company have the capability to design programs or identify

appropriate suppliers? Does the company have the capability to develop and implement e-learning

follow-up support? Does the company have the capability to track and monitor e-learning usage? Who will provide technical support for employees involved?

CostCan the company afford an e-learning initiative? The truth is that e-learning can be expensive. What are the key cost factors of an e-learning initiative and how do they compare with existing programs?

First, it's important to identify the degree of implementation for the initiative. Is the company looking for a full-scale, integrated e-learning and knowledge management system or merely implementation of a commercially available Web-based training program? Obviously the costs of these two initiatives will be exponentially different, with the former costing thousands or even hundreds of thousands of dollars and the latter costing a few hundred dollars depending on the number of learners.

Even companies who would like to start with a small pilot e-learning program will require some method of tracking enrollment, participation, and completion rates.

Learning management systems (LMS) enable companies to track learners and provide a variety of standard or customized reports. LMSs range in price from thousands of dollars to hundreds of thousands of dollars. The number of features, organizational size, system capability, and degree of customization will increase the cost substantially. However, the tracking and reporting capabilities may already be available in-house.

The second cost factor is the courseware. Does the company want to convert existing programs to an e-learning format? The cost of videotaping and digitizing existing programs can vary significantly, and companies those custom design highly interactive multimedia programs will see a dramatic increase in cost. But for appropriate instructional content and a geographically dispersed population, this figure may represent a cost savings over the life of a program.

The third, and least expensive, option is to purchase existing Web-based programs. The number of companies offering programs swells daily with prices ranging from less than US$10 per user to more than US$100 per user. Price structure varies, including per-user fees, a time-availability price, and system or library licensing. Many suppliers provide sample programs or allow one-time use for evaluation purposes. In addition, some

Page 30: ISTD 2nd Assignment

programs permit a limited degree of product customization, such as the insertion of a company name or logo. Trainers need to be aggressive in evaluating the quality and features of commercial programs.

In addition to individual courseware and LMS costs, companies must consider overall technology or system requirements. The state of organizational readiness and potential IT upgrades can be crucial factors for determining cost. For example, audio and video segments may require specific system capabilities for high quality and speed. Does the current system support these applications?

Critical questions to consider when evaluating the cost of an e-learning initiative include: How extensive is the e-learning initiative: company-wide, single program, or

somewhere in-between? Is this a new offering or replacement of an existing program? What are the advantages and disadvantages of using electronic delivery for

this program? Are internal resources available for tracking and reporting learners? What internal system capabilities are required for the e-learning initiative? What internal system capabilities does the company have? Are programs commercially available or do they need to be custom designed? Will the program be designed in-house or by an outside supplier? Are design tools or authoring systems available in house or do they need to be

purchased? What are the pricing considerations for a commercial program: per use, time-

based, or site or library license? What factors will be used to compare the cost of e-learning programs against

existing programs?

ClientsWill clients (employees) use e-learning? E-learning availability doesn't guarantee that employees will seek out or access resources. Employee acceptance is critical, but how do you get employees to embrace e-learning? The key is to address such factors as awareness, attitude, and access to e-learning programs. You wouldn't plan a classroom-based training program without informing employees of the location, time, agenda, or course requirements. The same is true for e-learning. Successful e-learning initiatives require strong internal marketing that begins long before the actual implementation date. Some employees will jump at the chance to control their own development and learning; others will need to be coaxed into using e-learning resources. All employees need to be aware of the rationale for and benefits of e-learning opportunities, and they need to be encouraged to seek out and complete programs that address their key development needs. Company newsletters, staff meetings, email, policy and procedure manuals, and employee mailings should be used to explain the business case for adopting e-learning strategies and to promote the benefits of e-learning.

Communications should stress e-learning benefits to employees, including any time,

Page 31: ISTD 2nd Assignment

anywhere learning the opportunity to assess their own skills and select programs, enabling greater control over career and promotional opportunities the ability to create customized learning paths and have control over the information they access the availability information to be accessed multiple times.

The ability to complete formal education without having to leave home. Employees can earn certifications or college credits at almost any college or university through accredited distance education programs.

Access to e-learning is another key factor to consider. The number of employees using computers in their homes and at work is increasing. Do your employees have access to computers and, more important, can they access the full range of multimedia on their computer? To address those issues, companies may consider setting up instructional labs or learning environments where employees can access courseware and IT support.

Some key questions to ask clients or employees when evaluating e-learning include:

Do employees take responsibility for their own learning? How will employees be informed of e-learning opportunities and benefits? How will e-learning be integrated into current work responsibilities? Do all employees have access to e-learning programs? Do computers have the hardware capability to support multimedia

instructional delivery? Do employees have the required skills to navigate e-learning programs? What initial and follow-up support will employees need to use e-learning

programs? Will employees accept e-learning as an instructional strategy or as an

alternative to traditional classroom-based programs? What recognition and reward programs are available to encourage and support

e-learning? Who will be eligible for e-learning programs? What regulation or limitations need to be implemented in conjunction with e-

learning opportunities?

Each success factor--each of the five Cs--requires individual consideration, as well as an evaluation of the interplay between factors. Initially, issues should be discussed separately to provide training professionals and business leaders with a starting point to evaluate e-learning initiatives.

Next, it's important to take a close look at complex interrelationships between the factors to evaluate the merits and feasibility of the whole initiative. For example, a corporate culture that's supportive of e-learning will need to have internal IT capability and budget support. Or, clients that don't have computer access or skills will require resources to support e-learning efforts, affecting the initiative's bottom line.

Page 32: ISTD 2nd Assignment

Increased competition and the drive for greater productivity are forcing many companies to explore new learning and employee development models.

E-learning is one model that has the potential to enhance employee learning and development programs, but it may not be right for every company or learning situation. Examining corporate culture, instructional content, organizational capability, cost, and clients can determine whether e-learning is the appropriate choice.

NAME-SHARAD KAPOOR

PAPER NO. VII RESPONSE SHEET NO- 2

Q.1. Why is e-learning popular?

Page 33: ISTD 2nd Assignment

Ans: E-learning is instruction that is delivered electronically, in part or wholly via a web browser through the internet or intranet, or through multimedia platforms such as CD-ROM or DVD. It is becoming popular because of following reasons-

E-learning makes learning exciting, engaging and compelling. The interaction created when students exchange questions with others

stimulates better understanding and recall of information. It is a self paced learning. It includes different styles and various activities for different learning styles. Minimizes travel costs and travel time of students. Convenience of choice of place and time. Students are motivated to find information relevant to their personal situation

by browsing the hyper links to sites. Increases students’ knowledge of internet that may further help them in their

career. Provides context sensitive help (Electronic performance support systems) to

computer users and help them to complete tasks. Students can select learning materials and contents that meet their level of

knowledge, interest and what they need to know to perform an activity effectively.

Builds self-knowledge and self-confidence and encourages students to take responsibility of their learning.

It is helping the organizations to recognize that 70% of learning occurs when a person is on the job.

E-learning makes learning active. E-learning supports learning through reflection and discussion. E-learning represents convergence in the education, training and information

fields. E-learning is readily up-dated and distributed to everybody. E-learning is convenient and contextualized. E-learning enables the organization to make better use of its resources. E-learning allows for access to many relevant views on a problem.

Q.2. What are some of the pitfalls with e-learning?

Ans: The fundamental obstacle to the growth of e-learning is access to the necessary technology infrastructure, for without it there can be no e-learning. Poor or insufficient technology infrastructure is just as bad, as it can lead to unsavory experiences that can cause more damage than good to teachers, students and the learning experience. While the costs of the hardware and software are falling, often there are other costs that have often not been factored into the deployment of e-learning ventures. The most important of these include the costs of infrastructure support and its maintenance, and appropriate training of staff to enable them to make the most of the technology.

Page 34: ISTD 2nd Assignment

Pitfalls or the disadvantages of e-learning are-

There may be technical difficulties or operator error. Initial costs of developing courses may be high depending on the approach

taken. Students will have to purchase or rent new computer equipment. Students and instructors will have to undergo computer basics for enhancing

their computer knowledge before starting on-line learning-training. High user fees to access internet through telephone lines and internet service

providers in many parts of the country. Internet bandwidth may not be robust enough to support the desired level of

multimedia. Some people working in e-learning may be pioneers and may not have support

of network. Instructors need to be aware of various e-learning textbooks; internet based

research material, copyright, internet related laws, e-learning related topics. There is E-learning drop-out. Learners seem to be less enthusiastic than executives and vendors. E-learning enables vendors to decide what our people will learn instead of us. E-learning gets hooked on short answers and don’t seem to want to bother

with learning, with reflecting. Some of the programs on line are wrong and inaccurate. E-learning is very often not hooked to the personnel management system.

NAME-SHARAD KAPOOR

PAPER NO. VIII RESPONSE SHEET NO- 1

Q.1. How has workplace changed in the last ten years according to you?

Ans: The world's increasing globalization requires more interaction among people from diverse cultures, beliefs, and backgrounds than ever before. People no longer live and

Page 35: ISTD 2nd Assignment

work in an insular marketplace; they are now part of a worldwide economy with competition coming from nearly every continent. For this reason, profit and non-profit organizations need diversity to become more creative and open to change. Maximizing and capitalizing on workplace diversity has become an important issue for management today.

Diversity DefinedDiversity is generally defined as acknowledging, understanding, accepting, valuing, and celebrating differences among people with respect to age, class, ethnicity, gender, physical and mental ability, race, sexual orientation, spiritual practice, and public assistance status (Est., et al., 1995).

Diversity issues are now considered important and are projected to become even more important in the future due to increasing differences in the population. Companies need to focus on diversity and look for ways to become totally inclusive organizations because diversity has the potential of yielding greater productivity and competitive advantages (SHRM, 1995). Demographic changes (women in the workplace, organizational restructurings, and equal opportunity legislation) will require organizations to review their management practices and develop new and creative approaches to managing people. Changes will increase work performance and customer service.

Women in the WorkplaceThe need to understand diversity is also driven by women in the workplace. Today's workforce has the highest levels of employment participation ever by women. The number of dual income families and single working mothers has increased. Change in the family structure means that there are fewer men and women in traditional family roles (Zweigenhaft and Domhoff, 1998). Therefore, diversity issues cut across both race and gender.

Organizational RestructuringThere have been significant changes to organizations as a result of downsizing and outsourcing, which has greatly affected human resource management. Work practices have changed due to the impact of globalization and technology and there is a trend toward longer working hours (Losyk, 1996). Generally speaking, reorganizations usually result in fewer people doing more.

LegislationFederal and State equal opportunity legislation make discrimination in workplaces illegal. These laws specify the rights and responsibilities of both associates and employers in the workplace and hold both groups accountable.

Benefits of Diversity in the WorkplaceDiversity is beneficial to both associates and employers. Although associates are interdependent in the workplace, respecting individual differences can increase productivity. Diversity in the workplace can reduce lawsuits and increase marketing

Page 36: ISTD 2nd Assignment

opportunities, recruitment, creativity, and business image (Est., et al., 1995). In an era when flexibility and creativity are keys to competitiveness, diversity is critical for an organization's success. Also, the consequences (loss of time and money) should not be overlooked.

Challenges of Diversity in the WorkplaceThere are challenges to managing a diverse work population. Managing diversity is more than simply acknowledging differences in people. It involves recognizing the value of differences, combating discrimination, and promoting inclusiveness. Managers may also be challenged with losses in personnel and work productivity due to prejudice and discrimination and complaints and legal actions against the organization (Devoe, 1999). Negative attitudes and behaviors can be barriers to organizational diversity because they can harm working relationships and damage morale and work productivity (Est., et al., 1995). Negative attitudes and behaviors in the workplace include prejudice, stereotyping, and discrimination, which should never be used by management for hiring, retention, and termination practices.

Knowledge management -With the growing globalization and liberalization, there will be people from diverse cultures and value systems. They may include non-skilled youth. Hence need for training has increased.

Just in time learning -It is a collective term for identifying, locating, capturing and sharing relevant information in a timely manner.

Information technology and E-learning- Technologically advanced systems and procedures are implemented to increase the performance of organizations. This change will demand highly skilled workers and hence increase in training. The increasing need of people and abilities also create e-learning in organizations.

Globalization- Manufacturing sector is changing into service sector. Market is becoming client oriented market. Hence importance is given to people, management and interpersonal interaction. Here training is required.

The past few years has seen the emergence of new trends that include the age of computers, information technology, diversity, globalization, liberalization and privatization.

Q.2. What is the impact of these changes on training and development functions?

Ans: In order to survive, organizations in the private and public sectors will need to respond in a timely and flexible way to social, technological, economic and political changes. Supervisors and managers are the targeted audience for the change because they need to recognize the ways in which the workplace is changing, evolving, and diversifying. Since managing diversity remains a significant organizational challenge, managers must learn the managerial skills needed in a multicultural work environment. Supervisors and managers must be prepared to teach themselves and others within their

Page 37: ISTD 2nd Assignment

organizations to value multicultural differences in both associates and customers so that everyone is treated with dignity. Managing and valuing diversity is a key component of effective people management, which can improve workplace productivity (Black Enterprise, 2001). The changes in the workplace due to various advances during the last few years have created many changes in training and development, right from classroom teaching to e- learning.

Organizations pay more attention to measurable results than performance improvement: - There is decreasing workforce; hence one individual will be expected to know multiple tasks. Nowadays, organization focuses on maximizing potentials of employees and emphasizes more on self-directed learning. Any kind of learning imparted to the employees, be it in the form of reading books, surfing the net, case studies etc. need to have an out come that can be measured in figures. If a company wants to determine ROI for training, they must account for all the money spent, even the hidden expenses and also the short term and long term benefits of training. The costs can be reduced if there is in-house training and if there is a full fledged training department within the company itself.

Organizations aim at reducing the cost of training: - In the past years there is seen a lot of mergers and globalization. Therefore there is need of highly skilled and efficient labor force. Hence training costs are high. A company may provide training to their employees, workers and managers, however the ultimate reason for training them would be improve the profits and repeat business of the company.

Time factor has gained utmost importance: - Organizations believe that programs should be conducted for the appropriate time because they get boring if they grow longer. The duration should be such that they drive home the point immediately. Longer programs may involve lot of repetition and may switch off the trainees. Human brain can recall only 33% of any knowledge intake. Hence it is advisable to deliver training in parts and parcels. This will prevent the loss of content delivered and learners will be able to apply these concepts at work.E-learning-: - Due to increased use of computers, this age is called as computer age. Computers have become a necessity for any organization. Training field is also greatly influenced by this, in the sense of training through e-learning. Organizations can connect their employees through internet or intranet. This builds a learning culture in the organization. Self paced learning is encouraged. Incentives are given on basis of learning achieved.

In this environment, the training function too must explore and introduce new strategies and methods of learning to meet the changing needs of the organization and of its learners. The use of technology and various forms of distance and open learning need to be employed where appropriate, and trainers need to examine their own roles and develop them to meet new and differing demands. Trainers have received greater recognition as having skills which enable them, often better than others, to act as agents for change; to become involved in internal consultancy relating to organizational development, quality

Page 38: ISTD 2nd Assignment

and performance management; and to develop a learning organization. Line managers have become more involved in the development of staff through coaching, mentoring and assessing competencies.

NAME-SHARAD KAPOOR

PAPER NO. VIII RESPONSE SHEET NO- 2

Q.1. What factors do you consider while using technology to manage performance? Some examples could be cost, ease of use, etc.

Ans: Technology is human-centric, designed to be transparent. We expect it to actively and adaptively support our performance and productivity. Virtual and augmented reality,

Adults Technology

Learnactivity

Learn Perform

CaptureManage

Page 39: ISTD 2nd Assignment

simulations, digital paper and ink, voice recognition and control, and biometric feedback are a few of technologies that provide truly dynamic and adaptive support for learning and performing. Technology is so natural to use and so supportive of completing the right tasks well the first time, that the users are unconscious of the technology itself and focused instead on success.

Intelligent technology aids our learning because its own ability to learn through memory and pattern recognition. We finally have truly just-in–time learning and performance support for achieving personal and group peak performance.There is rapid change in the world due to emerging technologies. In the last five years of market development, the emergence of EPSS and LCM’s has become a platform of choice.

EPSS (Electronic Performance support system) seeks to solve two of the most significant problems—individual job performance and organizational competitiveness.An LCM’s is an application that combines some of the learning management functions of a learning management system with the content management functions of a content management system.

Factors to be considered while using any technology are-

Speed Content ownership Cost Flexible course design and delivery methods Business benefits Just in time learning Build knowledge Decrease paper documentation Easy access Do performers possess the basics for using the system? E.g. computer literacy. Relationship between trainer and trainee Offers assessment and reports test scores Offers on line and off line materials Provides certification Communication and collaboration Enterprise security Facilities for content migration Interactivity Practicality

Q.2. What are some of the examples of web-based technologies you use to manage performance?Ans: Two technologies to manage performance are: -

Page 40: ISTD 2nd Assignment

Electronics performance support systems Learning content management systems

EPSS- It provides task specific information, training, coaching, and monitoring to enhance job performance. It is simple and accurate. Some examples are- help files, glossary items, and task tools available on the internet/ intranet, or in print. They are concise, efficient to use, and provide clarification on tasks and procedures.

Components of EPSS- It is composed of-

Tools- Word processing, Spreadsheet, Database. Information Base-On-line documents, Reference materials. Advisor- Expert advice and coaching. Learning experiences- Multimedia CBT and Tutorials.

LCMS- It is an extension of LMS. It handles what happens inside the classroom—course preparation, course delivery, and tracking and itemizing user details. e.g. Click2 learn, Documentum, Out start, and Generation 21.

A LCMS-

Allows writing courses using reusable learning object architecture Creates custom courseware Content is delivered page by page Offers sound, ready-to-use templates Provides content conversion capabilities Uses a company- wide content repository to store objects Uses the web to identify and locate objects in the repository

Two types of training delivery methods are- Synchronous Asynchronous

Both the methods can be designed to work together. For e.g.; live online training sessions can be archived along with chat logs, white boards, and other training knowledge, on a company’s network.

Blended learning is a concept that means balanced learning. This balance is achieved by combining the advantages of two learning modalities, such as classroom instruction, with self-paced instruction that is delivered on the net.