Final-Varda-Training-and-Development-MMS-HR-Sem-III-1-munotes

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1 1
INTRODUCTION TO THE CONCEPT OF
HUMAN RESOURCE DEVELOPMENT
Unit Structure
1.0 Objective
1.1 Introduction
1.2 The Concept of Human Resource Development
1.3 Difference between HRD and HRM
1.4 The Need for HRD
1.5 Features of Human Resource developmen t
1.6 Benefits of Human Resource Development
1.7 Self-Assessment Question
1.8 Summary
1.9 Keywords
1.10 Reference s
1.0 OBJECTIVE  What is Human Resource Development
 Understand The Concept of Human Resource Development
 Difference between HRD and HRM
 Understand The Need for HRD
 What are the Features of Human Resource Development
 Explore Benefits of Human Resource Development
1.1 INTRODUCTION HRD refers to employee training, career development, performance
development, mentoring, coaching, tuition assist ance and other activities
that are related to developing a workforce. HRD is considered the key to
higher productivity and better productivity because it helps employees
develop the knowledge, skills and attitudes an employer wants in its
employees. It can also increases job satisfaction for employees and open
lines of communication among team members.
You have two options for human resource development: formal training or
informal training.

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Training and Development
2 A. Formal Training:
Formal training could include in -class train ing, planned organizational
changes or college courses that could add value to your company. Some of
the most common workplace training topics include:
 Sexual harassment and discrimination prevention: Discrimination
prevention as well as sexual harassment prevention training has
increased in popularity in recent years
 Safety and risk management: The Occupational Safety and Health
Administration (OSHA) requires that employees receive safety
orientation training, even temporary workers
 Equal employment opport unity and diversity training programs:
In order to reduce legal risks and meet business goals, it is beneficial
to provide a strong supervisor training program that addresses how to
motivate a diverse workforce
 Supervisor training: Consider training both n ew and seasoned
supervisors on topics like hiring and promoting, performance
evaluations and discipline and termination.
B. Informal Training:
HRD can include informal training as well, such as internal training and
development classes taught by a consulta nt or internal staff. It could also
include employee coaching or mentoring by a manager or more senior
staff.
Internal management training is critical to helping employees develop
their strengths and contribute to an organization. This type of HRD
trainin g could be provided through book clubs at work, coaching from the
manager‟s supervisor or more challenging work assignments. It could also
include self -study, classes, internal work assignments and field trips. The
key for success in these programs is that the information, discussion,
training topics and shared reading is educational and helps build the team.
Best Practices For HRD:
There are a number of best practices for how you can approach training
with your employees.
 Have a facilitator meet with empl oyees weekly: A great way to
provide internal training is to have a presenter meet with your
employees in a group setting each week for two -hour training
sessions. The presenter should be familiar with your organization‟s
culture and language.
 Manageable a mounts of information: It‟s important to give
employees information in amounts that are manageable so they can
immediately practice and implement it in their own work. It also munotes.in

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Introduction to The Concept of Human Resource Development
3 ensures they can discuss what they learned about the lesson they
applied in thei r next training session.
 Consistent feedback: Request feedback from employees on an
ongoing basis in order to continually improve upon your program.
 Keep learning styles in mind: Keep in mind that employees have
different learning styles, including visual, auditory and kinaesthetic.
While some employees may find spoken information beneficial, other
employees -kinaesthetic learners -may need to practice the new skills
on the job before they can retain it. Consider approaching training in a
layered style that a ccommodates all learning types, such as
discussion, lectures and case study practice.
 Use positive reinforcement: Consider using verbal reaffirmation, a
digital badge of a certificate to reward employees who show progress
and encourage them to be continual learners.
1.2 THE CONCEPT OF HUMAN RESOURCE DEVELOPMENT Human resource development in the organisation context is a process by
which the employees of an organisation are helped, in a continuous and
planned way to:
 Acquire or sharpen capabilities required to perform various functions
associated with their present or expected future roles;
 Develop their general capabilities as individuals and discover and
exploit their own inner potentials for their own and/or organisational
development purposes; and
 Develo p an organisational culture in which supervisor -subordinate
relationships, teamwork and collaboration among sub -units are strong
and contribute to the professional well -being, motivation and pride of
employees.
This definition of HRD is limited to the orga nisational context. In the
context of a state or nation it would differ.
HRD is a process, not merely a set of mechanisms and techniques. The
mechanisms and techniques such as performance appraisal, counselling,
training, and organization development inter ventions are used to initiate,
facilitate, and promote this process in a continuous way. Because the
process has no limit, the mechanisms may need to be examined
periodically to see whether they are promoting or hindering the process.
Organisations can fac ilitate this process of development by planning for it,
by allocating organisational resources for the purpose, and by
exemplifying an HRD philosophy that values human beings and promotes
their development.
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4 1.3 DIFFERENCE BETWEEN HRD AND HRM Both are very important concepts of management specifically related with
human resources of organisation. Human resource management and
human resource development can be differentiated on the following
grounds:
 The human resource management is mainly maintenance orient ed
whereas human resource development is development oriented.
 Organisation structure in case of human resources management is
independent whereas human resource development creates a structure,
which is inter -dependent and inter -related.
 Human resource ma nagement mainly aims to improve the efficiency
of the employees whereas aims at the development of the employees
as well as organisation as a whole.
 Responsibility of human resource development is given to the
personnel/human resource management department and specifically to
personnel manager whereas responsibility of HRD is given to all
managers at various levels of the organisation.
 HRM motivates the employees by giving them monetary incentives or
rewards whereas human resource development stresses on mo tivating
people by satisfying higher -order needs.
1.4 THE NEED FOR HRD HRD is needed by any organisation that wants to be dynamic and growth -
oriented or to succeed in a fast -changing environment. Organisations can
become dynamic and grow only through the e fforts and competencies of
their human resources. Personnel policies can keep the morale and
motivation of employees high, but these efforts are not enough to make
the organisation dynamic and take it in new directions. Employee
capabilities must continuou sly be acquired, sharpened, and used. For this
purpose, an “enabling” organisational culture is essential. When
employees use their initiative, take risks, experiment, innovate, and make
things happen, the organisation may be said to have an “enabling” cul ture.
Even an organisation that has reached its limit of growth, needs to adapt to
the changing environment. No organisation is immune to the need for
processes that help to acquire and increase its capabilities for stability and
renewal.
HRD Functions:
The core of the concept of HRS is that of development of human beings,
or HRD. The concept of development should cover not only the individual
but also other units in the organisation. In addition to developing the
individual, attention needs to be given to the development of stronger
dyads, i.e., two -person groups of the employee and his boss. Such dyads munotes.in

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Introduction to The Concept of Human Resource Development
5 are the basic units of working in the organisation. Besides several groups
like committees, task groups, etc. also require attention. Development of
such gr oups should be from the point of view of increasing collaboration
amongst people working in the organisation, thus making for an effective
decision -making. Finally, the entire department and the entire organisation
also should be covered by development. Th eir development would involve
developing a climate conducive for their effectiveness, developing self -
renewing mechanisms in the organisations so that they are able to adjust
and pro -act, and developing relevant processes which contribute to their
effectiv eness. Hence, the goals of the HRD systems are to develop:
 The capabilities of each employee as an individual.
 The capabilities of each individual in relation to his or her present
role.
 The capabilities of each employee in relation to his or her expected
future role(s).
 The dyadic (dual) relationship between each employee and his or her
supervisor.
 The team spirit and functioning in every organisational unit
(department, group, etc.).
 Collaboration among different units of the organisation.
 The organisati on‟s overall health and self -renewing capabilities
which, in turn, increase the enabling capabilities of individuals, dyads,
teams, and the entire organisation.
1.5 FEATURES OF HUMAN RESOURCE DEVELOPMENT The essential features of human resource development can be listed as
follows:
 Human resource development is a process in which employees of the
organisations are recognized as its human resource. It believes that
human resource is most valuable asset of the organisation.
 It stresses on development of human resources of the organisation. It
helps the employees of the organisation to develop their general
capabilities in relation to their present jobs and expected future role.
 It emphasise on the development and best utilization of the
capabilities of individ uals in the interest of the employees and
organisation.
 It helps is establishing/developing better inter -personal relations. It
stresses on developing relationship based on help, trust and
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Training and Development
6  It promotes team spirit among employees.
 It tries to de velop competencies at the organisation level. It stresses on
providing healthy climate for development in the organisation.
 HRD is a system. It has several sub -systems. All these sub -systems
are inter -related and interwoven. It stresses on collaboration am ong all
the sub -systems.
 It aims to develop an organisational culture in which there is good
senior -subordinate relations, motivation, quality and sense of
belonging.
 It tries to develop competence at individual, inter -personal, group and
organisational le vel to meet organisational goal.
 It is an inter -disciplinary concept. It is based on the concepts, ideas
and principles of sociology, psychology, economics etc.
 It form on employee welfare and quality of work life. It tries to
examine/identify employee nee ds and meeting them to the best
possible extent.
 It is a continuous and systematic learning process. Development is a
lifelong process, which never ends.
1.6 BENEFITS OF HUMAN RESOURCE DEVELOPMENT Human resource development now a days is considered as the key to
higher productivity, better relations and greater profitability for any
organisation. Appropriate HRD provides unlimited benefits to the
concerned organisation. Some of the important benefits are being given
here:
 HRD (Human Resource Development) ma kes people more
competent. HRD develops new skill, knowledge and attitude of the
people in the concern organisations.
 With appropriate HRD programme, people become more committed
to their jobs. People are assessed on the basis of their performance by
havin g an acceptable performance appraisal system.
 An environment of trust and respect can be created with the help of
human resource development.
 Acceptability toward change can be created with the help of HRD.
Employees found themselves better equipped with p roblem -solving
capabilities.
 It improves the all -round growth of the employees. HRD also
improves team spirit in the organisation. They become more open in
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Introduction to The Concept of Human Resource Development
7  It also helps to create the efficiency culture I n the organisation. It
leads to greater organisational effectiveness. Resources are properly
utilised and goals are achieved in a better way.
 It improves the participation of worker in the organisation. This
improve the role of worker and workers feel a se nse of pride and
achievement while performing their jobs.
 It also helps to collect useful and objective data on employees
programmes and policies which further facilitate better human
resource planning.
 Hence, it can be concluded that HRD provides a lot of benefits in
every organisation. So, the importance of concept of HRD should be
recognised and given a place of eminence, to face the present and
future challenges in the organisation.
Colour coding HRD, Samsung style :

It could well be a resort. It is, t hough in a different sort of way. The
complex, located on rolling hills an hour's drive from Seoul, is Samsung's
Human Resources Development (HRD) Centre, the place where the South
Korean giant forges the mind and heart of its employees to its philosophy.
Samsung takes its people seriously. It is constantly preparing them, at
every level, for the rapidly changing world market that throws up ever -
changing challenges. Employees of all the 70 -plus companies of the group
at one time or the other come here to be inspired and to learn to think out
of the box.
Indeed, so serious is Samsung about its people thinking differently and
spontaneously that it has designed the campus unlike any other. While
many training/excellence centres recreate the college campus, Sams ung
has ideated differently, colour -coding its values and integrating them all
over the campus so that these values get hard -wired among the trainees. If
for people, it is Purple, it is Blue for Excellence, Red for Change, Green
for Integrity and Orange fo r Co-prosperity.
But the predominant theme in the campus is Green, emphasizing the
company's commitment to integrity. As Mr Ja Hwan Song, Vice -
President, Globalization Team, HRD Centre, recently told a group
journalists from India, the people philosophy is quite simply giving them a
wealth of opportunities to reach their full potential. Realizing that change
is a constant and the innovation is critical to keep pace, the HRD Centre
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Training and Development
8 Believing that a business can not be successful unless it creates prosperity
and opportunity for others, he says Samsung cares as much for its staff as
for societies it operates in by being socially and environmentally
responsible.
The training centre prepares new comers to Samsung for the journey with
the organization, promotes to take up the new responsibilities, senior
executives to exchange ideas, and the top echelons to think far into the
future. This is done chiefly through three key initiatives:
Shared Value Program: The attempt is to give new comers the basics of
doing good business. History, tradition, values form the basis of the
program with sessions on teamwork and creativity.
Business Leader Program: A five -month initiative to develop the leaders
of the next generation.
The participants are those with global competitiveness and all -round
management skills. Global business management, leadership, and problem
solving are the focus.
Global Expert Programme:
A larger programme with varying periods, here the effort is to develop
global spearheads with an emphasis on the local customs, cultures and
practices besides foreign language, all designed to ready the managers for
international assignments. The HRD Centre also promotes Knowledge
Management and Innovation in Practice with its cutting -edge education
infrastructure, promoting values, and continuous assessment. The centre
actively promotes field learning so that people can develop themselves
wherever they are. The campus is inspirational, and it has borrowed from
the works of fam ous artists to design the spaces so that the trainees are
positively influenced by the energies of these greats. So if the fifth flow
has 3D in 2D format you are but reminded of cubist Pablo Ruiz Picasso.
TV screen on the second floor corridor's ceiling co uld but be inspired by
Nam June Paik, the Korean American artist, who has worked with a
variety of media and is considered to be the first video artist and also
credited with early use of the term „super highway' in application to
telecommunications.
The s ixth floor is inspired by the Russian -born French Expressionist
painter Wassily Kandinsky, and the fourth has a Belgian artist Rene
Magritte's surreal touch to it. But the piece de resistance is the third floor,
whose corridor are lined with small and larg e images of Marilyn Monroe,
unmistakably by pop -art icon Andy Warhol. The idea for front courtyard
has been borrowed from Vatican's St Peter's Square.
If there all the paths led Christians to their temporal centre, here the
pathways draw „Samsung's People' from across the 150 nations it's present
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Introduction to The Concept of Human Resource Development
9 It is not all work and no play at the HRD Centre. The training sessions,
according to Mr Ja Hwan Song, are fun -filled including pop performances
as interludes to the think sessions. The two/three kitchens bring to the
table a variety of fare from across the world.
Samsung taking its human resource so seriously is reflected in its attrition
rate of five to six per cent among its worldwide staff roll of over two lakh.
1.7 SELF – ASSESS MENT QUESTIONS Fill in t he Blank .
1. ___________________refers to employee training, career
development, performance development, mentoring, coaching, tuition
assistance and other activities that are related to developing a
workforce.
2. __________________ _could include in -class training, planned
organizational changes or college courses that could add value to your
company.
3. ___________________is critical to helping employees develop their
strengths and contribute to an organization.
4. The _____________ ______is mainly maintenance oriented whereas
human resource development is development oriented.
5. Human resource development helps to establishing/developing better
___________________ .
6. Human resource development these sub -systems are
________________ ___.
Answer:
1. Human Resource Development
2. Formal training
3. Internal management training
4. The human resource management
5. Inter -personal relations
6. Inter -related and interwoven.
True o r False .
1. A great way to provide internal training is t o have a presenter meet
with your employees in a group setting each week for two -hour
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Training and Development
10 2. It‟s not important to give employees information in amounts that are
manageable so they can immediately practice and implement it in
their own work .
3. Request feedback from employees on an ongoing basis in order to
continually improve upon your program.
4. The concept of development should cover only the individual.
5. Human resource development promotes team spirit among employees.
6. HRD devel ops new skill, knowledge and attitude of the people in the
concern organisations.
7. HRD improves the participation of worker in the organisation.
Answer:
True : (1, 3, 5, 6, 7)
False : (2, 4 )
Question and Answer.
1. What is Human Resource Development
2. Understand t he Concept of Human Resource Development
3. Difference between HRD and HRM
4. Understand t he Need for HRD
5. What are the Features of Human Resource development
6. Explore Benefits of Human Resource Development
1.8 SUMMARY HRD is a process, not merely a set of mechanisms and techniques. The
mechanisms and techniques such as performance appraisal, counselling,
training, and organization development interventions are used to initiate,
facilitate, and promote this process in a continuous way.
There are two types of training for human resource development such as
formal training or informal training. Formal training could include in -class
training, planned organizational changes or college courses that could add
value to your company. Internal traini ng and development classes taught
by a consultant or internal staff, also include employee coaching or
mentoring by a manager or more senior staff.
There are a number of best practices for how you can approach training
with your employees such as Have a f acilitator meet with employees
weekly, Manageable amounts of information, Consistent feedback, Keep
learning styles in mind, Use positive reinforcement. munotes.in

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Introduction to The Concept of Human Resource Development
11 HRD & HRM are very important concepts of management specifically
related with human resources of organ isation. The human resource
management is mainly maintenance oriented whereas human resource
development is development oriented. Human resource management
mainly aims to improve the efficiency of the employees whereas aims at
the development of the employ ees as well as organisation as a whole.
HRD is needed by any organisation that wants to be dynamic and growth -
oriented or to succeed in a fast -changing environment. The core of the
concept of HRS is that of development of human beings, or HRD. The
concept of development should cover not only the individual but also
other units in the organisation.
The essential features of human resource development can be Human
resource development is a process in which employees of the
organisations are recognized as its human resource. It stresses on
development of human resources of the organisation. It helps is
establishing/developing better inter -personal relations.
1.9 KEYWORDS • Human Resource Development the process of increasing the
knowledge, the skills, and the c apacities of all the people in a society.
• Human Resources Management the practice of recruiting, hiring,
deploying and managing an organization's employees.
• Formal training that has a structured and defined curriculum, and
which provides an opportunit y for training participants to have
questions timely answered during the training or at a later date.
• Informal training a prior -approved planned learning activity on a
specific topic for an individual or a group, which does not have a
sponsoring organiza tion
• Internal training a type of corporate training that involves the use of a
company's own expertise and resources
• External training, training provided from outside the electoral
manager's office or staff using external consultants, specialists or
organisations.
1.10 REFERENCE S  https://www.indeed.com/hire/c/info/human -resource -development
 https://www.whatishumanresource.com/human -resource -development

*****
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12 2
INTRODUCTION TO TRAINING,
STRUCTURE, NEED ASSESSMENT AND
EVALUATION OF TRAINING
Unit Structure
2.0 Objective
2.1 Introduction
2.2 Overview of Training in Organizations
2.2.1 Role of Training
2.2.2 Structure of Training
2.3 Planning for Training and Development
2.3.1 Management of Training Function
2.3.2 Benefits of Management Training
2.3.3 Need Assessment
2.3.4 Training Needs Assessment Levels
2.3.5 How to Conduct A Training Needs Assessment
2.3.6 Evaluation
2.3.7 Benefits of Evaluation Training
2.3.8 Organization of Training
2.3.9 The Effects of Organizational Training
2.4 Self-Assessment Question
2.5 Summary
2.6 Keywords
2.7 Reference s
2.0 OBJECTIVES  What is Training & Development
 What are the Roles of Training
 What are the Structures of Tra ining
 Understand the Management of Training Function
 What is a Training Need Assessment
 Understand Training Needs Assessment Levels
 How To Conduct A Training Needs Assessment
 What is Training Evaluation
 Understand Organization of Training munotes.in

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Introduction to Training, Structure, Need Assessment and Evaluation of Training
13 2.1 INTRODUCTION Training is the process for providing required skills to the employee for
doing the job effectively, skillfully and qualitatively. Training of
employees is not continuous, but it is periodical and given in specified
time. Generally training will be given b y an expert or professional in
related field or job.
Training is required at every stage of work and for every person at work.
To keep oneself updated with the fast changing technologies, concepts,
values and environment, training plays a vital role. Train ing programmes
are also necessary in any organisation for improving the quality of work of
the employees at all levels. It is also required when a person is moved
from one assignment to another of a different nature. Taking into account
this context, this unit aims at providing insight into the concept, need and
methods of training, also areas of evaluation of training, retraining and
dimensions of organisational learning.
Training is a process of learning a sequence of programmed behaviour. It
is the appli cation of knowledge & gives people an awareness of rules &
procedures to guide their behaviour. It helps in bringing about positive
change in the knowledge, skills & attitudes of employees. Training is
investment in getting more and better quality work fro m your talent.
Thus, training is a process that tries to improve skills or add to the existing
level of knowledge so that the employee is better equipped to do his
present job or to mold him to be fit for a higher job involving higher
responsibilities. It bridges the gap between what the employee has & what
the job demands.
Since training involves time, effort & money by an organization, so an
organization should to be very careful while designing a training program.
2.2 OVERVIEW OF TRAINING IN ORGANIZATIO NS 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 pow er to ensure that
employees perform at their peak.
2.2.1 Role of Training :
Training and development is one of the lowest things on the priority list of
most companies. When it's organized, it is often at the persistence of the
human resources department. T here is, however, enormous value in
organizing proper training and development sessions for employees.
Training allows employees to acquire new skills, sharpen existing ones,
perform better, increase productivity and be better leaders. Since a
company is t he sum total of what employees achieve individually,
organizations should do everything in their power to ensure that
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14 Here are a few reasons that demonstrate the importance of training and
development.
New Hire Orientati on:
Training is particularly important for new employees. This can be
conducted by someone within the company and should serve as a platform
to get new employees up to speed with the processes of the company and
address any skill gaps.
Tackle shortcomings :
Every individual has some shortcomings and training and development
helps employees iron them out. For example, at Rate Gain we have
divided the entire headcount in several groups to provide focused training
which is relevant to those groups - sales tra ining, first time managers,
middle management, senior leadership, executive leadership.
Improvement in performance :
If shortcomings and weaknesses are addressed, it is obvious that an
employee's performance improves. Training and development, however,
also goes on to amplify your strengths and acquire new skill sets. It is
important for a company to break down the training and development
needs to target relevant individuals. If I can draw examples from my
organization, every department has targeted train ing groups. These
generally revolve around product development training, QA training, PMP
among others where internal and external process experts facilitate various
programs.
Employee satisfaction :
A company that invests in training and development gener ally tends to
have satisfied employees. However, the exercise has to be relevant to the
employees and one from which they can learn and take back something. It
will be futile if training and development become tedious and dull, and
employees attend it mere ly because they have to. As a company, we stress
on industry specific training and send many employees for international
seminars and conferences that can be beneficial to them.
Increased productivity :
In a rapidly evolving landscape, productivity is not only dependent on
employees, but also on the technology they use. Training and development
goes a long way in getting employees up to date with new technology, use
existing ones better and then discard the outdated ones. This goes a long
way in getting th ings done efficiently and in the most productive way.
Self-driven :
Employees who have attended the right training's need lesser supervision
and guidance. Training develops necessary skill sets in employees and munotes.in

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Introduction to Training, Structure, Need Assessment and Evaluation of Training
15 enable them to address tasks independently. This also allows supervisors
and management to focus on more pressing areas.
To transform our company into a learning organization and encourage a
culture of continual learning among employees, we have launched a
training and development initiative called 'Rate Gain Lighthouse'. We call
it lighthouse, as it symbolizes strength, guidance and direction. We
conduct various in -house training sessions on knowledge -building and
skills & process.
The network facilitates various training sessions, based on experi ential
learning methodologies. We have also engaged globally renowned experts
like Aaron Ross, author of 'Predictable revenue' and world renowned Sales
coach and trainer. His session for our sales teams have transformed the
way we are working. The results from our training and development
initiatives have been very positive and it clearly shows that it is not a fad.
Training and development programs can have a huge impact on a
company. Like every other function in your company, training and
development sho uld be focused on producing targeted and tangible results
for the business. The key is to treat it seriously and consider it a capital
investment and make it results -driven.
2.2.2 Structure of Training :
Companies that learn how to use training and develo pment programs to
support their business strategy can establish a competitive advantage that
increases profitability. Training and development affect a company's
business strategy by promoting the specific skills development needs to
expand into new areas of business or fend off rivals looking to encroach
into its business areas.
Mission Statement :
Before you can align training and development to your company's
business strategy, you need to know what you want your company to
achieve. Organizations that try to operate without a clear mission
statement can find themselves floundering and eventually failing. A good
mission statement usually begins with a commitment to effectiveness by
each member of the organization, along with a commitment to
effectiveness by the organization as a whole. With a road map in place,
your training and development department then begins the process of
preparing every employee to reach the high standards you have set for
your organization.
Business Strategy :
Effective training comes through a series of academic, hands -on and
cooperative activities. An employee may learn as much from working with
an experienced technician as he could in a dozen classroom lessons. The
ultimate goal of your organization's training and development plan i s to
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Training and Development
16 competitive edge, whether those employees work in sales, manufacturing,
logistics or management.
Company Needs :
The modern fast -paced business environment requires that each business
operat ion be completed in the most efficient and cost effective manner.
Training and employee development allows a company to meet those
challenges. Training managers should conduct an analysis of training
effectiveness on a recurring basis. Valuable company res ources are wasted
if you are providing training that has little or no direct relationship to the
operational needs of your company. Examine the exact training needs of
the company and conduct an analysis of individual training needs, the
instructional cont ent of each training program and the return on
investment of your company's training program.
Human Resources :
The goal of your organization's human resources department is to ensure
that all of your employees receive the knowledge and experience needed
to succeed in your organization. Training programs offered by HR may
include technical hands -on workshops, training tailored for leaders and
supervisors and programs specifically designed to meet the needs of any
department or division in the organization. H uman resources may also
provide classes and programs that support the career development of every
employee. Professional development provides a means for your present
employees to grow and become leaders prepared to help the company
meet its strategic goal s far into the future.
2.3 PLANNING FOR TRAINING AND DEVELOPMENT Training and Development Plan is basically the plan or schedule which
management or higher authorities provide to get effective outcome of
work. It helps to create effectiveness and thus add s to the growth of the
company.
2.3.1 Management of Training Function :
Knowing what is management training is the first step before identifying
the career stages in which you need it. Management training is a special
course that professionals can complete in order to gain the necessary skills
and knowledge it takes to become a manager. These courses provide
general information on leadership styles, skills and general management
practices and can also provide industry -specific information. Academic
instituti ons and professional organisations often offer management
training courses, though companies can also create their own training
programmes. Here are some career stages in which you may need
management training:
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Introduction to Training, Structure, Need Assessment and Evaluation of Training
17 Earning a promotion:
You can prepare for yo ur managerial job duties by participating in
management training courses. This can help you feel more confident as
you accept more responsibility at work.
Gaining experience:
Even if you've already worked in a management position, completing
management tr aining can be a helpful qualification to add to your resume.
This training also allows you to refresh your knowledge on up -to-date
managerial practices.
Facing a challenge:
If you're facing a specific challenge as a manager, such as meeting
company goals or expanding your team, it's helpful to review manager
training courses in order to develop your skills and find a solution to your
problem.
2.3.2 Benefits of Management Training :
Completing management training courses can offer you the following
benefits:
Allow you to provide support for your team :
Management training courses help you learn how to address the needs and
concerns of your team members. It also equips you with the tools to offer
them support and complete your job tasks. Providing support for y our
team can help you build a stronger department and more productive work
environment.
Teach you how to provide feedback :
Providing feedback is a very important part of your managerial duties.
This allows employees to improve their performance and learn f rom
mistakes. Learning how to provide feedback also can help you offer praise
to your team members, which encourages them to continue producing
high-quality work.
Provide decision -making tools :
Leaders analyse the advantages and costs of a situation in ord er to reach a
conclusion that aligns with the organisation's best interests. Management
training can prepare you for this duty by helping you learn decision -
making skills and encouraging you to be confident. Being able to make
decisions that appeal to the company's goals can help you and your team
reach their professional goals and ensure a productive workplace.
Help you learn how to resolve conflict :
As a manager, it's important to know how to resolve conflicts successfully.
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Training and Development
18 prepares you to facilitate discussions to acknowledge the differing points
of view. Then, you can work to find a solution that benefits all parties
involved. Having these skills allows you to foster a healthy work
enviro nment.
Allow you to enforce rules :
Management training provides you with a better understanding of
workplace policies and prepares you to enforce these rules. As a manager,
you can explain a certain policy to your team member or even assign a
consequence t o an employee who refuses to adhere to the company rules.
Training helps you to promote equity and fairness in the workplace by
protecting boundaries and enforcing rules.
Encourage you to manage change :
As the organisation's needs evolve, leaders modify th e work environment
and help employees adjust to the change. Management training provides
you with the skills to navigate change within the workplace and provide
support to your team members. This allows you and your team to stay
productive throughout times of policy and daily operation changes within
the workplace.
Prepare you for the hiring process :
Because managers are often responsible for hiring their team members,
management training prepares professionals for the hiring process. This
can include teach ing you how to recruit individuals and review resumes to
find the best professionals for any vacant position your company is
offering. Hiring professionals who can contribute to your team's success
allow you to continue to lead an efficient and effective d epartment.
Help you set goals :
Goal -setting is a valuable skill for managers to learn, as it helps them
motivate their team to reach certain achievements for themselves and the
company. As a manager, it's important to remind your team what they're
working toward and explain the path to take to succeed. Management
training can help you set an example with your behaviour in the
workplace.
2.3.3 Need Assessment :
A Training Needs Assessment (TNA) is an assessment process that
companies and other organizations u se to determine performance
requirements and the knowledge, abilities and skills that their employees
need to achieve the requirements. There are three key areas that are
considered accurate assessors of those needs:
 Skill proficiency of employees
 Employee s' frequency of skill usage
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Introduction to Training, Structure, Need Assessment and Evaluation of Training
19 One of the outputs of the training needs assessment is a list of who needs
what kind of training. For instance, your company may find that the IT
department is failing to kee p up with the industry standards and needs to
undergo training that increases their knowledge about the latest
technological innovations. Or maybe the IT interns are coming on full -
time and require mentoring to become a competitive and productive part
of the company.
TNA aims to answer some familiar questions: why, who, how, what and
when. Here's a look at the descriptions of the questions and what analysis
can to answer them.
2.3.4 Training Needs Assessment Levels :
There are three levels of training needs assessment. These include the
following:
Organizational level :
The training needs assessment at the organizational level is a macro -level
assessment that helps you determine areas where your employees lack the
necessary skills or knowledge and provide need -based training. It aims to
answer the following questions:
 Where is training most needed?
 Is the training needed for a specific department or a group of
employees?
 Why is the training program recommended as a solution to the current
problem?
TNA at the or ganization level helps you clearly define measurable
outcomes for training, allowing you to improve the chances of success of
the training program.
For instance, your insurance company's claims processing department
constantly gets poor feedback from custo mers, so you want to improve its
customer service rankings. An organizational -level assessment reveals the
problems in claims processing and determines the need for training
employees involved in claims processing. It can also explain why the
training prog ram is necessary and how it can help you achieve your goal
of improving your company's customer service.
Operational level :
At the operational level (also known as task or job level), TNA determines
what kind of training do your employees need to achieve a specified level
of proficiency. It involves task analysis, which determines the knowledge
and skills required for specific tasks and correlates these requirements to
the actual knowledge and skills of your employees. The gaps or problems
revealed in this analysis can be used to determine the kind of training your
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Training and Development
20 TNA at the operational level aims to answer the following questions:
 How is the job performed?
 What are the performance standards for the job?
 What are the knowledge, skills and ab ilities needed to complete the
job successfully?
Some of the data sources that you can use to conduct TNA at the
operational level include the following:
 Job specifications
 Job description
 Work performance standards
 Information from small and mid sized ent erprises (SMEs)
 Analysis of operational problems
Individual level :
At the individual or personal level, the TNA determines how each
employee performs his or her role. The difference between the actual
performance and the expected performance helps you dete rmine if there is
really a need for TNA at the individual level.
TNA at the individual level gives you a complete picture of your
employees' performance and whether their performance meets expected
standards. TNA at this level aims to answer the following questions:
 What is the expected performance?
 Do your employees possess the necessary knowledge and skills?
 What is the gap between the expected and actual performance?
 What impedes your employees to perform efficiently?
 What training program must be provid ed to your employees to meet
expected performance standards?
2.3.5 How to Conduct A Training Needs Assessment :
There are five steps you should take to successfully conduct a training
needs assessment. These steps include the following:
 Determine desired ou tcomes
 Identify problems or specific points of pain
 Determine desired knowledge, skills and behaviours
 Set training timelines and priorities
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Introduction to Training, Structure, Need Assessment and Evaluation of Training
21 Determine desired outcomes :
Determine where things are not working th e way you need or want them
to, and what success in those areas would look like. For instance, you may
want to improve customer retention by about 5%, reduce support call time
to under three minutes or increase new customer acquisition by 10%. To
establish the metrics for success of your training program, you have to
meet with your team leads, supervisors, managers, directors and other
stakeholders. Once you have identified what your goals are, you can easily
determine the behaviours that must be changed in order to reach those
goals.
Identify problems or specific points of pain :
The next step is to match your desired outcomes with the improvements in
information, actions and abilities that support them. To do so, you have to
break down duties and processes inherent to the outcomes so you can
determine specific problems or points that need to be addressed.
For instance, if you want to decrease the volume of calls your customer
support receives, you need to examine what causes the volume of calls
you are curre ntly receiving. The problem may lie with the information
customers receive about your product or services, with how calls are
recorded and followed -up on, with the frequency and level of proactive
communication between customer contacts and account manager s or with
a combination of all of those.
There are a number of ways to identify areas that require improvement.
Here are some of the most common and effective:
Observation and assessment:
This requires your team leads, supervisors or managers to observe
employees in order to determine common areas of difficulty.
Surveys:
This method requires you to ask employees about which areas they would
like more training, support and resources. You have to make sure,
however, that they write down their specific needs . Team -building or
communication are such broad training needs, as an example, that you
would need to conduct another training needs assessment on each of these
topics. Some examples of specific training needs include how to resolve a
conflict, how to effe ctively and deeply listen to a co -worker or how to give
feedback to colleagues.
Data evaluation:
This requires you to analyse HR records to determine if there are common
errors, issues or inconsistencies that the training can address. HR records
can inclu de exit interviews, job competencies, job descriptions,
performance evaluations, accident and safety reports and other company
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Training and Development
22 your company's departments has a dramatic increase in workplace
accidents, you may review accident reports as part of your gap analysis
before conducting training about safety practices and procedures.
Individual interviews:
You may also interview your employees, supervisors and clients to
identify problems or gaps. If your company is providing safety training,
for instance, interviewing the employees who have experienced or
witnessed an accident would be advisable. Also, interviewing employees
who have never had an accident could be useful in developing a t raining
program that includes safe practices and procedures. If the accidents
involved equipment, you may need to interview the company that serviced
or manufactured the equipment. The information you can gather from your
interviews can help you identify g aps that your company needs to address.
Determine desired knowledge, skills and behaviours :
Once you have identified the specific problems you need to address, you
can match training topics to the identified skill gaps. To do so, you should
first come up w ith a list of knowledge, skills and competencies each
trained employee needs to attain the established objectives. Then, you
must have a way to determine if training has been successful at the
individual level —the way to measure if the identified competenc ies and
skills were achieved to the level required. These metrics for success are
usually expressed as a series of learning goals tailored to each problem
and the desired business outcome.
Set training timelines and priorities :
Once you have determined the knowledge, skills or behaviours that your
employees must develop to achieve established goals, it's now time to
develop the full training agenda. To do so, you must first determine the
targeted end date for the initiative, and then rank priorities for ind ividual
sessions and groups and put them on a schedule. You should determine
priorities based on their urgency (how quickly you need to see results from
employees) and sequence (training that must occur before other training
can happen).
Choose training ne eds assessments and formats :
Now that you know who your target participants are, what training is
necessary, what your goals are and how quickly the training program
needs to be complete, you can choose how you want to administer the
training. Some good op tions include virtual or in -person instructor -led
sessions, self -guided audio and video programs, computer -based
simulations and online training. Your Learning and Development
resource -consultancy or in -house -can help you choose the right course
suitable f or your company and project.
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Introduction to Training, Structure, Need Assessment and Evaluation of Training
23 2.3.6 Evaluation :
Evaluation involves the assessment of the effectiveness of the training
programs. This assessment is done by collecting data on whether the
participants were satisfied with the deliverables of the training pr ogram,
whether they learned something from the training and are able to apply
those skills at their workplace. There are different tools for assessment of
a training program depending upon the kind of training conducted.
Since organisations spend a large a mount of money, it is therefore
important for them to understand the usefulness of the same. For example,
if a certain technical training was conducted, the organisation would be
interested in knowing whether the new skills are being put to use at the
work place or in other words whether the effectiveness of the worker is
enhanced. Similarly in case of behavioural training, the same would be
evaluated on whether there is change in the behaviour, attitude and
learning ability of the participants.
2.3.7 Benefi ts of Evaluation Training :
Evaluation acts as a check to ensure that the training is able to fill the
competency gaps within the organisation in a cost effective way. This is
specially very important in wake of the fact the organisations are trying to
cut costs and increase globally. Some of the benefits of the training
evaluation are as under:
Evaluation ensures accountability :
Training evaluation ensures that training programs comply with the
competency gaps and that the deliverables are not compromised upon.
Check the Cost :
Evaluation ensures that the training programs are effective in improving
the work quality, employee behaviour, attitude and development of new
skills within the employee within a certain budget. Since globally
companies are trying to cut their costs without compromising upon the
quality, evaluation just aims at achieving the same with training.
Feedback to the Trainer / Training :
Evaluation also acts as a feedback to the trainer or the facilitator and the
entire training process. Sinc e evaluation accesses individuals at the level
of their work, it gets easier to understand the loopholes of the training and
the changes required in the training methodology.
2.3.8 Organization of Training :
Organizational training is the process of transfe rring knowledge within an
organization.
This type of training focuses on developing employees for their current
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Training and Development
24 Through organizational training, employees can develop new skills.
Organi zational training is also used to teach employees about the specific
systems, processes, and tools the organization uses.
Usually, training and organizational development fall under human
resources. Successful training courses give employees the tools and
knowledge to support a company's business objectives.
This is done through different types of training programs. Which can be
anything from onboarding training sessions to technical skills
development and work practices. For example, a large company might
offer training in using spreadsheets and how to complete performance
reviews. It might also require training in the company's information
security practices.
It’s important to note that organizational training and organizational
coaching are different. Al though they sound similar, they serve different
purposes.
Organizational coaching is about enhancing knowledge and skills. It
focuses on fostering positive transformation through culture
change and enhanced leadership.
Organizational training is about the transferral of knowledge. It’s learning -
focused rather than development -focused.
Organizational skills training is most often structured and formal. Content
is pre -defined and delivered on a schedule. Depending on the need, the
skills transferred may be t echnical, organizational, or contextual.
Organizational training is unique because the whole organization learns
from the same experience. The content isn't personalized. It isn’t just an
individual people manager or employee learning something new. The
knowledge is transferred to the organization as a whole.
2.3.9 The Effects of Organizational Training :
An organizational training program can positively affect your
organization. Let’s take a look at how:
Employees feel empowered :
Feeling empowered at work is something all employees should strive
toward. Unfortunately, without the proper training, this can be difficult.
How can employees feel in control when they don’t have the right skills to
perform their jobs efficiently?
Through organizational training, t eams can perform to the best of their
ability. Having the right tools gives employees the freedom to creatively
problem -solve and take control. They feel empowered to make positive
changes.
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Introduction to Training, Structure, Need Assessment and Evaluation of Training
25 You have higher employee engagement :
Regular development initiati ves can help keep employees motivated and
engaged. Organizational training programs are designed with the
employees in mind. When employees realize the training is an investment
in their education, they’ll feel more engaged.
Providing employees with learni ng opportunities doesn’t just build
capable, confident employees. Research shows that learning and
development is a key driver of engagement.
Employees have greater company loyalty :
Through empowerment and increased engagement comes loyalty.
Investing in e mployee learning and development shows employees they
are valued.
When people feel valued, they’re less likely to leave an organization.
Employees that develop professionally and personally are committed to
their organization. And satisfied employees will reduce turnover.
You attract the best talent :
Organizational training improves rates of talent attraction as well as
retention. When potential employees see the opportunities to develop their
careers, they’ll want to be a part of that company.
Investing i n organizational development is a show of commitment to your
employees.
You're committing to their professional and personal development. It
gives your company a competitive advantage in the recruitment of new
hires.
2.4 SELF - ASSESSMENT QUESTIONS Fill i n the Blank .
1. Training is the process for providing required skills to the employee
for doing the job effectively, skilfully and qualitatively.
2. Training allows employees to acquire new skills, sharpen existing
ones, perform better, increase productiv ity and be better leaders.
3. Organizations that try to operate without a clear mission statement can
find themselves floundering and eventually failing.
4. Leaders analyse the advantages and costs of a situation in order to
reach a conclusion that align s with the organisation's best interests.
5. Management training provides you with a better understanding of
workplace policies and prepares you to enforce these rules munotes.in

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Training and Development
26 6. The organization level helps you clearly define measurable outcomes
for training, a llowing you to improve the chances of success of the
training program.
7. At the operational level training needs assessment determines what
kind of training do your employees need to achieve a specified level
of proficiency.
8. Operational level is know s as task or job level
9. Individual level is knows as Personal level
10. Evaluation involves the assessment of the effectiveness of the training
programs.
Answer s:
1. Training
2. Training
3. clear mission
4. Leaders
5. Management training
6. organization level
7. operational level
8. task or job level
9. Personal level
10. Evaluation
True and False .
1. Training is particularly important for new employees.
2. Every individual has some shortcomings and training and
development helps empl oyees iron them out.
3. Training and development, however, also goes on to amplify your
weakness and acquire new skill sets.
4. A company that invests in training and development generally tends
to have satisfied employees.
5. Employees who have attende d the right trainings need more
supervision and guidance.
6. You can prepare for your managerial job duties by participating in
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Introduction to Training, Structure, Need Assessment and Evaluation of Training
27 7. Training don’t allows you to refresh your knowledge on up -to-date
managerial practices.
8. Organizational training is the process of transferring knowledge
within an organization.
9. Organizational training is about the transferral of knowledge It’s
learning -focused rather than development -focused.
10. Organizational skills training is most ofte n structured and informal.
11. organizational training and organizational coaching are same.
Answer s:
True : (1, 2, 4, 6, 8, 9)
False : (3, 5, 7, 10, 11)
2.5 SUMMARY Training is the process for providing required skills to the employee for
doing the job eff ectively, skillfully and qualitatively. Training is a process
of learning a sequence of programmed behaviour. It is the application of
knowledge & gives people an awareness of rules & procedures to guide
their behaviour.
Training and development is one of the lowest things on the priority list of
most companies. When it's organized, it is often at the persistence of the
human resources department. Training allows employees to acquire new
skills, sharpen existing ones, perform better, increase productivity a nd be
better leaders. few reasons that demonstrate the importance of training and
development. New Hire Orientation, Tackle shortcomi ngs, Improvement
in performance , Employee satisfaction, Increased productivity, Self -
driven.
Training and development affe ct a company's business strategy by
promoting the specific skills development needs to expand into new areas
of business or fend off rivals looking to encroach into its business areas
such as : Mission Statement, Business Strategy, Company Needs, Human
Resources
Training and Development Plan is basically the plan or schedule which
management or higher authorities provide to get effective outcome of
work. Management training is a special course that professionals can
complete in order to gain the necessary s kills and knowledge it takes to
become a manager.
A training needs assessment (TNA) is an assessment process that
companies and other organizations use to determine performance
requirements and the knowledge, abilities and skills that their employees
need to achieve the requirements. There are three key areas that are
considered accurate assessors of those needs such as Skill proficiency of munotes.in

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Training and Development
28 employees, Employees' frequency of skill usage, Level of employees'
skills crucial to job performance.
There are thre e levels of training needs assessment such as Organizational
level, Operational level, Individual level. the organization level helps you
clearly define measurable outcomes for training, At the operational level
(also known as task or job level), TNA deter mines what kind of training
do your employees need to achieve a specified level of proficiency. At the
individual or personal level, the TNA determines how each employee
performs his or her role.
There are five steps you should take to successfully conduct a training
needs assessment such as Determine desired outcomes, Identify problems
or specific points of pain, Determine desired knowledge, skills and
behaviours, Set training timelines and priorities and Choose training needs
assessments and formats
Evalu ation involves the assessment of the effectiveness of the training
programs. Some of the benefits of the training evaluation are as Evaluation
ensures accountability, Check the Cost, Feedback to the Trainer /
Training.
2.6 KEYWORDS  Training the action of t eaching a person or animal a particular skill or
type of behaviour.
 Development a process that creates growth, progress, positive change
or the addition of physical, economic, environmental, social and
demographic components.
 New Hire Orientation the proce ss of introducing new hires to their
jobs, colleagues, and the organization.
 Tackle shortcomings an imperfection or lack that detracts from the
whole.
 Performance management a corporate management tool that helps
managers to monitor and evaluate employee s' work.
 Employee satisfaction the extent to which an individual is happy
with their job and the role it plays in their life.
 Increased productivity more output is produced without increasing
the input.
 Self-driven . driven by one's own desires and ambition s
 Needs assessment the process of identifying and determining how to
fill in the gaps between an organization's current and desired state.
 Mission Statement a formal summary of the aims and values of a
company, organization, or individual. munotes.in

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Introduction to Training, Structure, Need Assessment and Evaluation of Training
29  Business Strate gy the long -term goal or road map for an
organization, and how it plans to reach them.
 Company Needs gaps between the current state of the company and
its goals.
 Human Resources the department within a business that is
responsible for all things worker -related.
 Job specifications the list of recommended qualities for a person to
qualify for and succeed in a position.
 Job description a useful, plain -language tool that explains the tasks,
duties, function and responsibilities of a position.
2.7 REFERENCE S  https://economictimes.indiatimes.com/small -biz/hr -
leadership/people/importance -of-training -and-development -in-an-
organization/articleshow/48739569.cms
 https://smallbusiness.chron.com/organizational -structure -training -
73539.html
 https://www.hrhelpboard.com/performance -management/training -
and-development -plan.htm
 https://sg.indeed.com/career -advice/career -development/what -is-
management -training
 https://www.opm.gov/policy -data-oversight/traini ng-and-
development/planning -evaluating/
 https://www.managementstudyguide.com/training -evaluation.htm
 https://www.betterup.com/blog/organizational -training
 https://www.indeed.com/career -advice/career -development/training -
needs -assessment
 https://www.whatishumanresource.com/Employee -Training -
Introduction


*****
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30 3
EXPLORING THE CONCEPT OF
LEARNING ORGANIZATION
Unit Structure
3.0 Objective
3.1 Introduction
3.2 Concept of learning organisation
3.3 What is a learning organization culture?
3.4 Learning organisation - important aspects
3.5 How to create a learn ing organisation
3.6 Five benefits of creating a learning organization culture
3.7 The development of a learning organization
3.7.1 Distinctiveness learning organization
3.8 Self-Assessment Question
3.9 Summary
3.10 Keywords
3.11 References
3.0 OB JECTIVES  What are the Concepts of learning organisation
 What is a learning organization culture?
 Understand the important aspects of learning organisation
 How to create a learning organisation
 What are the benefits of creating a learning organization cul ture
 Understand The development of a learning organization
3.1 INTRODUCTIONS A learning organization is a group of people who have wicker a constant,
enhanced ability to learn into the corporate culture, an organization in
which learning p rocesses are ana lysed, screened , build up, and united with
set aims and goals.
A learning organization moves away from simple employee training into
organizational problem solving, innovation, and learning. For instance, in
a learning organization, when a creation is bad , instead of just crumbing it,
the employees discover the grounds of the problem and develop solutions
to avert it from happening yet again. In a learning organization, the centre
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Exploring the Concept of Learning Organization
31 Ideal organizat ion always provides the learning environment where
individual learn from each other. Every employee try to enhance and
develop the professional skills. Management give opportunity to employ
to enhance their professional capacity.
3.2 CONCEPT OF LEARNING O RGANISATION Advanced information technology and total quality have almost become
the cost of entry into competition in the global economy. To become
successful and gain a competitive advantage, organisations today and
tomorrow must become learning organis ations.
Many authors have tried to define and describe the learning organisation,
as if the idea was homogeneous. However, no one seems to have
succeeded with that task. Authors point out that confusion still exists about
the concept. The terms ‘organisat ional learning’ and ‘learning
organisation’ are used interchangeably. Many authors emphasise the
difficulty, or even the impossibility of describing what a complete learning
organisation looks like. They argue that learning organisations change
continually or that each learning organisation must be different in order to
fit the specific organisation. Furthermore many authors present some
definitions of ‘the learning organisation’ and make a synthesis. However,
most syntheses and definitions have more differ ences than similarities. For
instance, Watkins and Marsick define ‘the learning organisation’ as one
that learns continuously and transforms itself’, while, according to Senge,
it is ‘an organisation that is continually expanding its capacity to create
process can be more easily solved with explicit knowledge, whereas un -
analysable problems require a non -routine search process that draws much
more on tacit knowledge. Practitioners in four distinct types –
‘organisational learning’, ‘learning at work’, l’ea rning climate’ and
‘learning structure’, use in the literature and the term learning
organisation.
The organisation portrayed as a learning system is not new. In fact, at the
turn of the century Frederick. W. Taylor’s learning on scientific
management wer e said to be transferable to workers to make the
organisation more efficient. However, the beginning of today’s use of the
term “learning organisation” is usually attributed to the work of Chris
Argyris and his colleagues, who made the distinction between “single-
loop”, and “double -loop”, learning.
 Single -loop learning involves improving the organisation’s capacity
to achieve known objectives. It is associated with routine and
behavioural learning. Under single -loop, the organisation is learning
without s ignificant change in its basic assumptions.
 Double -loop learning revaluates the nature of the organisation’s
objectives and the values and beliefs surrounding them. This type of
learning involves changing the organisation’s culture. Importantly,
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Training and Development
32 Peter Senge and his colleagues have characterised the learning
organisation from a systems theory perspective and have made the
important distinction between adaptive and generative learning. The
simpler adaptive learning is only the first stage of the learning
organisation, adapting to environmental changes. Generative learning
involves creativity and innovation, going beyond just adapting to change
to being ahead of and anticipating change. The gen erative process leads to
a total reframing of an organisation’s experiences and learning from that
process.
3.3 WHAT IS A LEARNING ORGANIZATION CULTURE? A learning organization culture is a corporate framework in which
employees are not only allowed to con tinue expanding their knowledge,
skills, and opportunities to innovate, but encouraged to do so.
Peter Senge, the founder of the learning organization system framework
and author of The Fifth Discipline, breaks a learning organization culture
down into fiv e dimensions (also called pillars).
Systems Thinking :
Systems thinking is a mindset that recognizes an organization as a system
of smaller complex systems by taking time to understand the whole as
well as each component. For example, if you see your workpl ace as a
system, then the departments, teams, and individuals that make up the
workplace are all interconnected components. Technology, processes, and
the physical spaces people work in are all part of that system as well, and
changing any part of the syst em has an impact on its interconnected
components.
To understand how different components affect one another, let’s look at
the example of the shift to remote work, where companies that previously
operated out of offices changed their work environments. T his shift
changes the employee experience (potentially positively or negatively,
depending on the employee), changes the way individuals and teams
collaborate, changes processes and policies that were based on teams
working together in an office, and chang es the ways and frequencies with
which people use different technologies.
Recognizing the ways different pieces of a large system affect one another
helps organizations identify barriers to change, strengthen and build
connections, and ultimately create an environment that is conducive to
learning.
Personal Mastery :
Organizations that are invested in personal mastery give employees the
means to become masters of their domain through continued education
and skill -building opportunities. Personal mastery does n’t just involve
employees taking in tons of new information like they’re cramming for a munotes.in

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Exploring the Concept of Learning Organization
33 test: it involves them “expanding the ability to produce results,” as Senge
explains it. In other words, learners must be able to apply what they’ve
learned to their w ork.
So, why should organizations care about personal mastery? Not only can it
increase job satisfaction, but it can also increase productivity and grow the
organization’s collective intelligence. According to Senge: “Organizations
learn only through indiv iduals who learn. Individual learning does not
guarantee organizational learning. But without it no organizational
learning occurs.”
Mental Models :
Mental models are frameworks for thinking that people can use to
understand concepts and make decisions. Fo r example, theoretical
physicist Richard Feynman developed a mental model called the Feynman
Technique to assist students in learning new concepts. This model requires
a person to start with a topic or concept they’ve been studying and then
explain it the way they would to someone else who is just starting to learn
about it. When they get to a point where they can’t clearly explain
something, they recognize that they have uncovered a knowledge gap and
need to further study this area. After filling in this k nowledge gap, they
talk through or write out their explanation again. They repeat this process
until they have filled all knowledge gaps and are able to explain the
concept in clear, simple language.
This certainly isn’t the only mental model out there, bu t it is a great
example of a model that can help people be intentional about learning in
the workplace. Mental models help people uncover what they don’t know,
and what they may be making assumptions about, so that they can grow
their knowledge base and ma ke informed decisions.
Building a Shared Vision :
This pillar involves using dialogue, enthusiasm, and commitment to drive
action rather than dictating without context. (One way to achieve this is
through storytelling.) An organization’s shared vision isn’t something that
is developed by the leadership team in isolation and handed down to the
rest of the organization. It must be developed by people across the
organization based on common interests and goals. Getting everyone
involved in the development of a shared vision helps people to feel more
invested in that vision’s success.
It’s important to keep in mind that a shared vision will naturally evolve
over time. Senge recommends that organizations share their vision where
everyone has access to it, discuss it with their teams, and make changes to
it as they gain new information and perspectives.
Team Learning :
Team learning isn’t just about groups of employees sitting through
training sessions together. Rather, it requires teams to use collaboration
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34 Discussion and dialogue are two key components of team learning. In
other words, each team member should have an opportunity to contribute
their perspective on a challenge or problem the group is trying to address,
and everyone should also be able to ask questions and provide additional
context and ideas in relation to the perspectives that have already been
shared. This allows team members to bring their knowledge together and
collectively grow t heir understanding.
3.4 LEARNING ORGANISATION - IMPORTANT ASPECTS  It increases communication process in the organisation and creates
openness so that employees can work freely. It encourages employees
to be honest with oneself to a given situation (self -reflection) and
pushes the group to clarity and evaluate the assumptions underlying
how work gets done within the organisation. (Participatory reflection).
It encourages two -way communication.
 Learning Organisation has its importance in allowing the workers to
become adept at questioning things as a normal course of their work.
This facilitates the employees to take risks in improving their work.
Positive feedback helps them to learn from their enquiries. This,
enhances their knowledge and thinking power. Th ey become
proactive rather than reactive or have defensive thinking.
 In the learning process, TIME plays a major role in communicating,
reflecting, feedback, adopting flexibility and making enquiries with
immediate top officer to get information to discha rge the task
properly.
 Mutual respect and support is one of the important aspects of
Learning Organisation. Irrespective of the positioning of persons in
the hierarchy, every person in hierarchy should respect and support
the others in the same level or i n any other level. Treating others (co -
workers, supervisors, etc.) equally and constantly with one’s ability to
constitute positively to the organisation, is an important aspect.
Thus, the importance of learning organisation is recognised in the form of
solving the various problems that are encountered and disturb the
performance of the tasks. The solutions found out in, normal course to
solve these problems will be only short -term in nature (single loop
learning) and re -emerge in the future. Learning Orga nisation as a tool of
solving the problems on a long -term basis, looks at the restructuring the
organisation making it flatter or a workable one. This provides strength to
the organisation to be more competitive and develop a customer
responsive culture.
3.5 HOW TO CREATE A LEARNING ORGANISATION In order to develop a Learning Organisation, a strong foundation has to be
laid by considering the following issues: munotes.in

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Exploring the Concept of Learning Organization
35  Creating awareness about Learning Organisation.
 Creating a flatter and flexible structure.
 Providing required resources by the management.
 Employee empowerment.
 Learning through real -time labs.
Creating Awareness:
The first step in developing Learning Organisation is to make the workers
in the organisation understanding the usefulness of Learni ng Organisation.
The concept of Learning Organisation should become an accepted thing in
each and every employee. Everyone in the organisation should feel the
necessity of restructure and change. This will facilitate the top
management to adopt changes and create a new environment for
development.
Creation of Flatter Structure:
The organisation which wishes to change itself into Learning Organisation
should be a decentralised, flexible and flatter. Centralised and vertical
structures will have many hinder ing factors to develop the organisation.
This leads to organisational politics and disturbs learning process.
Flatter and flexible structures promote strong information systems,
wherein, the worker gets the information uninterruptedly. This facilitates
learning process much easier. This also encourages innovations amongst
workers. Meaningful dialogues between employees take place for better
understanding the need for change and work in new direction.
The flatter and flexible structures develop an open org anisation, infuses a
new philosophy of questioning and discussing the new work practices
before they are accepted for adaptation. The discussions at the initial
stages will avoid major mistakes that may creep in at a later stage. The
concept of anonymity m ay be introduced to avoid the fear of
identification. Only the matter for discussion will come up and who has
raised the issue will not be known. Thus, flatter and flexible organisation
can be created to develop a learning organisation.
Resource Mobilisat ion:
Resource crunch will be a permanent problem of every business or non -
business organisation. To convert the organisation, the management may
feel that it requires huge resources. But when we look at the changing
process of an organisation towards Lear ning Organisation, we observe that
it is not the resource that becomes a big problem, but the “Dynamic
Leadership” that takes the organisation to new heights.
The good leadership can lead the organisation in critical times. Dynamic
leaders besides providi ng required resources, encourage the workers to
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Training and Development
36 “Systems Thinking” (Holistic approach) in the organisation. The resources
are to be provided on a long -term basis. The money, people and time they
provide will determine the quality and quantity of learning. This goes
without saying that the leadership or the management should be prepared
to develop a learning organisation at any cost for their success.
Employee Empowerment:
In a Learnin g Organisation, both employers and employees work together.
The employer, besides creating a learning atmosphere, should involve
workers to become responsible for their actions. They should be
encouraged to learn and ignore minor mistakes of workers when t hey
occur. This gives a feel of safety in workers and they develop
organisational identify. This helps in bringing out more work from each
employee and increases overall productivity of the organisation.
Therefore, employers should learn as to how to learn together through
simulation games and empower employees through equal participation at
all levels.
Learning through Laboratories:
The learning process can be implemented through specially designed
learning laboratories. Small -sized, real -time models hav e to be evolved
and implemented. During learning, failures can be experienced and
corrective measures can be adopted immediately to overcome further
failures. The implementation of these modules requires open and flexible
atmosphere and therefore a congeni al learning atmosphere has to be
created. Continuous learning labs will make the organisation a Learning
Organisation.
After developing firm base through these five issues, the strategies to
develop a Learning Organisation have to be evolved.
3.6 FIVE BEN EFITS OF CREATING A LEARNING ORGANIZATION CULTURE There are five huge advantages companies can enjoy when they make the
transition to a learning organization:
Improved Innovation :
Innovation can’t be forced, but it can be fostered in the right environment.
“The right combination of culture, leadership, talent, and approach must
work in tandem to set the right conditions for disruption.” She points
to Culture Your Culture’s Design of Work Experience as an example of a
co-design framework that emphasizes lear ning while also building culture.
“Such a framework could not only bring about desirable change, but
further develop innovation capability at the same time.”
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Exploring the Concept of Learning Organization
37 Some of the most successful companies in the world -like Google and
Facebook -achieved their stat us by creating a culture where employees
have the time and space to learn, explore, and pitch their ideas (no matter
how off -the-wall or unconventional they might be.)
When new ideas are not only welcomed but encouraged, employees will
engage in more brain storming and cross -departmental collaboration.
Inevitably, the proactive -not reactive -initiatives they develop will reach
leadership’s ears, transforming creative concepts into a profitable reality.
Knowledge Sharing :
It’s no coincidence that each of the five pillars of a learning organization
revolves around effectively circulating information. Keeping knowledge
siloed within departments -or in the boardroom -means teams are left in the
dark. Failing to understand other team’s objectives and hurdles makes it
nearly impossible to cooperate.
Giving all of your employees access to the content they need allows them
to fully understand corporate challenges and goals. This ensures everyone
is on the same wavelength and understands their role in making critical
impr ovements.
Problem Solving :
As the saying goes, “teamwork makes the dream work.” When people
come together to achieve a common goal, the likelihood of success
multiples. Each individual brings their own unique experience and
perspective, which is especially useful when your organization is facing a
complex challenge.
When problems are shared, they’re more likely to be solved. By opening
up the conversation and inviting creative solutions from across your
company, you can benefit from the collective brainpowe r of an entire
organization. And you may even discover the sources you’ve never
thought to consult are the ones who come up with the best answers.
Strengthened Community :
When employees’ ideas are acknowledged and their feedback is taken
seriously, it impr oves their confidence and level of engagement moving
forward. But a sense of contribution doesn’t just boost employees’ pride in
themselves -it also promotes pride in where they work. And that can have
lasting benefits for everyone involved.
Employees who have input in what goes on behind the scenes will
naturally be more invested in the company -and its long -term prosperity.
Seeing their efforts impact your organization’s ability to reach its
objectives makes employees feel a sense of accomplishment and per sonal
investment, and a responsibility to safeguard that success in the future.
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Training and Development
38 Greater Efficiency :
A collaborative mindset, coupled with programs that prioritize learning,
helps transform teams into perceptive powerhouses. Instead of relying on
outside f irms, businesses can resolve issues internally, with quicker
turnaround times and at a significantly lower cost.
They’ll be more agile and streamlined, with a keen ability to sense when
something is heading off track (and the ability to correct it before i t causes
problems.) And when they can easily access knowledge outside their
department, they’ll be able to overcome inefficiencies and drive better
outcomes for your customers, too.
No matter your industry, building a learning organization culture can
accomplish the same results. By providing the tools to propel growth,
you’ll generate a happier, more effective workplace. And that may be the
answer to making your company the success story you’ve always hoped to
tell.
3.7 THE DEVELOPMENT OF A LEARNING ORGANI ZATION Organizations do not physically build up into learning organizations there
are processes of making a Learning organization.
The processes of making a Learning organization challenges employees
and communities to use their cooperative intelligence, ability to learn,
creativity, transfer of knowledge continuous professional development .
Honey & Mumford develop Learning Pyramid This model shows clearly
that individual learning and/or self -development must underpin the
learning organization.

3.7.1 Distinctiveness Learning Organization:
According to Peter Senge, there are five characteristics of Learning
Organization: System Thinking, Personal Mastery, Mental Models, Shared
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Exploring the Concept of Learning Organization
39 Systems Thinking:
Prepare to appreciate patterns and realization as an alternative of isolated
events. The System Thinking need some disciplines to make active a
learning organization realization, to interconnect the entire team and to
avoid blaming each other and to understand the problems may occur on
the actions taken during operations.
Personal Mastery :
It is a self -commitment for life time learning and life form a part of a
learning organization. each member tries to be the most excellent person
and struggle for assurance and excitement and have to be more realistic for
the future.
The Mental Models :
The self -reflection process starts for the implementation, where everyone
has to be in deeply insight for generalization and structuring the
organizations model.
Sharing thoughts / Visions :
Individu als have rights to share original ideas, proposals and visions
because, the each distinct has the diverse visionary aspect of a particular
segment of operation.
The Learning Team :
Each team member is gluttonous to learn and share their ideas between
rest of the members which surge the credibility and creativity of
employees which ultimately diversify the organizations structure and helps
to achieve the organizational goal.
3.8 SELF -ASSESSMENT QUESTION Fill in t he Blank .
1. A learning organization moves away from simple employee training
into organizational problem solving, innovation, and learning.
2. Who is the Father of Scientific Management W. Taylor’s
3. Single -loop learning involves improving the organisation’s capacity
to achieve known objectives .
4. Double -loop learning revaluates the nature of the organisation’s
objectives and the values and beliefs surrounding them.
5. Systems thinking is a mindset that recognizes an organization as a
system of smaller complex systems by taking time to unders tand the
whole as well as each component. munotes.in

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Training and Development
40 6. Mental models are frameworks for thinking that people can use to
understand concepts and make decisions.
7. Personal mastery involves expanding the ability to produce results.
8. Team learning requires teams to use collaboration and mutual
creativity rather than groupthink to achieve goals.
9. Creating awareness is a first step in developing Learning
Organisation.
Answer s:
1. A learning organization
2. W. Taylor’s
3. Single -loop
4. Double -loop
5. Systems thinking
6. Mental models
7. Personal mastery
8. Team learning
9. Creating awareness
True or False .
1. Advanced information technology and total quality have almost
become the cost of entry into competition in the global economy.
2. A learn ing organization culture is a government framework in which
employees are not only allowed to continue expanding their
knowledge, skills, and opportunities to innovate, but encouraged to do
so.
3. Systems thinking involves them “expanding the ability to p roduce
results.
4. Team learning requires teams to use collaboration and mutual
creativity rather than groupthink to achieve goals.
5. Discussion and dialogue are two key components of team learning.
6. The good leadership can lead the organisation in c ritical times.
7. In a Learning Organisation, both employers and employees don’t
work together.
8. The learning process cannot be implemented through specially
designed learning laboratories. munotes.in

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Exploring the Concept of Learning Organization
41 Answer s:
True : (1, 4, 5, 6)
False : (2, 3, 7, 8)
Question and Answer .
1. What are the Concept of learning organisation
2. What is a learning organization culture?
3. What are the benefits of creating a learning organization culture
4. Understand The development of a learning organization
3.9 SUMMARY A learning orga nization is a group of people who have wicker a constant,
enhanced ability to learn into the corporate culture, an organization in
which learning processes are analysed, screened , build up, and united
with set aims and goals.
Advanced information technol ogy and total quality have almost become
the cost of entry into competition in the global economy. To become
successful and gain a competitive advantage, organisations today and
tomorrow must become learning organisations.
The term “learning organisation” is usually attributed to the work of Chris
Argyris and his colleagues, who made the distinction between “single -
loop”, and “double -loop”, learning. Single -loop learning involves
improving the organisation’s capacity to achieve known objectives.
Double -loop learning revaluates the nature of the organisation’s objectives
and the values and beliefs surrounding them.
A learning organization culture is a corporate framework in which
employees are not only allowed to continue expanding their knowledge,
skills, and opportunities to innovate, but encouraged to do so. According
to Peter Senge, organization culture break into five dimensions (also
called pillars) such as Systems Thinking, Personal Mastery, Mental Mode,
Building a Shared Vision and Team Learning.
The important aspect of learning organization is to increases
communication process in the organisation and creates openness so that
employees can work freely. Mutual respect and support is one of the
important aspects of Learning Organisation.
In order to de velop a Learning Organisation, a strong foundation has to be
laid by considering the following issues such as Creating awareness about
Learning Organisation, Creating a flatter and flexible structure, Providing
required resources by the management, Employe e empowerment,
Learning through real -time labs. munotes.in

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Training and Development
42 Few huge advantages companies can enjoy when they make the transition
to a learning organization are Improved Innovation, Knowledge Sharing,
Problem Solving, Strengthened Community, Greater Efficiency
Organi zations do not physically build up into learning organizations there
are processes of making a Learning organization. The processes of making
a Learning organization challenges employees and communities to use
their cooperative intelligence, ability to lea rn, creativity, transfer of
knowledge continuous professional development .
According to Peter Senge, there are five characteristics of Learning
Organization such as System Thinking, Personal Mastery, Mental Models,
Shared Vision and Team Learning.
3.10 KEYWORDS  learning organization a corporate framework in which employees
are not only allowed to continue expanding their knowledge, skills,
and opportunities to innovate, but encouraged to do so.
 Single -loop learning involves improving the organisation’s capacity
to achieve known objectives
 Double -loop learning revaluates the nature of the organisation’s
objectives and the values and beliefs surrounding them.
 Systems thinking is a mindset that recognizes an organization as a
system of smaller complex syste ms by taking time to understand the
whole as well as each component.
 Personal Mastery It is a self -commitment for life time learning and
life form a part of a learning organization.
 Mental models are frameworks for thinking that people can use to
understan d concepts and make decisions.
 Building a Shared Vision , this pillar involves using dialogue,
enthusiasm, and commitment to drive action rather than dictating
without context.
 Team learning isn’t just about groups of employees sitting through
training sess ions together.
 Creating Awareness The first step in developing Learning
Organisation is to make the workers in the organisation understanding
the usefulness of Learning Organisation.
 Creation of Flatter Structure , Flatter and flexible structures
promote st rong information systems, wherein, the worker gets the
information uninterruptedly.
 Resource Mobilisation will be a permanent problem of every
business or non -business organisation. munotes.in

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Exploring the Concept of Learning Organization
43  Employee Empowerment both employers and employees work
together.
 Learning through Laboratories Small -sized, real -time models have
to be evolved and implemented.
3.11 REFERENCE S  https://www.arcjournals.org/pdfs/ijhsse/v2 -i4/12.pdf
 https://egyankosh.ac.in/bitstream/123456789/25381/1/Unit -16.pdf
 https://bloomfire.com/blog/benefits -learning -organiz ation -culture/
 https://www.preservearticles.com/management/learning -
organisation/31084

*****

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44 4
INTRODUCTION TO ADULT LEARNING
AND DIFFERENT METHODOLOGIES
Unit Structure
4.0 Objective
4.1 Introduction
4.2 Principle of Adult Learning
4.2.1 What Are Adult Learning Principles?
4.2.2 What Are The 7 Learning Principles?
4.3 Learning Styles
4.3.1 T he Major Types of Adult Learning Styles
4.4 Self-Generated Learning
4.5 Experiential Learning
4.5.1 Experiential Learning Theory
4.6 Motivation & Performance
4.6.1 Ways to improve motivation and improve performance
4.6.2 The Benefits of a Positive Relat ionship
4.7 Self-Assessment Question
4.8 Summary
4.9 Keywords
4.10 Reference s
4.0 OBJECTIVES  What Are Adult Learning Principles?
 What Are The Principles Of Adult Learning?
 Understand The Major Types Of Adult Learning Styles
 Understand Experiential Lea rning Theory
 Ways to improve motivation and improve performance
 What Are The Benefits Of A Positive Relationship
4.1 INTRODUCTIONS Adult learning refers to the education and training pursued by mature
learners. It is the process by which adults gain knowl edge, competence,
and skills, whether formally or informally. It emphasizes learning that is
relevant to immediate application and the learners, usually college -aged or
older, making sure they are in charge of their own development. munotes.in

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Introduction to Adult Learning and Different Methodologies
45 Early studies about adu lt learning began in the mid -1960s when educators
began exploring different theories, models, and frameworks that explain
how adult learners can be distinguished from children. These studies
spawned many theoretical approaches to learning, giving rise to a dult
learning as a separate entity that differs from childhood education.
In the early decades of the century, behavioral psychologists conducted the
earliest research in adult learning. Early studies defined learning as a
behavioral response triggered by the learner’s interaction with the
environment (“What is the behavioral,” 2020). Although these principles
are still present today in training programs and evidence -based practices in
the corporate, military, instructional technology, and medical and healt h
arenas, the humanistic perspective on learning resulted in adult education
becoming a recognized field of practice.
By the mid -20th century, three major adult learning theories have
emerged: andragogy, self -directed learning, and transformative learning.
These theories are firmly lodged in the humanistic approach to learning,
which emphasizes personal growth and development as the key focus of
education.
Andragogy :
Developed in 1968 by Malcolm Knowles, andragogy is a term that refers
to the concept of adu lt learning and how it differs from children’s
education. Knowles defines andragogy as “the art and science of teaching
adults.” According to Knowles, andragogy, also known as adult learning,
is premised on five key assumptions: self -concept, adult learner
experience, readiness to learn, orientation of learning, and motivation to
learn.
Knowles believed that these are the five pillars of adult learning, and each
must be taken into account for shaping adult education programs
accordingly. Today, the educatio n programs for mature learners are still
built around andragogy -instead of education being teacher -centric, much
of the curriculum’s focus is given to students and their learning needs.
Self-concept :
As people grow older, they become more independent and t urn to a more
self-directed learning approach. Unlike children who are dependent on
others for learning and understanding, adults have more control and
responsibility over their personal education and progression.
Adult learner experience :
Over time, adult s gain innumerable experiences that deepen their
resources for learning, placing them in a position where they can use their
experiences as a useful tool in self -education. Based on this assumption,
adult education programs must usually centre around exper imental tasks
and open discussions based on what learners already know.
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Training and Development
46 Readiness to learn :
The third element in Knowles’ adult learning theory is the learner’s
readiness to learn. As mature learners take on various roles in society,
their readiness or mo tivation to learn becomes oriented toward the skills
necessary for these roles. Whether they’re an employee, parent, spouse, or
citizen, a large part of their readiness to learn is directed toward these
roles.
Orientation of learning :
For children, the app lication of a subject is postponed in later life, and
their orientation of learning is usually subject -centered. The things they
learn at school are not normally applied to real -life problems, and they
must wait until they’re older and encounter a need for the skills and
knowledge they acquired.
This is in contrast to Knowles’ adult learning theory, where the application
of learning becomes immediate and more problem -centered as the learner
matures. When adults encounter issues and complications, they
immed iately apply their knowledge to solve those problems.
Motivation to learn :
The last assumption in Knowles’ adult learning theory relates to
motivation. According to Knowles, adults are motivated to learn internally
(Knowles et al., 2012). Their desire for career growth and professional
development drives their motivation to pursue education.
Self-Directed Learning :
When individuals pursue education to gain a new skill or learn certain
information, they often seek the help of a professional instructor who ca n
supervise the entire learning process. However, another alternative for
learners is to assume the primary responsibility for initiating, planning,
and conducting the learning project. Such behaviour is referred to as self -
education, self -instruction, or self-directed learning.
Knowles defined self -directed learning as “a process in which individuals
take the initiative, with or without the help of others, in diagnosing their
learning needs, formulating learning goals, identifying human and material
resour ces for learning, choosing and implementing appropriate learning
strategies, and evaluating learning outcomes.” (Knowles, 1975, p. 18)
In essence, self -directed learning is an informal learning process that takes
place outside the traditional classroom set ting. In this approach, the learner
decides about the method, content, resources, and evaluation of learning
programs. By determining their needs, setting goals, and seeking
resources, learners assume full responsibility for the learning process
(“Adult Le arning Theories,” 2011).
Knowles (1975) cites three reasons why adult learners turn to self -directed
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Introduction to Adult Learning and Different Methodologies
47 more and better things compared to learners whose education is forced
upon them. Another reason is that self -directed learning is a natural
process that takes place in an individual’s psychological development.
Lastly, developments in the education sector put a heavier emphasis on
independent learning processes.
Training managers, ins tructional designers, and HR professionals use the
self-directed learning approach to facilitate a robust and sustainable
learning culture across various industries. With the younger population
dominating today’s workforce, the concept of self -directed lea rning is
increasingly becoming more popular. In fact, a survey conducted by
Census wide (“2019 Workplace Learning Report,” 2019) reveals that Gen
Z and Millennials show more favour toward self -directed and independent
learning compared to their Gen X and B oomer counterparts.
Transformative Learning :
Originally developed by Jack Mezirow, an American sociologist,
transformative learning theory refers to how learning changes how
individuals think about themselves and their surroundings. He describes it
as “learning that transforms problematic frames of reference to make them
[learners] more inclusive, discriminating, reflective, open, and emotionally
able to change” (Mezirow, 1991).
Transformative learning challenges students’ underlying assumptions and
opinion s about the world. In doing so, learners become more encouraged
to apply critical thinking when forming their beliefs and judgment. For
instance, English language learners often experience an improved opinion
of themselves and a shift in their view of the U.S. culture as they learn the
new language (King, 2000).
There are a number of reasons why adults pursue additional learning. In
one survey conducted by the Pew Research Centre, 80% of personal
learners revealed that they pursued learning programs for per sonal
interests because they wanted to broaden their viewpoints and make life
more interesting (“Americans,” 2020).
Mezirow (1991) believed that “disorienting dilemmas” often changes an
individual’s view of the world. As a result, they are forced to recons ider
their principles and seek knowledge to fit their newfound beliefs and
experiences into the rest of their worldview.
Transformative learning theory touches on two basic kinds of learning:
instrumental and communicative. Instrumental learning includes t ask-
oriented problem -solving, as well as the determination of cause -and-effect
relationships. Meanwhile, communicative learning emphasizes how
learners communicate the needs, feelings, and desires (“Transformative
learning,” 2018).

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48 4.2 PRINCIPLES OF ADUL T LEARNING Adult learning theories trace their roots back to Malcolm Knowles, an
adult educator who developed the concept of andragogy. Andragogy is the
“art and science of teaching adults.” This is intentionally different from
pedagogy, which is the prac tice of teaching children.
Knowles theorized that adult learning and childhood learning are entirely
different and that older people do not process, comprehend or retain
information in the same manner as children.
To develop his concept of andragogy, Knowl es identified certain
characteristics within adult learners. These include:
 A preference for self -directed learning
 An ability to draw on life experience to assist with learning
 A willingness to learn when transitioning into new roles
 A focus on immediatel y applying new knowledge to real -life
situations and problems
 A tendency to be internally motivated (rather than externally)
4.2.1 What Are Adult Learning Principles?
Adult learners who do commit to going back to school often benefit from a
curriculum base d on seven key adult learning principles. These principles
are largely informed by the theory of andragogy and can help a school,
training program, or other types of educational organization solidify and
execute its educational mission.
Some of the main pr inciples (which we’ll explore in greater detail below)
rely on the assumption that adult learners tend to enjoy a stronger sense of
self-direction and motivation to learn. As Knowles pointed out initially,
adult learners like to use their life experience t o learn, and they understand
the value of a long -term goal or investment.
Adult learning theories aren’t just for adult students, though. Like Wilson,
those who teach adults — as well as those who supervise employees in the
real world — can become more eff ective at what they do by understanding
adult learning theories. Instructing adult students or employees how to
pinpoint their skill gaps, for example, and chart a path toward remediation
is part of adult learning theory and can be instrumental in a person ’s
success.
4.2.2 What Are The 7 Learning Principles?
When you get down to it, there are seven main principles of teaching
adults. Learning how these core adult learning principles work can
improve your own education, boost your organization’s performance and
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49 Learning Principle Explanation Application Self-directed Learning at one’s own pace in one’s own way You know what you need to learn and set your own goals, track down materials, and create a plan to foster your own learning, then self-evaluate. Transformational Learning can change your perspective on the world and vice-versa Whether from a teacher, a mentor or some other channel, new information can shift a person’s worldview and challenge their preconceived notions. In shifting the learner’s outlook, the information becomes both applied and retained. Experiential Focuses on developing life experience or “hands-on” learning Participate physically in the learning environment (“getting your hands dirty”) and then reflecting on what worked and what didn’t. Mentorship Learning from an outside mentor (established figure) in a field Mentors and mentees can learn from each other. (Mentees ask challenging questions, mentors challenge proteges’ understanding of the material.) Orientation to (or of) learning Adults need to reframe their emotions and assumptions around the experience and value of learning Educators instruct their students on how to apply new lessons in the real world, which helps students retain information. Motivation Children are motivated by parents and laws requiring their education; adults often have internal motivation Adults put in the time and effort to learn because they’ve typically internalized their motivation, whether it’s career success, the prestige of a degree or a better salary. Readiness to learn As a child matures, they reach a certain threshold of learning readiness (such as reading or basic math facts), but adults have already been through this development and need to rely on past experience or life changes to develop a renewed readiness Renewing your readiness to learn as an adult often happens by way of a situational trigger. Perhaps you lose your job or want to switch careers, for example. Or perhaps your next promotion hinges on mastering a skill. munotes.in

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50 4.3 LEARNING STYLE Knowing how adults learn is crucial when designing your employee
training. It seems like common sense, but it’s important to be clear: You
cannot design and present material for adults in the same way you would
for children and expect good results.
 What are the major differences between child and adult learners?
 Whereas children often require help, adults crave autonomy
 Children have a narrower viewpoint, but adults bring life experience
to their learning
 Casting a broad net with kids is fine, but adults want direct application
 Kids might do it because you say so, but adults require more
motivation
Within these differences, adult learning styles further complicate how
adults learn. Learners of all ages are wired differently.
Adding the specialized requirements of adult learners to different learning
styles is a big lift, but then consider the cognitive impact of a training. All
learners can only handle so much information before they are unable to
process an d apply it.
Training that makes sure your material is presented in the proper way with
a consideration of learning styles helps lighten that cognitive load. Put
simply, and when done well, employees don’t have to work so hard just to
understand the materia l.
4.3.1 The Major Types of Adult Learning Styles :
Research has shown that not everyone learns the same way. Consider the
following adult learning styles as you design your employee training
programs.
Visual/spatial :
Visual/spatial learners lean heavily on images to process new information.
These learners are able to vividly picture patterns and learn best with
images and graphics that use fewer words.
Further, these learners can literally see the forest and the trees. They are
good at making connections in visual/spatial relationships and may be able
to see details that others miss.
How to design training for this type of learner :
Consider infographics, drawn guides, and text broken up with illustrations.
Or, use Power Points, flipcharts, videos, and graphi cs to better reach this
type of learner.
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51 Auditory :
Auditory learners learn by hearing information, retaining up to 75% of it.
While only 30% of people are auditory learners, the majority of training
already focuses on this adult learning style.
That's bec ause auditory learners are one of the two types of adult learning
styles that are easiest to design training for (the other is linguistic
learners). Schools are designed around this type of learner.
How to design training for this type of learner :
Lectures , podcasts, and traditional classroom -style learning is geared
towards auditory learners. The best adult learning methods for auditory
learners incorporate these resources into training.
Linguistic learners :
Linguistic learners process information best thr ough speaking and
language. They are often voracious readers and able to pick up other
languages (and nuances in their own language).
Consider a book group that reads a book and then uses guided questions to
unpack themes and deepen understanding. Linguist ic learners function the
same way.
Further, a linguistic learner is generally a good communicator. They might
listen to someone speaking and then summarize what was said to gain
clarity or identify anything they missed.
How to design training for this type of learner :
Linguistic learners will pick up anything you write down. Communication
via discussion boards is a great way to reach them if you have online
training.
Adult learning techniques for linguistic learners also use small -group
discussion, guided r eadings, and writing exercises. Simply including
closed captioning is a big benefit for this type of learner.
Logical/mathematical learning :
Logical/mathematical learners use distinct processes to break down
learning into steps. Think about how the scienti fic method is applied, and
you have a great example of how this learning style works.
These adult learners are great at analysing problems logically and
developing solutions for them. And, if you are worried that your training is
not in the proper sequence or doesn’t follow a logical flow, this learner
will let you know!
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52 How to design training for this type of learner :
Troubleshooting and analysing are two places where this learner does
well. Gamification using simulations is also a great way to reach this
learner.
Further, use bullet points, logical steps, and flow charts to help this type of
learner understand new concepts.
Intrapersonal :
Intrapersonal learners require solitude and reflection to really take new
information on board. These quiet thinkers n eed time and space to reflect
on and integrate new material. This allows for deeper insights and helps
transfer old information to new settings.
Intrapersonal learners also are excellent at generating new ideas and
making connections that may not be obviou s on the surface.
How to design training for this type of learner :
Incorporating time for reflection into training is especially important for
this type of learner. Also allowing for longer response times will help
intrapersonal learners to participate mor e in discussions.
Incident reports and program evaluations are two activities where
intrapersonal learners shine. Any learning activity that requires a step back
and a pause for thought suits this adult learning style.
Interpersonal :
Social interaction is key for this type of adult learner. Interpersonal
interactions help these learners process information. Through social cues,
conversation, and discussion, they integrate their learning into memory.
Interpersonal learners are often extroverts who are ready and willing to
guide discussions with good emotional intelligence. They are good at
reading social cues and can help interpret a group’s response to a training
activity.
How to design training for this type of learner :
Small -group, in -person discussions th at lead to large -group conversations
suit this learner who thrives in social situations.
Provide formal and informal opportunities to interact with information in
groups.
Kinaesthetic :
Kinaesthetic adult learners process information by doing. It’s not enou gh
to tell them how something works – this type of adult learner needs to put
their hands on to experience it. This is one of those learning styles that
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53 How to design training for this type of learner :
On-the-job, experiential trainings are best for this type of learner. When
possible, pair kinaesthetic learners with a mentor who can provide hands -
on training. Another option is AR or VR training that allows learners to
work through simulations of key activities.
This learning style will not benefit as much from videos or written
training.
4.4 SELF GENERATED LEARNING The self -generation effect describes how information is better remembered
when it is self -generated as opposed to passively consuming or interacting
it. Su ccessful companies such as Microsoft and Electronic Arts design
customization tools that are built into many of the great products we use
today. These tools reflect the importance of utilizing the phenomenon of
the self -generation effect. When you incorpor ate this phenomenon into
your designs, you will be able to create more memorable user interfaces.
Learning independently can be challenging, even for the brightest and
most motivated students. As a means of better understanding the processes
involved in th is mode of study, this Teaching Tip outlines key components
of four key stages to independent learning, known as self -directed
learning: being ready to learn, setting learning goals, engaging in the
learning process, and evaluating learning.
Step 1: Assess readiness to learn
Students need various skills and attitudes towards learning for successful
independent study. This step involves students conducting a self -
evaluation of their current situation, study habits, family situation, and
support network both at school and at home and also involves evaluating
past experiences with independent learning. For a detailed Learning Skills
Assessment Tool, read our Readiness to Learn Teaching Tip. Signs of
readiness for self -directed learning include being autonomous, organised,
self-disciplined, able to communicate effectively, and able to acce pt
constructive feedback and engage in self -evaluation and self -reflection.
Step 2: Set learning goals
Communication of learning goals between a student and the advising
instructor is critical. We've developed a set of questions for students to
consider as they map out their learning goals: our Unit Planning Decision
Guid e). Also critical in developing a clear understanding of learning goals
between students and instructors are learning contracts . Learning
contracts generally include:
 Goals for the unit of study
 Structure and sequence of activities
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54  Details about resource materials for each goal
 Details ab out grading procedures
 Feedback and evaluation as each goal is completed
 Meeting plan with the advising instructor
 Agreement of unit policies, such as a policy on late assignments
Once created, contracts should be assessed by the advising faculty member
and questions about feasibility should be raised (e.g., What could go
wrong? Is there too much or too little work? Is the timeline and evaluation
reasonable?).
Step 3: Engage in the learning process
Students need to understand themselves as learners in order to understand
their needs as self -directed learning students — referring students to our
resource on learning preferences may be helpful. Students should also
consider answering the following questions:
 What are my needs are: instructional methods?
 Who was my favourite teacher? Why?
 What did they do that was different from other teachers? Stu dents
should reflect on these questions throughout their program and
substitute “teacher” with “advising instructor”
Students also need to understand their approach to studying:
 A deep approach to studying involves transformation and is ideal for
self-directed learning. This approach is about understanding ideas for
yourself, applying knowledge to new situations and using novel
examples to explain a concept, and learning more than is required for
unit completion.
 A surface approach involves reproduction: co ping with unit
requirements, learning only what is required to complete a unit in
good standing, and tending to regurgitate examples and explanations
used in readings.
 A strategic approach involves organization: achieving the highest
possible grades, learn ing what is required to pass exams, memorizing
facts, and spending time practicing from past exams.
Earlier academic work may have encouraged a surface or strategic
approach to studying. These approaches will not be sufficient (or even
appropriate) for suc cessful independent study. Independent study requires
a deep approach to studying, in which students must understand ideas and
be able to apply knowledge to new situations. Students need to generate
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Introduction to Adult Learning and Different Methodologies
55 Step 4 : Evaluate learning
For students to be successful in self -directed learning, they must be able to
engage in self -reflection and self -evaluation of their learning goals and
progress in a unit of study. To support this self -evaluation process,
they should:
 regularly consult with the advising instructor,
 seek feedback, and
 engage in reflection of their achievements, which involves asking:
 How do I know I’ve learned?
 Am I flexible in adapting and applying knowledge?
 Do I have confidence in explaining material?
 When do I know I’ve learned enough?
 When is it time for self -reflection and when is it time for consultation
with the advising faculty member?
4.5 EXPERIENTIAL LEARNING Experiential Learning is the process of learning by doing. By engaging
students in hand s-on experiences and reflection, they are better able to
connect theories and knowledge learned in the classroom to real -world
situations.
Experiential learning opportunities exist in a variety of course - and non -
course -based forms and may include communit y service, service -learning,
undergraduate research, study abroad/away, and culminating experiences
such as internships, student teaching, and capstone projects, to name a
few.
When students participate in experiential education opportunities,
they gain:
 A better understanding of course material
 A broader view of the world and an appreciation of community
 Insight into their own skills, interests, passions, and values
 Opportunities to collaborate with diverse organizations and people
 Positive professional pr actices and skill sets
 The gratification of assisting in meeting community needs
 Self-confidence and leadership skills
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56 4.5.1 Experiential Learning Theory :
Kolb (1984) theory of experiential learning discusses the key components
of learning -by-doing, how i t works and the characteristics which
contribute to meaningful practice. As a widely -accepted theory, educators
can use incorporate the model to support teaching practice and learner
experience. The model is known for its holistic approach to student
learn ing, which incorporates action/reflection and experience/abstraction.
(Kolb & Kolb, 2011). There are four key phases to the experiential
learning cycle: concrete experience (CE), reflective observation (RO),
abstract conceptualization (AC), and active expe rimentation (AE) (Figure
3) (Kolb & Kolb, 2011). There is no starting or end -point to the cycle,
ensuring students can jump -in at any phase.

 Concrete experience (CE): This is the action phase. Students are
encouraged to try -out the action and have a new experience.
 Reflective observation (RO) : This is the observation phase. Students
are encouraged to intentionally reflect on their experience from
multiple perspectives and the factors involved (e.g. environment,
stakeholder, context, outcomes)
 Abstract con ceptualization (AC) : This is the integration phase.
Students are encouraged to integrate the experience (action and result)
into existing knowledge schemas and with existing theory. As a result,
a new concept is formed and can be applied to future experien ce(s).
 Active experimentation (AE) : This is the hypothesizing and trial
phase. Students are encouraged to hypothesize what will happen and
try the action out by making decisions and solving problems.
4.6 MOTIVATION AND PERFORMANCE A motivated employee is a business's most valuable asset. Research shows
that a highly motivated employee has a higher level of employee
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Introduction to Adult Learning and Different Methodologies
57 human resource department must find creative ways to keep people
motivated i n the workplace.
4.6.1 Ways t o Improve Motivation and Improve Performance :
Ways to improve motivation and improve performance in the workplace
include :
Proper employee compensation :
Many businesses incorrectly focus on what employees can do for them,
instead of wondering what they can do to make sure each team member
feels valued. A business cannot retain a motivated employee if they do not
reward employee hard work and productivity.
When an employee is not properly compensated their employee
engagement and employee performance levels will suffer greatly. Some
top talent employees may stay onboard and improve performance in your
workplace short term. However, in the long term, a top talent employee's
job satisfaction will lower to the point they will see k a good job elsewhere.
Positive company culture establishment :
Great company culture is a top employee want in the workplace.
Employers who make sure that job satisfaction and employee engagement
levels are high will likely improve performance and improv e employee
motivation all while creating a company culture th at is positive and
productive.
Make sure your human resource department creates the most positive
work culture possible. When your human resource department makes an
attempt to treat every emplo yee well you improve performance potential
for your entire company. Each team member should be recognized for
doing a great job.
Businesses do not often enough focus on improving their company culture
one person at a time. However, one employee can help e mployee
motivation transform completely if you reward employee hard work
correctly.
Goal setting improvements :
Make sure that every team member is given a voice in goal setting
conferences. When you make an effort to make every employee feel like
an equal ly important team member you improve employee morale overall.
Each one person at your company should have goal setting opportunities
provided. Whether this is a part of your training program or a human
resource best practice, it is essential to make sure a highly motivated
employee stays on staff long term.

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58 Analyse feedback :
Who better to understand employee want and employee need more than
your employees themselves? Human resource departments should have
each employee take routine employee engagement su rveys to make sure
they are doing a great job motivating employee development.
4.6.2 The Benefits of a Positive Relationship :
When business leaders focus on positively developing the relationship
between employee motivation and employee performance they wi ll
positively influence a large variety of business best practices.
Employee engagement boosts :
A positive relationship between employee motivation and employee
performance can increase employee engagement levels. In the United
States alone, an estimated $550 billion every year is lost in productivity as
a result of disengaged employees.
Better incentives :
Employee incentives are often considered the most effective way to
increase employee motivation in the workplace. However, it is important
to consisten tly increase incentives to increase employee motivation and
employee productivity long term. These benefits may include -
 Salary increases
 Regular bonuses
 Profit sharing
 Additional stock options
 All-inclusive vacations
Any successful business has a great e mployee incentive program coupled
with competitive employee job compensation and salary packages. To
keep an employee motivated your human resource department must make
sure to keep employee morale high through rich reward employee
incentive programs.
Goal setting and goal completion :
A business that includes the opinion of every team member possible will
likely result in better goal setting success. Not only is goal setting
improved but your objectives are more likely to be met and exceeded.
Employee eng agement and job satisfaction are dependent on the positive
relationship between employee performance and employee motivation in
the workplace. When you make sure your business is doing a great job,
motivating employee performance than your entire bottom li ne will profit.
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59 4.7 SELF -ASSESSMENT QUESTION Fill in the Blank .
1. Adult learning refers to the education and training pursued by mature
learners.
2. Andragogy is a term that refers to the concept of adult learning and
how it differs from children’s education.
3. Andragogy Developed by Malcolm Knowles in 1968
4. A process in which individuals take the initiative, with or without the
help of others is known as self-directed learning
5. Transformative Learning Originally developed by Jack Mezirow.
6. Transformative learning t heory touches on two basic kinds of learning
instrumental and communicative.
7. Andragogy is the “art and science of teaching adults.”
8. Visual/spatial learners lean heavily on images to process new
information.
9. Auditory learners learn by hearing information.
10. Linguistic learners process information best through speaking and
language
11. Logical/mathematical learners use distinct processes to break down
learning into steps.
12. Intrapersonal learners require solitude and reflection to really take
new information on board .
13. Social interaction is key for Interpersonal Learner
14. Kinaesthetic adult learners process information by doing.
15. A deep approach to studying involves transformation and is ideal for
self-directed learning.
16. A surface approach involves reproduction
17. A strateg ic approach involves organization
18. Experiential Learning is the process of learning by doing.
19. the key components of learning -by-doing of experiential learning was
developed by Kolb (1984)
20. A motivated employee is a business's most valuable asset. munotes.in

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60 21. Employee en gagement and job satisfaction are dependent on the
positive relationship between employee performance and employee
motivation in the workplace.
Answers:
1. Adult learning
2. Andragogy
3. 1968
4. self-directed learning
5. Transformative Learning
6. instrumental and communi cative.
7. Andragogy
8. Visual/spatial
9. Auditory learners
10. Linguistic learners
11. Logical/mathematical learners
12. Intrapersonal learners
13. Interpersonal Learner
14. Kinaesthetic
15. A deep
16. A surface
17. A strategic
18. Experiential Learning
19. Kolb (1984)
20. A motivated employee
21. Employee engagement and job satisfaction
Match t he Column . 1. Concrete experience (CE) 1. This is the hypothesizing and trial phase. 2. Reflective observation (RO) 2. This is the action phase. 3. Abstract conceptualization (AC) 3. This is the observation phase. 4. Active experimentation (AE) 4. This is the integration phase. munotes.in

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61 Answer s:
1. 2
2. 3
3. 4
4. 1
4.8 SUMMARY Adult learning refers to the education and training pursued by mature
learners. It is the process by which adults gain knowledge, competence,
and skills, whet her formally or informally. Early studies about adult
learning began in the mid -1960s when educators began exploring different
theories, models, and frameworks that explain how adult learners can be
distinguished from children.
By the mid -20th century, th ree major adult learning theories have
emerged: andragogy, self -directed learning, and transformative learning.
Adult learners who do commit to going back to school often benefit from a
curriculum based on seven key adult learning principles such as Self -
directed, Transformational, Experiential, Orientation to (or of) learning
Mentorship, Motivation, Readiness to learn
The major differences between child and adult learners are Whereas
children often require help, adults crave autonomy. Children have a
narrower viewpoint, but adults bring life experience to their learning.
Casting a broad net with kids is fine, but adults want direct application.
Kids might do it because you say so, but adults require more motivation.
The Major Types of Adult Learning Styles are Visual/spatial, Auditory,
Linguistic learners, Logical/mathematical learning, Intrapersonal,
Interpersonal, Kinaesthetic.
The self -generation effect describes how information is better remembered
when it is self -generated as opposed to passively cons uming or interacting
it. four key stages to independent learning, known as self -directed
learning: being ready to learn, setting learning goals, engaging in the
learning process, and evaluating learning.
Experiential Learning is the process of learning by doing. By engaging
students in hands -on experiences and reflection, they are better able to
connect theories and knowledge learned in the classroom to real -world
situations.
A motivated employee is a business's most valuable asset. Ways to
improve motivati on and improve performance in the workplace are Proper
employee compensation, Positive company culture establishment, Goal
setting improvements, Analyse feedback. munotes.in

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62 When business leaders focus on positively developing the relationship
between employee motiva tion and employee performance they will
positively influence a large variety of business best practices such as
Employee engagement boosts, Better incentives, Goal setting and goal
completion.
4.9 KEYWORDS  Adult learning refers to the education and trainin g pursued by mature
learners.
 Andragogy is a term that refers to the concept of adult learning and
how it differs from children’s education.
 Self-directed learning A process in which individuals take the
initiative, with or without the help of others
 Tran sformative Learning the expansion of consciousness through
which an individual can question themselves about their own feelings,
beliefs, assumptions, and perspective on their purpose .
 Visual/spatial lean heavily on images to process new information.
 Audit ory learners learn by hearing information.
 Self-Directed Learning When individuals pursue education to gain a
new skill or learn certain information.
 Linguistic learners process information best through speaking and
language
 Logical/mathematical learners use distinct processes to break down
learning into steps
 Intrapersonal learners require solitude and reflection to really take
new information on board.
 Interpersonal Learner are often extroverts who are ready and
willing to guide discussions with good emo tional intelligence.
 Kinaesthetic This is one of those learning styles that needs action to
make information stick.
 A deep approach to studying involves transformation and is ideal for
self-directed learning A surface approach involves reproduction
 Experie ntial Learning is the process of learning by doing.
 A motivated employee enthusiastic, driven and takes pride in their
work.
 Employee engagement a human resources (HR) concept that
describes the level of enthusiasm and dedication a worker feels
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63  Job satisfaction the level of contentment employees feel with their
job.
4.10 REFERENCE S  https://www.phoenix.edu/blog/adult -learning -theories -principles.html
 https://www.edgepointlearning.com/blog/adult -learning -styles/
 https://www.interacti on-design.org/literature/topics/self -generation -
effect
 https://uwaterloo.c a/centre -for-teaching -excellence/teaching -
resources/teaching -tips/tips -students/self -directed -learning/self -
directed -learning -four-step-process
 https://www.ke nt.edu/community/what -experiential -learning -and-
why-it-important
 https://www.mohawkcollege.ca/employees/centre -for-teaching -
learning/experiential -learning/experiential -learning -theory
 https://zipshiftbook.com/employee -motivation/motivation -and-staff-
performance.html
 https://research.com/education/adult -learning -theory

*****

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64 5
INTRODUCTION TO PREPARATION OF
TRAINING BUDGET, CALENDAR AND
TRAINING MODULES
Unit Structure
5.0 Objective
5.1 Introduction
5.2 Training Budget
5.2.1 What is a training budget?
5.2.2 How much do companies spend on training?
5.2.3 How to manage traini ng expenses
5.2.4 Importance of training budget
5.3 Budget Training Programme
5.3.1 Optimizing training structure and minimizing costs
5.3.2 Supporting company goals through efficient training budgets
5.4 Design Training (Calendar/schedules) Designing an d executing
Training inputs
5.4.1 How to Plan Your Annual Training Calendar
5.4.2 Training Program Framework Development
5.5 Establishing learning objectives
5.6 Developing training modules
5.6.1 How to create the best training modules
5.7 Role of ‘Acti ve Training’
5.7.1 How to Include Active Learning in Training
5.7.2 The Five Key Characteristics of Effective Training Programs
5.7.3 Benefits of Active Learning
5.8 Self-Assessment Question
5.9 Summary
5.10 Keywords
5.11 Reference s
5.0 OBJECTIVE  What is a training budget?
 Understand Importance of training budget
 Explore Optimizing training structure and minimizing costs
 Supporting company goals through efficient training budgets
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65  Understand Training Program Fra mework Development
 How to create the best training modules
 How to Include Active Learning in Training
 What are The Five Key Characteristics of Effective Training
Programs
 Understand The Benefits of Active Learning.
5.1 INTRODUCTION The right employee trai ning can often mean the difference between
sinking and soaring when it comes to meeting your business goals and
projections for the year. Employees who understand your expectations and
how they need to be met in order to meet goals are likely to feel more
confident than employees who are guessing and throwing spaghetti against
the wall to see what sticks.
Learn to create an accurate training budget plan and empower your
employees to be at their best without overspending and backing your
organization into a financial corner.
A good training budget definition is comprehensive, includes all costs
related to training and acts as a road map for how funds should be used for
training throughout the year. This helps ensure that you get the most bang
for your buck an d do not end up overspending on fancy lunches or dinners
while not providing the best possible trainers and materials.
Your training budget fits into the overall budget of your organization and
should typically comprise only 1 to 5 percent of your overall expenditures
on salary. A simple web search for training program budget examples will
help you see what most companies in your industry include as important
expenses.
Training Calendar plays a crucial role in the training process. It is a
comprehensive sch edule of all the programs, modules and courses, which
are going to be conducted over a specified period of time. It is the training
calendar, which will be used downstream in all the processes. The training
administrator, faculty and the trainees will oper ate based on the training
calendar.
The Training calendar provides for scheduling of programs, modules and
courses, independent modules, and independent courses. All the details
like date and time when the training is going to be conducted, the faculty
who is going to handle it and the venue in which it is going to be
conducted can be captured.
If a program is scheduled in a training calendar, the user can enter details
about the modules and the courses of the program by visiting another
page. Similarly, if a module is scheduled in a training calendar, the user
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66 There are various inputs to a training calendar. Training plan, requests
made by employees, training needs identified and wait listed employees
are just a few of them. Training needs identified will give a list of
Competency Gaps across the organization and the courses which, when
attended, will help bridge the Competency Gaps.
The Ramco Training Module provides for maintaining separate training
calendars for employees and external people. The Training Calendar
defined for the employees will be an Internal Training Calendar and the
one defined for external people will be an external training calendar.
The training Calendar will be available for Author ization if the Course
Start and End Dates are given for all independent courses and those under
a program and Module of the training calendar. Only if the training
calendar is authorized, it will be available for downstream processes like
Trainee Enrolment , Trainee Attendance, and Trainee Evaluation etc. Once
all Training activities scheduled in a Training Calendar are complete, the
Training Calendar can be ‘Closed’, after which that particular Training
Calendar will not be available for other processes.
The ‘Create Training Calendar - Internal ‘activity will enable creating
Training Calendars for employees. The Edit activity will provide for
modifying/ deleting the details of the Training Calendar. The view activity
will provide for viewing the details of t he Training Calendar.
The ‘Create Training Calendar - External ‘activity will enable creating
Training Calendars for External people. The Edit View activity will
provide for modifying/ deleting the details of the Training Calendar. The
view activity will p rovide for viewing the details of the Training Calendar.
5.2 TRAINING BUDGET Well -trained employees are essential to the success of any company.
Unfortunately, in a bad economy, a lot of businesses consider employee
development to be an unnecessary expense . But while cutting your
training budget can seem like the logical thing to do, stop and think about
its long -term implications, as they can far outweigh the immediate costs
saved.
The right training program will have a plethora of benefits for a
company: it increases employee engagement, retention, and productivity;
it decreases the need for supervision, reduces absenteeism, improves
customer service, and boost sales.
Well -trained employees make fewer mistakes and, because they feel
valued and appreciated, training increases their commitment and personal
confidence.
It’s all about creating a positive and stimulating work environment. If you
plan your training budget wisely, you can minimize staff turnover and
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67 5.2.1 What is A Training Budget?
There is no real need to go into lengthy explanations about the training
budget definition, but it’s good to have a general idea of what it is and
what it isn’t. Think of it as all direct and indirect costs associated with
courses and materials nee ded to analyse, design, develop, implement,
evaluate, and maintain employee training or retraining.
In some sectors, there is an ongoing requirement for maintaining
certifications to adhere to local, state and federal regulations related to
their jobs. Thi s can create substantial expense for small and medium
companies.
Creating a training budget plan is not just necessary from a regulatory
point of view, but it does make sense financially. It is one way to ensure
your personnel has the skills and competenci es required to complete tasks
up to the required standard of quality.
5.2.2 How Much Do Companies Spend on Training?
Many medium and large organizations invest anywhere from 2 to 5% of
salary budgets back into training. While that may not be realistic for a
small business, it’s important to find a training budget per employee your
company can absorb. For this purpose, you can go on a ‘needs’ basis. For
example, outside trainers can seem attractive, but they are not absolutely
necessary.
Sometimes, senior em ployees under management supervision can do just
as good a job as external training providers, and they’ll cost you next to
nothing. Of course, it all depends on the type of training you’re interested
in, as some professional and industry -specific subjects can’t be handled
internally.
Before you begin planning your budget, start by assessing the training
needs of your business. You may need to focus on researching which skill
deficit is affecting productivity and performance. This way,
your program can iden tify and focus on the real issues and actual needs of
the business and its employees, and your training budget can be put to
good use.
5.2.3 How to Manage Training Expenses :
Budgeting for your company’s training needs does not mean using surplus
money when you have it. Ideally, you need to build a separate line item for
training into your annual budget. A training budget should factor in the
following costs:
 Initial briefing about the training program
 Training delivery (e.g. classes, video tutorials, e Learning, course fees)
 Training materials (workbooks, videos)
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68  Instructor fee (if applicable)
 Travel, lodging or meal expenses required to participate (if
applicable)
 Ongoing training (upkeep)
 Contingencies
Upon approval, your training budget needs to be carefully managed if you
want to stay on track. This responsibility lies with the HR department.
Naturally, every now and then there will be extra costs due to unforeseen
events, such as employees quitting or temporarily le aving the company
(maternity leave, sick days, vacations, etc.).
Bear in mind that training costs increase if you need to rely on
external resources. As your company and staff grows, your training cost
per employee will increase as well.
Keep in mind that the most important item in effective cost management is
understanding the cost -revenue structure of your business. When you take
a strategic view of your training program, you can accurately determine
what your company needs and how to go about delivery in the most cost -
efficient way possible.
Prioritize and develop a clear understanding of how the learning and
development activities can be factored into your organization’s strategy.
This will allow you to achieve the desired results without going over the
budget.
5.2.4 Importance of Training Budget :
Establishing a training budget for your organization ensures you allocate
appropriate funds for employee development over the course of a year. By
planning for training expenses and linking them to strategic obj ectives,
you typically avert cost -cutting measures that could reduce your training
budget if executives perceive it as overhead or superfluous. Ensure that
your employees get the skills and knowledge they need to perform
effectively on the job. Make allowa nces for tuition reimbursement for
career development as well.
Readiness :
Managing training budgets and resources effectively ensures that
personnel have the skills and competencies required to complete job tasks.
The training budget includes the direct an d indirect costs required to
analyse, design, develop, implement, evaluate and maintain courses and
materials. In some industries, employees must maintain their credentials to
adhere to local, state and federal regulations. For example, the
Occupational Sa fety and Health Administration standards require
employers to train employees on health and safety topics related to their
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69 Benefits :
Gathering the costs as sociated with training programs allows sponsors and
stakeholders to prioritize efforts and dist ribute funding accordingly. For
example, create a spreadsheet listing training activities, development and
delivery costs, number of people affected and potential business impact.
This allows sponsors and stakeholders to optimize training expenses by
evalu ating the options, comparing development costs to purchasing off -
the-shelf courses and considering different methods of providing
instruction, such as distance learning, self -paced modules or social media
mechanisms. Reviewing the training budget from a pr evious year allows
you to evaluate what worked and what didn’t.
Alignment :
Identifying funds for training ensures that employees get the programs
they need to accomplish the company’s strategic goals. For example, if
you state your company’s goal is to red uce product errors, eliminate waste
and improve customer satisfaction, you might consider training that
certifies your personnel in quality management techniques such as Six
Sigma. By identifying the costs associated with Six Sigma training at the
beginnin g of the year, you ensure these programs can proceed throughout
the coming months. Rather than wait to expose performance gaps, certify
individuals as Black Belts to start off in the right manner.
Monitoring :
After establishing a comprehensive training bud get, you can monitor
expenses associated with training activities and ensure you’re getting the
most for your money. For example, if you running training classes for 20
participants and only five people attend, utilization is low and might
indicate a poor use of your funds. By monitoring instructor costs, training
material printing and other expenses, you can spot trends and implement
actions to reduce unnecessary spending.
5.3 BUDGET TRAINING PROGRAMME A training budget refers to the direct and indirect co sts and resources used
to train employees in an organization . It includes the cost of courses,
books, and other learning materials. It also includes indirect costs like
wages, compensation, and time spent setting up training
5.3.1 Optimizing Training Struc ture and Minimizing Costs :
Once you have prioritized the training needs of your employees and
drafted an initial training budget, you can look at ways to maximize its
cost-efficiency. Once you look at the cumulative expenses of training cost
per employee, you can consider several ways of reducing them:
Internally :
There are a lot of options for employers who can’t afford to bring outside
help and they can produce adequate results in training your employees.
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70  Rolling out group training : Earn vo lume discounts
by training multiple employees at once.
 Finding trainers within your company: Focus on training one
employee with strong communication and interaction skills and have
them train the rest. You can expand their job description to include
training their colleagues.
 Hosting weekly or monthly events: These don’t have to be formal
and are a great way for team members to get involved, educated, and
motivated. Select a topic of discussion in advance and cover all
questions and concerns they may have. Listen to the information
they’re sharing and synthesize it in follow -up e-mails or memos for
quick access.
 Cross -training employees: This is common practice in businesses
that rely on an agile workforce. Give your employees new roles or
responsibilities and have them sit with someone who is comfortable
performing the tasks you want them to learn. Change roles frequently
to keep your employees motivated and continuously learning.
 Starting a mentorship program: Expanding on cross -training
employees, a mento rship program benefits new and inexperienced
workers without having you actually pay for their training. Have a
senior worker act as a mentor and ease their transition into your
corporate environment. The added benefit of a mentorship program is
increased accountability.
Externally :
External training resources don’t have to break the bank and throw your
training budget out of order. If you’re smart about how you distribute
resources and take advantage of industry -specific offers, there are ways to
optimize your training costs:
 Re-using materials: Most training materials such as videos have a
long shelf life and may be used repeatedly. A lot of offices don’t want
to have anything lying around that’s not constantly in use, but
textbooks, CDs, and DVDs can be s tored and used for new
employees, so don’t be quick to throw them away just yet.
 eLearning: Online options are more affordable than traditional
training. eLearning is usually associated with decreased material costs
as all or most of the training informati on is available online. It allows
for flexibility and reduces travel costs too, as employees can access
courses remotely.
The eLearning model supports the learner’s development in real -time and
offers a certain degree of personalization and synchronization .
 Associations or trade groups: Some industry associations offer
discounted or free training programs for members at annual events,
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71  Turning to your vendors and clients: You can negotiate free or
reduced -cost training from your vendors for specific projects or
products. Clients are motivated to invest in training if it means they
will receive better service.
You can use these techniques individually or try a combination based on
your business needs. Ultimately, having the right training program in place
will save you money in the long run.
5.3.2 Supporting Company Goals through Efficient Training Budgets :
Ultimately, efficient training cost management comes down to
employee commitment. If you want to be successful you need to fac tor in
this component. This means setting specific goals for employees that you
expect them to achieve.
Of course, they shouldn’t feel pressured that their jobs depend on it, but
holding them accountable is part of the dynamic of your working
relationship.
Many employers use training courses as part of employee annual
performance reviews to address competency gaps, as well as
employees’ desired areas of improvement. This includes setting specific
training goals for each employee and letting them know they a re
monitored.
It’s a good idea to assess the impact training has had on their overall skills
and performance on a monthly and annual basis as well.
If you are paying for outside classes to improve their knowledge on a
specific subject, get employees to com mit to working for you for a
specified period of time after completing the training. You can have
your HR department include a reimbursement clause in their employment
contract if they aren’t able to fulfil the agreement.
Ultimately, you want to have the f ull support for training efforts from
your senior staff and HR employees. If they understand the long -term
value of employee development and training budget allocation, they will
be able to assist you in every way possible.
5.4 DESIGN TRAINING (CALENDAR / SCHEDULES) DESIGNING AND EXECUTING TRAINING INPUTS The Training calendar provides for scheduling of programs, modules and
courses, independent modules, and independent courses. All the details
like date and time when the training is going to be conducted, the faculty
who is going to handle it and the venue in which it is going to be
conducted can be captured. One of the ways EHS leaders create an
effective employee training program is by simply planning their annual
training calendar in advance.
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72 The proce ss of designing a training program is not an easy task. Many
problems occur in the process of designing a training program. Some of
the common problems are; creating training that does not support a
business goal, problems that training cannot fix, how to identify the
purpose of a training program, and sometimes all of these things.
5.4.1 How to Plan Your Annual Training Calendar :
Taking the time to outline your objectives, determine what training is
needed, and organize your efforts goes a long way toward improving your
results. Plus, having a documented training strategy in place allows you to
stick to your budget without any hiccups. With that in mind, here are a few
steps you can take to set yourself up for success all year long.
Identify required traini ng:
The first step in planning your annual training calendar is to identify
required training. This includes training required by law, by contractual
obligations, or by your company. Be sure to think about training for both
new hires as well as existing em ployees.
Examples of required training might include:
 OSHA HAZWOPER training
 EPA Method 9 certification
 RCRA refresher
 SPCC training
 Emergency action plans
 Sexual harassment training
Determine additional training opportunities :
After you’ve identified any required training, think about any additional
training opportunities that can help promote a safe and compliant
workplace.
Reviewing the past year’s incident trends is a good place to start. What
root causes contributed to incidents last year? Are there a ny patterns in
near-misses or other leading indicators? What types of training could you
provide to help prevent these incidents from occurring? Incident
investigations, JSAs, and employee observations are all useful sources of
information.
You might also want to talk to your employees to find out what types of
training are needed. Some questions to ask include:
 What types of training or topics would you like to see in the next 12
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73  What would help you do your job more safely and effectively?
 Which l earning formats work best for you?
Many employers choose to supplement their formal training with informal
safety meetings or toolbox talks. These talks can focus on specific job -
related hazards and concerns, or safety best practices.
Decide on a trainin g format :
Next, you’ll want to consider how each training will need to be delivered.
In-person lectures, videos, on -the-job training, and self -paced online
courses are just a few of the delivery methods available. Which format
you choose will depend on the training topic and the resources you have
available. It will also depend on whether the training is company -wide, or
specific to only certain roles or individuals.
When thinking about training formats, you’ll want to consider who will
provide the trainin g. Will you need to schedule outside speakers or
trainers? Can managers or employees from your company deliver some of
the training? Will some training be delivered online, and if so, how?
Determine your budget :
Meeting all your employee’s training needs w ithout exceeding your
budget can be a challenge. Having a clear idea of your required and
recommended training needs will help you prioritize your budget so you
can achieve the desired outcomes without breaking the bank.
As you plan your budget, remember t o factor in direct and indirect
costs like:
 Course delivery
 Training materials
 Staff time (including replacement time)
 Instructor fee (if applicable)
 Travel, lodging or meal expenses required to participate (if
applicable)
Take inventory of your existing t raining materials :
When it comes to training materials, you don’t need to reinvent the wheel.
There’s a good chance you already have lots of content stashed away that
could be put to better use.
Instead of spending a ton of time and money on something new , take stock
of your existing training materials. What content is available? Can there be
updated to meet your current needs? Don’t limit yourself to just training
content. Videos, PowerPoint presentations, and Word documents can all
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74 Once you’ve gone through your existing materials, you may find that there
are still some gaps. In that case, it’s worth taking a look online to see if
there are any free training materials that meet your needs.
Some good sources for free train ing materials include:
 OSHA Training Materials Library
 National Safety Council
 BLR
 Texas Department of Insurance
Review your training management system :
Finally, now is a good time to review your training management system.
You will need to have a system in place to document training activities,
view specific assignments and status, and ensure that employees have
completed assigned training.
Ideally, you should also be able to track the effectiveness of your training
programs alongside specific organizatio nal issues, so you can identify
areas where additional training is needed.
If you can’t easily see this information without jumping between
spreadsheets or folders, it may be time to update your training
management system.
5.4.2 Training Program Framework Development :
When developing your training plan, there are a number of considerations.
Training is something that should be planned and developed in advance.

Needs Assessment :
The first step in developing a training program is to determine what the
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75 needs assessment: organizational assessment, occupational (task)
assessment, and individual assessment:
Organizational assessment :
In this type of needs assessment, we can determine th e skills, knowledge,
and abilities a company needs to meet its strategic objectives. This type of
assessment considers things such as changing demographics and
technological trends. Overall, this type of assessment looks at how the
organization as a whole can handle its weaknesses while promoting
strengths.
Occupational (task) assessment :
This type of assessment looks at the specific tasks, skills knowledge, and
abilities required to do jobs within the organization.
Individual assessment :
An individual ass essment looks at the performance of an individual
employee and determines what training should be accomplished for that
individual.
We can apply each of these to our training plan. First, to perform an
organizational assessment, we can look at future trend s and our overall
company’s strategic plan to determine training needs. We can also see
how jobs and industries are changing, and knowing this, we can better
determine the occupational and individual assessments.
Researching training needs can be done thro ugh a variety of ways. One
option is to use an online tool such as Survey Monkey to poll employees
on what types of training they would like to see offered.
As you review performance evaluations turned in by your managers, you
may see a pattern developing showing that employees are not meeting
expectations. As a result, this may provide data as to where your training
is lacking.
There are also types of training that will likely be required for a job, such
as technical training, safety training, quality trai ning, and professional
training. Each of these should be viewed as separate training programs,
requiring an individual framework for each type of training. For example,
an employee orientation framework will look entirely different from an in -
house technic al training framework.
Training must be tied to job expectations. Any and all training developed
should transfer directly to the skills of that particular employee.
Reviewing the HR strategic plan and various job analyses may help you
see what kind of trai ning should be developed for specific job titles in
your organization.
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76 Learning Objectives :
After you have determined what type of training should occur, learning
objectives for the training should be set. A learning objective is what you
want the learner to be able to do, explain, or demonstrate at the end of the
training period. Good learning objectives are performance based and clear,
and the end result of the learning objective can be observable or measured
in some way. Examples of learning objectives might include the
following:
 Be able to explain the company policy on sexual harassment and give
examples of sexual harassment.
 Be able to show the proper way to take a customer’s order.
 Perform a variety of customer needs analyses using company
software.
 Understand and utilize the new expense -tracking software.
 Explain the safety procedure in handling chemicals.
 Be able to explain the types of communication styles and strategies to
effectively deal with each style.
 Demonstrate ethics when handling customer complaints.
 Be able to effectively delegate to employees.
Once we have set our learning objectives, we can utilize information on
learning styles to then determine the best delivery mode for our training.
Learning Styles :
Understanding learning styles is an important component to any training
program. For our purposes, we will utilize a widely accepted learning style
model. Recent research has shown that classifying people into learning
styles may not be the best way to determine a style, and most people h ave
a different style depending on the information being taught. In a study by
Pashler et al., the authors look at aptitude and personality as key traits
when learning, as opposed to classifying people into categories of learning
styles. Bearing this in mi nd, we will address a common approach to
learning styles next.
An effective trainer tries to develop training to meet the three
different learning styles1:
 Visual learner : A visual learner usually has a clear “picture” of an
experience. A visual learner of ten says things such as “I can see what
you are saying” or “This looks good.” A visual learner is best reached
using graphics, pictures, and figures.
 Auditory learner : An auditory learner learns by sound. An auditory
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77 this situation?” The auditory learner will learn by listening to a lecture
or to someone explaining how to do something.
 Kinaesthetic learner : A kinaesthetic learner learns by developing
feelings toward an experience. These typ es of learners tend to learn by
doing rather than listening or seeing someone else do it. This type of
learner will often say things such as “This feels right.”
Most individuals use more than one type of learning style, depending on
what kinds of informati on they are processing. For example, in class you
might be a visual learner, but when learning how to change a tire, you
might be a kinaesthetic learner.
Delivery Mode :
Depending on the type of training that needs to be delivered, you will
likely choose a different mode to deliver the training. An orientation might
lend itself best to vestibule training, while sexual harassment training may
be better for web -based training. When choosing a delivery mode, it is
important to consider the audience and budget c onstrictions. For example,
Oakwood Worldwide, a provider of temporary housing, recently won the
Top 125 Training Award for its training and development programs. It
offers in -class and online classes for all associates and constantly add to its
course cata logue. This is a major recruitment as well as retention tool for
its employees. In fact, the company credits this program for retaining 25
percent of its workforce for ten years or more.
Types of Training and Delivery : Delivery Method Type of Training Suggested On-the-job coaching Technical training Skills training Managerial training Safety training Mentor Technical training Skills training Managerial training Safety training Brown bag lunch Quality training Soft skills training Professional training Safety training Web-based Technical training Quality training Skills training Soft skills training Professional training Team training munotes.in

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78 Managerial training Safety training Job shadowing Technical training Quality training Skills training Safety training Job swapping Technical training Quality training Skills training Professional training Team training Managerial training Safety training Vestibule training Technical training Quality training Skills training Soft skills training Professional training Team training Managerial training Safety training
Budget :
How much money do you think the training will cost? The type of training
performed will depend greatly on the budget. If you decide that web-based
training is the right delivery mode, but you don’t have the budget to pay
the user fee for the platform, this wouldn’t be the best option. Besides the
actual cost of training, another cost consideration is people’s time. If
employees are in train ing for two hours, what is the cost to the
organization while they are not able to perform their job? A spreadsheet
should be developed that lists the actual cost for materials, snacks, and
other direct costs, but also the indirect costs, such as people’s time.
Delivery Style :
Taking into consideration the delivery method, what is the best style to
deliver this training? It’s also important to keep in mind that most people
don’t learn through “death by PowerPoint”; they learn in a variety of
ways, such as a uditory, kinaesthetic, or visual. Considering this, what
kinds of ice breakers, breakout discussions, and activities can you
incorporate to make the training as interactive as possible? Role plays and
other games can make the training fun for employees. Ma ny trainers
implement online videos, podcasts, and other interactive media in their
training sessions. This ensures different learning styles are met and also
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79 Audience :
Considering your audience is an important aspect t o training. How long
have they been with the organization, or are they new employees? What
departments do they work in? Knowing the answers to these questions can
help you develop a relevant delivery style that makes for better training.
For example, if yo u know that all the people attending the training are
from the accounting department, examples you provide in the training can
be focused on this type of job. If you have a mixed group, examples and
discussions can touch on a variety of disciplines.
Conten t Development :
The content you want to deliver is perhaps one of the most important parts
in training and one of the most time -consuming to develop. Development
of learning objectives or those things you want your learners to know after
the training makes for a more focused training. Think of learning
objectives as goals —what should someone know after completing this
training? Here are some sample learning objectives:
 Be able to define and explain the handling of hazardous materials in
the workplace.
 Be abl e to utilize the team decision process model.
 Understand the definition of sexual harassment and be able to
recognize sexual harassment in the workplace.
 Understand and be able to explain the company policies and structure.
After you have developed the obj ectives and goals, you can begin to
develop the content of the training. Consideration of the learning methods
you will use, such as discussion and role playing, will be outlined in your
content area.
Development of content usually requires a development o f learning
objectives and then a brief outline of the major topics you wish to cover.
With that outline, you can “fill in” the major topics with information.
Based on this information, you can develop modules or PowerPoint slides,
activities, discussion qu estions, and other learning techniques.
Timelines :
For some types of training, time lines may be required to ensure the
training has been done. This is often the case for safety training; usually
the training should be done before the employee starts. In o ther words, in
what time frame should an employee complete the training?
Another consideration regarding time lines is how much time you think
you need to give the training. Perhaps one hour will be enough, but
sometimes, training may take a day or even a week. After you have
developed your training content, you will likely have a good idea as to
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80 not have a lot of time for training and keep the training time realistic and
concise.
From a long -term approach, it may not be cost effective to offer an
orientation each time someone new is hired. One consideration might be to
offer orientation training once per month so that all employees hired
within that month are trained at the same time .
Development of a dependable schedule for training might be ideal, as
in the following example:
 Orientation is offered on the first Thursday of every month.
 The second and third Tuesday will consist of vestibule training on
management skills and communica tion.
 Twice yearly, in August and March, safety and sexual harassment
training will be given to meet the legal company requirements.
Developing a dependable training schedule allows for better
communication to your staff, results in fewer communication iss ues
surrounding training, and allows all employees to plan ahead to attend
training.
Communication :
Once you have developed your training, your next consideration is how
you will communicate the available training to employees. In a situation
such as an or ientation, you will need to communicate to managers, staff,
and anyone involved in the training the timing and confirm that it fits
within their schedule. If it is an informal training, such as a brown bag
lunch on 401(k) plans, this might involve determin ing the days and times
that most people are in the office and might be able to participate. Because
employees use Mondays and Fridays, respectively, to catch up and finish
up work for the week, these days tend to be the worst for training.
Consider utilizi ng your company’s intranet, e -mail, and even old -
fashioned posters to communicate the training. Many companies have
Listservs that can relay the message to only certain groups, if need be.
Measuring Effectiveness :
After we have completed the training, we w ant to make sure our training
objectives were met. One model to measure effectiveness of training is the
Kirkpatrick model (Kirkpatrick, 2006), developed in the 1950s. His model
has four levels:
 Reaction : How did the participants react to the training prog ram?
 Learning : To what extent did participants improve knowledge and
skills?
 Behaviour : Did behaviour change as a result of the training? munotes.in

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81  Result s: What benefits to the organization resulted from the training?
Each of Kirkpatrick’s levels can be assessed us ing a variety of methods.
We will discuss those next.
Kirkpatrick’s Four Levels of Training Evaluation

5.5 ESTABLISHING LEARNING OBJECTIVES Learning objectives are measurable steps that lead toward a goal.
Objectives should be written in statements that identify what students
should KNOW, UNDERSTAND, and BE ABLE TO DO as a result of
participating in planned instructional activities. The learning objectives
indicate and direct appropriate assessment methods, frame what and how
content is taught, guide clas s activities, help identify resources to support
student learning, and provide the basis for program faculty discussions on
courses and program review.
Know :
 the four scales of measurement
 different kinds of graphs and their proper use (and misuses)
 applic ations of descriptive statistics, including central tendency,
variability, correlation
 the purpose of linear regression
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82 Understand :
 Statistics is a useful language for symbolically modeling quantitative
data and thus simplifying and analysing our world
 Data consists of structure plus variability
 Statistics can be used to make valuable, reliable inferences from
quantitative data
 The appropriate communication and interpretation of statistics is
essential to avo id statistical abuse and/or misunderstanding
Be Able To Do :
 Engage in statistical problem solving
 To randomly select a sample from a population
 Perform the following procedures using statistical software
 Recode existing variables in a dataset and generate new variables
from existing variables
 Produce descriptive statistics including frequency distributions,
measures of central tendency, measures of variability, and graphs
such as histograms, box plots, and scatterplots
 Perform a test of statistical signific ance to assess the relationship
between two quantitative variables and interpret and communicate the
results in writing
 Construct a prediction model using simple linear regression and
interpret the resulting values.
 Choose and apply appropriate inferential analyses to real situations in
order to draw conclusions about a population.
 Recognize the strengths and limitations of quantitative data analysis
and quantitative research methods
 Communicate using scholarly language (i.e., APA writing guidelines)
the an alyses, the results of the analyses, and the interpretation and
conclusion of the analyses.
5.6 DEVELOPING TRAINING MODULES A training module is a segment of an overall digital corporate eLearning
course that focuses on a specific topic or objective. Think of training
modules like a chapter of a book. Each module (or chapter) acts as a step
in a learner’s journey, each time edging closer to completing the overall
course.
Training modules can vary in format, from interactive videos and quizzes
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83 a blend of different training module types to ensure you’re catering for
different learning styles and promoting employee engagement throughout.
Let’s take a look at the best practices for buildi ng training modules as part
of your corporate eLearning course.
5.6.1 How to Create The Best Training Modules :
Wondering how to create online training modules? Here are our
recommended steps to follow when building the most effective online
workplace train ing modules:
Step 1: Establish your training objectives
The most important step comes right at the beginning and that’s
understanding the challenge! Set objectives on what you need your
training to achieve.
To do this, it’s important that you understand t he problems that your teams
are coming up against, the priority areas that need addressing and what an
ideal outcome looks like. That way, you can begin to work backwards and
get to the crux of what you need your users to learn as a result of your
training course.
Once you’ve established this, you can start to break this down into topics
and map out the different modules you need to create. For each training
module, be sure to set SMART goals(specific, measurable, achievable,
realistic and time -bound) so y ou can measure how they perform and make
iterations at a later stage, if necessary.
Step 2: Define your audience
It’s vital that you understand who exactly the training is for so that you
can pitch it at the right level: training that’s too difficult or si mplistic will
cause a drop off in engagement and participation.
Take some time to get to grips with your audience so you can establish an
appropriate tone of voice and difficulty level. Depending on your
audience, you may need to break certain topics into multiple corporate
eLearning modules, while for others, one module may be sufficient, so be
mindful of this in the planning stage.
When creating eLearning courses, consider whether there are any specific
learning styles that may yield better participatio n or engagement rates
from your audience. For example, if your audience is particularly time -
poor, it may be worth creating microlearning modules – and if your
audience has previously demonstrated a lack of engagement with
eLearning modules, consider integ rating gamified elements to boost
employee participation.
Step 3: Decide on the right content format
There’s no such thing as one size fits all when it comes to building
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84 others. Engag e Subject Matter Experts at this stage to determine the best
content format for each module. We’ve also compiled a breakdown of
different formats from our showcase page to help you decide:
Scenario -based learning :
This type of training module is great for complex projects that are made
up of lots of different aspects. Scenario based learning allows the learner
to explore different situations and reflect on the actions they would take
and the impact this would have.
Best for:
 Allowing employees to test real -life scenarios in a simulated
environment
 Creating an immersive learning environment
 Challenging your learners to think independently a nd react to
different scenarios
Video :
Video is one of the most engaging training module types and great for
how-to type content. Video is also an effective medium for conveying
stories and evoking emotion, which can make it a good option for HR -
related training.
Best for:
 Presenting information in an immersive, emotive, and engaging way
 Quick employee onboarding
 Product de mos
Microlearning :
Microlearning is where topics are broken down into short, bite size
training modules, allowing for greater flexibility and higher learner
engagement. It can be a useful format for making large complex topics
into easier -to-consume chunks of information.
Best for:
 Time poor employees
 Conducting training little and often
 Focusing on core messages and takeaways
Quizzes :
Utilizing quiz modules within your corporate eLearning course can inject
an element of fun and transform potentially borin g content into an
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85 knowledge to the test and build on their performance throughout the
training, creating a sense of achievement as they progress through the
eLearning modules.
Best for:
 Challe nging your learners
 Rewarding and incentivizing users with leader boards and badges
 Tracking how well your employees have understood a particular topic
Personalized training modules :
Personalized training modules use branching scenarios to personalize the
content, based on the responses of the user. It’s an effective way to ensure
that when you create eLearning content, it is tailored to different
individuals and is relevant and useful to them.
Best for:
 Assessing skips gaps
 Delivering the most relevant co ntent
 Self-reflective learning
Step 4: Create your training module template
Once you’ve decided which workplace training module is the best fit, it’s
time to build your training module template using your chosen authoring
tool. Either build from scratch or from pre -existing eLearning design
templates. Editing an existing template can save you time and help to
ensure consistent branding throughout.
Elucidat’s Learning Accelerator feature automatically recommends the
best eLearning module templates for your project based on your learning
objectives to help you get the best results Choose from 25+ expertly
designed templates with best -practice advice baked in and create your
content with confidence.
Step 5: Test and test again
Before launching your online t raining module, it’s critical that you test it
on a sample audience and generate feedback from other stakeholders.
Testing will help to identify any potential snags or gaps in the training that
may need addressing before it’s pushed out to your intended au dience.
Consult your Subject Matter Experts again at this point who can advise on
any additional content to include or where existing content can be
improved.
Collect feedback from your test audience on their general experience, the
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86 follow? Did they find it engaging? This can inform any improvements that
can enhance the user experience or make the content easier to digest.
Step 6: Upload and launch your training module
Once you’ve i mplemented any changes from the testing stage, it’s ready to
go! Now you can upload your module to your LMS and officially set it
live for your learners to access.
It’s important that you review how your training module performs against
your SMART goals o n a regular basis to understand whether further
improvements can be made, or if it’s worth creating supporting modules
that can help employees top up their knowledge.
5.7 ROLE OF ‘ACTIVE TRAINING’ Active learning allows participants more control over thei r environment
and the responsibility for learning. Three formal training design elements
for guiding participants are used with active learning:
 Cognitive : how is the trainee focusing attention?
 Motivational : where is the effort of the trainee being direct ed?
 Emotional : in what ways is the trainee “managing” emotions?
These active learning design elements ensure that the employee learns and
retains the training objectives through active participation. It allows the
participants to explore or experiment with the information or task
presented. The information presented gives the trainee an opportunity to
infer various principles and strategies for effective performance. An active
learning approach goes beyond “learning by doing” and focuses on how
the training affects the trainee cognitively, motivationally, and
emotionally. Traditional learning approaches, such as lectures followed by
practice opportunities, are more passive in nature. The key distinction
between the active and passive approaches to training i s this:
with active learning the individual is actually constructing and processing
the information while with passive learning the information is simply
presented and rehearsed.
5.7.1 How to Include Active Learning in Training :
Each active learning design element contains a set of specific components
for inclusion in a training program, and ensures that trainees maintain
control over their learning.
Cognitive :
Instead of expecting trainees to retain information that has simply been
presented to them, exp loratory learning allows trainees to specifically
focus their attention on the task presented. This can be accomplished
through: munotes.in

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87  Active Exploration : trainee is given minimal guidance, and allowed
to freely explore and experiment with the tasks
 Guided Explo ration : trainee explores the task in a systematic way,
planned by the trainer
Although participants using exploratory methods may perform poorly on
training evaluations, their transfer of knowledge and skills back to the job
is typically better compared to trainees using traditional, instructive
training methods.
Motivational :
Framing errors as part of the learning process encourages trainees to
maintain their focus and learn from their mistakes. Simply acknowledging
that errors will be made positively af fects overall performance. In contrast,
trainees who are encouraged to avoid errors (often characteristic of passive
learning techniques) may perform well during the training, making
minimal mistakes, yet are unable to transfer the learning to other settin gs.
Emotional :
Maintaining emotional control during training can help trainees to reduce
performance anxiety and decrease negative emotional reactions.
Reinforcing positive thoughts or emotions throughout training can be
useful, especially during portions of the training that are particularly
demanding or difficult. This can be as simple as including emotional cues
and statements within the training like “Maintain a positive attitude”. This
can increase trainees’ emotional control, improving both training
performance and transfer of training to the workplace.
5.7.2 The Five Key Characteristics of Effective Training Programs :
Here are five important characteristics of effective training
programs that must be kept in mind to ensure the best results in an
individual and organizational level:
Personalized :
Allow for the organization of information into packages for different types
of people and their individual requirements.
Inquiry -Based :
Allow for learners to share and comment on different sources of
informat ion and experiences, thus working together to solve issues and
share advice.
Collaborative :
Allow participants to work with others and thus enhance their learning
experience. Teamwork is crucial to any organization and training
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88 Interdisciplinary :
Always ensure that training programs incorporate various different areas
of knowledge, not just the person’s area of expertise.
Networked :
Ensure that as many people as possible can use the resources you provide,
anytime and anywhere. There is now a big shift towards working
remotely, and this is the first step to provide that invaluable opportunity
for your workforce.
5.7.3 Benefits of Active Learning :
Active learning, at its core, allows learners to do more than just sit and
listen. It requires them to participate, engage, and collaborate in class to
drive deeper learning outcomes. Here, we’ll dive into the several benefits
of active learning that make it one of the most preferred learning and
development methods of t oday. We’ll also provide you with some tips and
tricks on how you can apply a blended -learning framework to your future
training initiatives.
Leads to higher engagement :
According to Bonwell and Eison, active learning “involves students in
doing things a nd thinking about the things they are doing.” Simply stated,
learners transition from mere “observing” to “actively engaging” with the
new information presented to them. When learners are directly engaged
with their learning materials, they develop a posit ive relationship with
their training. It allows them to gain a deeper understanding and
connection with the material, which helps result in improved learning
success.
Improves collaboration skills :
Another benefit of active learning is that it helps improv e your team’s
collaboration skills. Instead of simply listening to an instructor -led
training, this type of learning leverages the power of collaboration and
social interaction to learn and solve problems. Through interactive
activities, you’ll be able to equip your employees with all the necessary
collaboration skills they’ll need to make teamwork successful. It’s highly
beneficial because, as we all know it, successful teamwork drives
businesses to grow and thrive in their fields.
Builds self -confidence :
Active learning creates an environment where learners are pulled out of
their comfort zones. They are expected to share their thoughts, opinions,
and conclusions about certain topics rather than simply bombard and
spoon -feed them with knowledge until the t raining is over. As they get
more comfortable speaking up, learners will gain greater freedom from
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89 surely a benefit of active learning that will give them the power to do more
of their tasks quickly, effectively, and to a high level of quality.
Promotes higher learning retention :
Active learning is scientifically proven to result in significantly increased
message retention. In fact, Dale’s Cone of Experience reveals that learners
take in more information through “action -learning” because of its direct
and purposeful nature. It contrasts with the traditional style of unilateral
learning, where they are just passively making their way through lessons
without participating. Since learners are given the chance to participate
and actively do things, they retain at least 90% of the learning materials.
Makes learning more fun and exciting :
Nothing is more boring than just sitting and listening in a training or
seminar until the talking is over . Lack of interaction leads to a poor
personalized learning experience, which leads to an absolute waste of
time, energy, and money. Your ultimate lifesaver? - shifting to active
learning. Another benefit of active learning is that it’s generally more fun
and exciting. This is primarily because everyone is expected to get
involved, play a part in activities and discussions, and apply their
knowledge in practice.
‘Increases learners’ motivation to learn :
It’s easy to tune out in class if the participation i s not technically needed -
traditional passive learning is, unfortunately, more like this. However, in
an active learning environment, no one is invisible. As pointed out in
previous sections, this sort of learning necessitates everyone’s presence
and coope ration to make a fruitful discussion. In return, employees are
urged to prepare ahead of time and ensure that they are ready to respond
and participate in their training sessions. Adopting this behaviour, they
will start to gain motivation over time and ar e more likely to invest in their
learning.
Stretches creativity and innovation :
Another great benefit of active learning is that it stretches your team’s
creativity and innovation. Stemming from its need for everyone’s
individual engagement and collaborat ion, learners are pushed to use their
imagination and further expand their creativity to make an excellent
contribution in class. Active learning also helps widen their perspectives
by bouncing off one another’s opinions as they work in groups. Engaging
regularly in such a collaborative environment will allow them to see new
possibilities, create new knowledge, and come up with more innovative
ideas.
Improves critical thinking and problem -solving skills :
Active learning activities like question -and-answer s essions and debates
encourage learners to think outside the box and take their critical thinking
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90 among learners, but these activities will also develop and nurture their
problem -solving and decision -making abilities. Learners will also learn
how to construct stronger arguments to defend their points of view,
challenge insights from others, and recognize logical flaws. Acquiring
such skills will enable them to make better and more rati onal decisions at
work, as well as devise innovative strategies and solutions to solve any
fundamental challenges.
Allows instant feedback and improvement :
Active learning typically entails hands -on activities, quizzes, and
assessments that allow instruct ors to immediately evaluate their learners’
understanding of their training topics. This gives them the ability to
provide their learners with instant feedback and guidance to overcome any
performance gaps and achieve their desired learning goal. Learners,
equipped with the power to speak up in class, can also provide feedback
about their learning process and voice any concerns they may have with
the training. These insights can be used to identify whether or not your
training method is working, and improve it as necessary.
Increases training success :
Even if you’ve invested in the most expensive hi tech training tools and
learning materials, your training will still fail if your learners aren’t fully
involved, engaged, and motivated to learn. Adopting an ac tive learning
method, on the other hand, helps overcome all of these barriers to training
success. Active learners work harder to achieve success and produce better
results since they take an active role in their own learning environments.
Active learning, in general, is also significantly more fun and exciting
since it goes beyond just reading and listening as everyone is expected to
engage and actually do something, either individually or as a group. This,
in turn, enables a boost in retention and product ivity and increased training
participation and completion.
5.8 SELF -ASSESSMENT QUESTION Fill in the Blank :
1. _________________ plays a crucial role in the training process.
2. Creating a _________________ plan is not just necessary from a
regulatory point of v iew, but it does make sense financially.
3. Many medium and large organizations invest _________________
percentage of salary budgets back into training.
4. Establishing a _________________ for your organization ensures you
allocate appropriate funds for emplo yee development over the course
of a year.
5. Gathering the costs associated with _________________ allows
sponsors and stakeholders to prioritize efforts and distribute funding
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91 6. A _________________ refers to the direct and indirect costs and
resources used to train employees in an organization.
7. _________________ resources don’t have to break the bank and
throw your training budget out of order.
8. The _________________ provides for scheduling of programs,
modules and courses, independent modules, a nd independent courses.
9. The first step in planning your annual training calendar is to
_________________
10. _________________ is the first step in developing a training program
is to determine what the organization needs in terms of training.
11. After you have d etermined what type of training should occur,
_________________ for the training should be set.
12. _________________ are measurable steps that lead toward a goal
13. A _________________ is a segment of an overall digital corporate
eLearning course that focuses on a specific topic or objective.
14. _________________ allows participants more control over their
environment and the responsibility for learning.
15. According to _________________, active learning “involves students
in doing things and thinking about the things they are doing.”
Answer s:
1. Training Calendar
2. Training Budget
3. 2 To 5
4. Training Budget
5. Training Programs
6. Training Budget
7. External Training
8. Training Calendar
9. Identify Required Training
10. Need Assessment
11. Learning Objectives
12. Learning Objectives
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92 14. Active Learning
15. Bonwell And Eison
True or False :
1. Well -trained employees make more mistakes and, because they feel
valued and appreciated, training increases their commitment and
personal confidence.
2. Creating a training budget plan is not just nec essary from a regulatory
point of view, but it does make sense financially.
3. Budgeting for your company’s training needs to build a separate line
item for training into your annual budget.
4. Training budget need not to be carefully managed if you want to s tay
on track.
5. Managing training budgets and resources effectively ensures that
personnel have the skills and competencies required to complete job
tasks.
6. Identifying funds for training ensures that employees get the programs
they need to accomplish the company’s strategic goals.
7. After establishing a comprehensive training budget, you cannot
monitor expenses associated with training activities and ensure you’re
getting the most for your money.
8. Focus on training one employee with weak communication and
interaction skills and have them train the rest.
9. The last step in planning your annual training calendar is to Review
your training management system
10. The second step in planning your annual training calendar is to
Determine your budget.
11. Need Assessment is the first step in developing a training program is
to determine what the organization needs in terms of training.
12. Understanding learning styles is not an important component to any
training program.
13. Establish training objectives is first steps to crea te the best training
modules.
Answer s:
True : (2, 3, 5, 6, 9, 11, 13)
False : (1, 4, 7, 8, 10, 12)
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93 Question s:
1. What is a training budget and elaborate Importance of training budget
2. Understand Training Program Framework Development
3. What are The K ey Characteristics of Effective Training Programs
4. What are The Benefits of Active Learning.
5.9 SUMMARY The right employee training can often mean the difference between
sinking and soaring when it comes to meeting your business goals and
projections for the year.
Training Calendar plays a crucial role in the training process. It is a
comprehensive schedule of all the programs, modules and courses, which
are going to be conducted over a specified period of time.
The training Calendar will be available for Authorization if the Course
Start and End Dates are given for all independent courses and those under
a program and Module of the training calendar.
The right training program will have a plethora of benefits for a
company: it increases employee engage ment, retention, and productivity;
it decreases the need for supervision, reduces absenteeism, improves
customer service, and boost sales.
Budgeting for your company’s training needs does not mean using surplus
money when you have it. Ideally, you need to build a separate line item for
training into your annual budget.
Establishing a training budget for your organization ensures you allocate
appropriate funds for employee development over the course of a year. A
training budget refers to the direct and indi rect costs and resources used to
train employees in an organization.
Having a documented training strategy in place allows you to stick to your
budget without any hiccups. With that in mind, here are a few steps you
can take to set yourself up for success all year long. Identify required
training, Determine additional training opportunities, Decide on a training
format, Determine your budget, Take inventory of your existing training
materials and Review your training management system
When developing your t raining plan, there are a number of considerations.
Training is something that should be planned and developed in advance.
The first step is needs assessment, after that learning objective should
occur, Understanding learning styles is an important compone nt to any
training program, then choose a different mode to deliver the training,
after that prepare for budget and set delivery style, Considering your
audience is an important aspect to training, The content you want to
deliver is perhaps one of the most important parts in training, time lines munotes.in

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94 may be required to ensure the training has been done, your next
consideration is how you will communicate the available training to
employees, After we have completed the training, we want to make sure
our training objectives were met.
Learning objectives are measurable steps that lead toward a goal.
Objectives should be written in statements that identify what students
should KNOW, UNDERSTAND, and BE ABLE TO DO as a result of
participating in planned instructional a ctivities.
Steps to follow to create online training modules when building the most
effective online workplace training modules are Step 1: Establish your
training objectives, Step 2: Define your audience, Step 3: Decide on the
right content format, Step 4 : Create your training module template, Step 5:
Test and test again and Step 6: Upload and launch your training module
Active learning allows participants more control over their environment
and the responsibility for learning. Three formal training design elements
for guiding participants are used with active learning such as Cognitive,
Motivational and Emotional.
Five important characteristics of effective training programs that must be
kept in mind to ensure the best results in an individual and organiz ational
level such as Personalized, Inquiry -Based, Collaborative, Interdisciplinary
and Networked
Tips and tricks on how you can apply a blended -learning framework to
your future training initiatives are Leads to higher engagement, Improves
collaboration s kills, Builds self -confidence, Promotes higher learning
retention, Makes learning more fun and exciting, Increases learners’
motivation to learn, Stretches creativity and innovation, Improves critical
thinking and problem -solving skills, Allows instant fee dback and
improvement and Increases training success
5.10 KEYWORDS  Employee training the continued efforts of a company to boost the
performance of its employees.
 Training Calendar a comprehensive schedule of all the programs
 Training budget the direct a nd indirect costs required to analyse,
design, develop, implement, evaluate and maintain courses and
materials.
 Readiness Managing training budgets and resources effectively
ensures that personnel have the skills and competencies required to
complete job t asks.
 Benefits Gathering the costs associated with training programs
allows sponsors and stakeholders to prioritize efforts and distribute
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95  Alignment Identifying funds for training ensures that employees get
the programs they need to ac complish the company’s strategic goals.
 Monitoring monitor expenses associated with training activities and
ensure you’re getting the most for your money.
 Internally training a type of corporate training that involves the use
of a company's own expertise a nd resources.
 External training provided from outside the electoral manager's
office or staff using external consultants, specialists or organisations.
 eLearning usually associated with decreased material costs as all or
most of the training information is available online.
 needs assessment The first step in developing a training program is to
determine what the organization needs in terms of training.
 learning objective is what you want the learner to be able to do,
explain, or demonstrate at the end of th e training period.
 learning styles is an important component to any training program.
 Delivery mode Depending on the type of training that needs to be
delivered, you will likely choose a different mode to deliver the
training.
 Time lines may be required to ensure the training has been done.
 Active Exploration trainee is given minimal guidance, and allowed
to freely explore and experiment with the tasks
 Guided Exploration trainee explores the task in a systematic way,
planned by the trainer
5.11 REFERENCE S  https://bizfluent.com/how -6568957 -training -budgets -step-by-
step.html
 https://www.tvslogistics.com/RVW/extui/HRMSTRCAL/HELP/Train
ing_Calendar_An_Overview.htm
 https://www.efrontlearning.com/blog/2017/07/training -budget -
minimize -training -costs.html
 https://yourbusiness.azcentral.com/importance -training -budget -
organizations -1364.html
 https://www.google.c o.in/url?sa=t &rct=j &q=&esrc=s &source=web &
cd=&cad=rja &uact=8 &ved=2ahUKEwjJuPKt4rT7AhW1zzgGHVVa
AQwQFnoECA8QAQ &url=http s%3A%2F%2Fwww.perillon.com%2
Fblog%2Fhow -to-plan-your-annual -training -
calendar &usg=AOvVaw2qOYfdGdczDoGOBadeKhM1 munotes.in

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96  https://open.lib.umn.edu/humanresourcemanagement/chapter/8 -4-
designing -a-training -program/
 https://education.virginia.edu/establish -learning -objectives
 https://www.degarmo.com/developing -active -and-effective -
employee -training
 https://knolskape.com/blog/five -key-characteristics -effective -training -
programs/
 https://www.edapp.com/blog/benefits -of-active -learning/

*****

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97 6
TRAINING NEED ASSESSMENT
Unit Structure
6.0 Objective
6.1 Introduction
6.2 Why do we need training?
6.3 Why do we need a Training Needs Assessment?
6.4 Why Conduct a Training Needs Assessment?
6.5 Levels of Training Needs Assessments
6.6 Steps to Conduct a Training Needs Assessment
6.7 Self-Assessment Question
6.8 Summary
6.9 Keywords
6.10 Reference
6.0 OBJECTIVE  Understand training need assessment?
 Why do we need a Training Needs Assessment?
 Why Conduct a Training Needs Assessment?
 What are the Steps to Conduct a Training Needs Assessment
 What are the Levels of Training Needs Assessments
6.1 INTRODUCTION “Training Needs Assessment” (TNA) is the method of determining if a
training need exists and, if it does, what training is required to fill the gap.
TNA seeks to identify accurately the levels of the present situation in the
target surveys, interview, observation, secondary data and/or workshop.
The gap between the present status and desired status may indicate
problems that in turn can be translated into a training need.
Training Needs = Desired Capability – Current Capability of the
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Training can reduce, if not eliminate, the gap, by equipping the
participants with knowledge and skills and by encouraging them to build
and enhance their capabilities. The data on the present status are vital to
the evaluation or impact survey in the latter part of the training cycle.
These shall serve as the baseline data. The following are some techniques
for acquiring such data. These m ay be applied independently or in
combination.
TNA is also the process of collecting information about an expressed or
implied organizational need that could be met by conducting training. The
need can be a performance that does not meet the current stand ard. It
means that there is a prescribed or best way of doing a task and that
variance from it is creating a problem. The TNA process helps the trainer
and the person requesting training to specify the training need or
performance deficiency. Assessments c an be formal (using survey and
interview techniques) or informal (asking some questions of those
involved). (Source: Jean Barbazette, 2006, Training Needs Assessment:
Methods, Tools and Techniques)
6.2 WHY DO WE NEED TRAINING? Because training is a means to ensure that government officials have the
knowledge and right skills to be able to do their work effectively and
competently. Training may be needed when there is a gap between the
desired performance, and the current performance, and the reason for th at
gap is lack of skill or knowledge. Training may only be able to resolve
part of the problem. Thus we need to analyse the problem and find out
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99 need to define the objective of the training and how it will help the staff
member(s) become more effective. This process is called a Training Needs
Assessment shown above or Training Needs Analysis.
It is important to note that, despite many reasons to conduct training
shown above, tra ining may sometimes not be the only solution to a
problem. There are many other means that impact on someone’s ability to
do their work, as pointed out in the “Report on Training Needs
Assessment” by PILAC. The following are other examples.
 Lack of skills or knowledge, or experience
 Not having the right equipment or resource
 Not being encouraged by managers and colleagues to do the right
thing There are no standards or expectations that are set and
communicated Bad workplace morale or conditions
6.3 WHY DO WE NEED A TRAINING NEEDS ASSESSMENT? First, identify dissatisfaction with the current situation and desire for
change as similarities among the requests. Each request implies that a gap
or discrepancy exists between what is and what could be or should be. A
learning or performance gap between the current and desired condition is
called a need. TNA aims at the following situations.
 Solving a current problem
 Avoiding a past or current problem
 Creating or taking advantage of a future opportunity
 Providin g learning, development or growth
The purpose of TNA is to answer some familiar questions: why, who,
how, what, and when. The following are descriptions of the questions
and what analysis can be done to answer them.
The Purpose of TNA :
Why conduct the training: to tie the performance deficiency to a working
need and be sure the benefits of conducting the training are greater than
the problems being caused by the performance deficiency.
Conduct two types of analysis to answer this question:
 needs versu s wants analysis and
 feasibility analysis.
Who is involved in the training: involve appropriate parties to solve the
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100 possible about those involved in the deficiency and how to customize a
training program to capture their interest.
How can the performance deficiency be fixed: training can fix the
performance deficiency or suggest other remediation if training is not
appropriate? Conduct a performance analysis to identify what skill
deficiency is to be fixed by a training remedy.
What is the best way to perform: there is a better or preferred way to do a
task to get the best results. Are job performance standards set by the
organization? Are there governmental regulations to consider whe n
completing the task in a required manner? Conduct a task analysis to
identify the best way to perform.
When will training take place: the best timing to deliver training because
attendance at training can be impacted by work cycles, holidays, and so
forth. Conduct a contextual analysis to answer logistics questions.
6.4 WHY CONDUCT A TRAINING NEEDS ASSESSMENT? Here are a few reasons why organizations must prioritize conducting a
training needs assessment:
To train the right employees with the right appr oaches :
One of the outputs of a training needs assessment is a list of employees
who are in need of a particular training so that L&D teams can tailor their
training courses (and their delivery) according to different learners’
requirements.
Tailoring and personalizing training content helps ensure high levels of
training effectiveness, as the more relevant the content is to the employee,
the more likely they are to engage with the training program.
Identify any gaps in skills :
Competency gap analysis allo ws organizations to identify trends and
themes in their overall workforce. These overall gaps are further matched
to employee skill gaps to help managers create overviews of each
employee’s strengths and weaknesses and structure training plans
accordingly.
Reveal new training methods or approaches :
Training needs assessment helps reveal new training approaches that
haven’t been considered before. For instance, a survey conducted during a
training needs assessment might reveal that classroom -based workshops
take too much time out of employees’ schedules, making them fall behind
on their responsibilities. Insights such as these help L&D teams to choose
different employee training methods that cater to employees’ learning
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101 Greater ROI from training programs :
Demonstrating a solid return on investment is one of the most important
tasks for a corporate learning team. But this often receives little to no
attention, as it is not easy to determine the R OI from a training program
from the start.
This shouldn’t deter teams from creating methodologies to derive ROI,
which empowers teams to present data -backed reports to a company’s
executives on the impact of an L&D strategy, as well as benchmark the
curre nt levels of success a program is having which allows L&D teams to
improve on their current levels of success.
Training needs assessment, however, provides answers to questions
such as:
 What is the objective behind a training program?
 What metrics will b e used to measure the outcome? What skill gaps
are bridged with training?
 How will the employee performance goals be measured?
Understanding the need for training programs and creating a lesson based
on measurable skill gaps makes it easier for learning te ams to demonstrate
and quantify the importance of training. Such training programs are more
likely to result in learning and performance improvement, while also
giving the expected return on training investment that company leaders
use to justify program c osts.
6.5 LEVELS OF TRAINING NEEDS ASSESSMENTS The three levels of training needs assessment are:
Organizational :
While most organizations invest in employee training year after year, not
every training program is aligned with the business goals. Training needs
assessments at the organizational level help identify training programs that
align with the strategic business objectives of an organization.
It is a macro -level analysis to identify areas where the workforce lacks
necessary knowledge or skills, and helps create training programs
according to these requirements. Organizational training needs
assessments answer the following questions:
 Where is the training most needed – is there a specific department or a
group of employees that require more attenti on to detail?
 Why is the training program recommended as a solution to a
particular business problem?
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102 Operational :
At the operational level, a training needs assessment determines the type
of trainin g that will be conducted in order to achieve a specific level of
proficiency. Operational level training needs assessments to assess the
knowledge and skills required for specific tasks and correlate these
requirements to the workforce’s actual skills. It answers the following
questions:
 What are the performance expectations from a job?
 What are the skills required to complete the job successfully?
 What is the current skill level of the workforce?
Individual :
At an individual level, a training needs assessm ent analyses how every
employee performs in their job role. It gives you a complete picture
of employee performance and whether their performance meets the
expected standards.
Individual -level training needs assessments answer the following
questions:
 Wha t is the expected performance from an employee?
 Does the employee have the necessary skills and knowledge to reach
set expectations?
 What is the gap between the expected and actual performance?
 What training must be provided to the employee to meet expecte d
performance?
6.6 STEPS TO CONDUCT A TRAINING NEEDS ASSESSMENT Here’s are five -step checklist to conduct a training needs assessment
before designing and launching your training program:
Determine Your Desired Business Outcomes :
The first step in your tra ining needs assessment is to identify the
organization and department goals, as well as their priorities, to determine
the behaviors that need to be changed to achieve those goals.
Identifying business needs enables learning teams to discover competency
and skills gaps, identify the teams that are in need of training, assess
different training options, and uncover opportunities that can contribute to
the success of employees, business units, as well as the organization.
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103 Important questions that must be ad dressed in this stage are:
 Does the organization need this assessment?
 Why is it being conducted?
 What is the ultimate goal that the organization is trying to
accomplish?
 Will a training program provide a solution to accomplish the desired
business outco me?
Here are a few examples of ultimate goals for an organization:
 Improve customer service representatives customer satisfaction
ratings
 Improve customer retention by 5%
 Improve employee morale through better supervision by middle
management
 Reduce custom er support call time to under four minutes
In short, when we talk about business goals or outcomes, we focus on
measurements such as financial performance, revenue, profit, ROI, and
also softer outcomes such as customer satisfaction and customer loyalty.
Define relevant job behaviors :
Once you have determined your desired business outcomes, the next step
is to define the core competencies that everyone in the organization needs
to develop, to some degree, in order to contribute to the organizational
goals.
Core competency is an organization’s unique ability, product, or service
that gives them a competitive advantage in the industry. Every member of
the organization needs to have a basic proficiency level on the defined
competency.
For instance, let’s say the mission statement of a company is to provide
the best customer service in the industry to address a gap that none of the
competitors have filled.
The core competency here is to have the most satisfactory customer
service in the industry, which becomes the ultimate organizational goal.
The next step is to define relevant job behaviors that will contribute
towards achieving the set goal. Behaviour Description Persuasive Speaking Skills Ability to speak confidently, stay positive, and offer the kind of compelling arguments that lead to conversions. Empathy Ability to understand another person’s emotions and their point of view. munotes.in

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104 Adaptability Ability to handle inquiries coming in via any channel - phone, email, social media, and maybe even in person.
Identify skill gaps :
The third step is to define the knowledge and skills required to fulfil the
defined behavioural dimensions. Here is what such a framework looks
like: Behaviours Skills Persuasive Speaking Skills People Skills, Interpersonal Skills, Clea r
Communicator, Crisis Management Skills,
Assertiveness and Directness Empathy Problem -solving skills, Active listening
skills, Customer Advocacy and Success
Skills Adaptability Utilize an internal suite of support tools,
helpdesk, and CRM software
Now that you have the required set of skills in place, the last step is to
assess the current skills in your organization, that is, conduct a skill gap
analysis.
This is important because different employees have different skill sets and
thus need a differen t level of training. For example, employees working in
a company’s customer support department for 2 -3 years will have
extensive experience with the organization’s CRM tool. Such employees
might not be the ideal candidates for CRM training, while newer
employees will require in -depth technical training on the tool.
A skills gap analysis helps determine whether or not your workforce’s
current skills meet your company’s needs. It gives you a list of skills
employees already have, need to improve, and need to develop. From
there, you can fill in the gaps using training programs to build a team of
skilled workers ready to contribute to the organizational goals.
Training agenda :
Once you have determined the knowledge, skills, or behaviours that your
employees mu st develop to achieve established goals, it’s now time to
develop the complete training agenda.
To create a training agenda, you need to:
 Determine the targeted end date for the training program
 Identify priorities for individual sessions and groups to pu t them on a
schedule
 Determine a training budget
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105 Choose training format :
If the training needs to be conducted internally, it is important to
determine the best employee training method th at fits according to your
plan. Here are some of the most common training methods.
 Microlearning : Microlearning lets your employees learn on -the-job
skills in quick, 15 -minute format chunks that don’t affect their daily
schedules. These bite -sized lessons are focused on solving problems
encountered in daily tasks, making the content relatable and helpful.
 On-demand employee training: On-demand employee training, like
educational video onboarding or click -through, PowerPoints with
voice -overs are great for c omplex concepts that are less urgent, so
employees can work at their own pace. On -demand employee training
is best conducted via digital adoption platforms(DAPs), that enable
learning while doing, make courses more accessible, and track
employees’ progress .
 Small team training : In-person small group training can be held
when the topic is urgent but only relevant to a small, specific group of
employees.
 All-staff training : Longer -format, all -staff meetings can be
logistically challenging, but are often the m ost efficient choice when
the concept is a skills gap for most of the organization. A
contemporary example may be training your whole team on how to
empathize with the customer to improve the overall customer
satisfaction rate for the organization.
 Spaced learning : Spaced learning breaks down long employee
training programs into several sessions or modules of shorter
durations, with spaced intervals in between. Parts of these sessions are
reintroduced multiple times over the course of the next few days or
weeks for learners to recall information, driving long -term knowledge
retention.
6.7 SELF -ASSESSMENT QUESTION Fill i n the Blank :
1. ________________________ is the method of determining if a
training need exists and, if it does, what training is required to fi ll the
gap.
2. Training Needs = Desired Capability – ________________________
3. ________________________ analysis allows organizations to
identify trends and themes in their overall workforce.
4. Training needs assessments at the ____________________ help
identify training programs that align with the strategic business
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106 5. It is a __________________ analysis to identify areas where the
workforce lacks necessary knowledge or skills, and helps create
training programs according to these r equirements.
6. A training needs assessment determines the type of training that will
be conducted in order to achieve a specific level of proficiency is
knows as _____________________
7. A training needs assessment analyses how every employee performs
in their job role is known as ____________________
8. ________________ lets your employees learn on -the-job skills in
quick, 15 -minute format chunks that don’t affect their daily schedules.
Answer s:
1. “Training Needs Assessment” (TNA)
2. Current Capability of the Partici pants
3. Competency gap
4. organizational level
5. macro -level
6. operational level,
7. individual level
8. Microlearning
Match the Column : Behaviour Description 1. Persuasive Speaking Skills 1. Ability to understand another person’s emotions and their point of view. 2. Empathy 2. Ability to handle inquiries coming in via any channel - phone, email, social media, and maybe even in person. 3. Adaptability 3. Ability to speak confidently, stay positive, and offer the kind of compelling arguments that lead to conversions.
Answer s:
1. 3
2. 1
3. 2
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107 Behaviours Skills 1. Persuasive Speaking Skills 1. Utilize an internal suite of support tools, helpdesk, and CRM software 2. Empathy 2. People Skills, Interpersonal Skills, Clear Communicator, Crisis Management Skills, Assertiveness and Directness 3. Adaptability 3. Problem-solving skills, Active listening skills, Customer Advocacy and Success Skills
Answer s:
1. 2
2. 3
3. 1
6.8 SUMMARY Training Needs Assessment” (TNA) is the method of determining if a
training need exists and, if it does, what trainin g is required to fill the gap.
“Training Needs Assessment” is also the process of collecting information
about an expressed or implied organizational need that could be met by
conducting training.
training is a means to ensure that government officials hav e the knowledge
and right skills to be able to do their work effectively and competently.
The purpose of TNA is to answer some familiar questions: why, who,
how, what, and when.
Few reasons why organizations must prioritize conducting a training needs
assessment: To train the right employees with the right approaches,
Identify any gaps in skills, Reveal new training methods or approaches
and Greater ROI from training programs
The three levels of training needs assessment are Organizational level,
Operation al level and Individual level
five-step checklist to conduct a training needs assessment before designing
and launching your training program: Determine Your Desired Business
Outcomes, Define relevant job behaviours, Identify skill gaps, Training
agenda an d Choose training format
6.9 KEYWORDS  “Training Needs Assessment” (TNA) is the method of determining
if a training need exists and, if it does, what training is required to fill
the gap. munotes.in

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108  organizational level help identify training programs that align with
the strategic business objectives of an organization.
 operational level , a training needs assessment determines the type of
training that will be conducted in order to achieve a specific level of
proficiency
 Individual level , a training needs assessment a nalyses how every
employee performs in their job role.
 Persuasive Speaking Skills Ability to speak confidently, stay
positive, and offer the kind of compelling arguments that lead to
conversions.
 Empathy Ability to understand another person’s emotions and their
point of view.
 Adaptability Ability to handle inquiries coming in via any channel –
phone, email, social media, and maybe even in person.
 Microlearning lets your employees learn on -the-job skills in quick
 On-demand employee training , like educational video onboarding
or click -through, PowerPoints with voice -overs are great for complex
concepts that are less urgent, so employees can work at their own
pace
6.10 REFERENCE  https://www.jica.go.jp/project/cambodia/0601331/pdf/english/3_TNA
_01.pdf


*****
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109 7
COMPETENCY MODELING AND
MAPPING
Unit Structure
7.0 Objective
7.1 Introduction
7.2 What is a Competency Model?
7.3 What are the benefits of using a competency model?
7.4 The types of competencies that make up the model
7.5 How are competency models used?
7.6 What is an example of a competency?
7.7 How to develop effective competency models
7.8 Self-Assessment Question
7.9 Summary
7.10 Keywords
7.11 Reference s
7.0 OBJECTIVES  What is a Competency Model?
 What are the benefits of using a competen cy model?
 The types of competencies that make up the model
 How are competency models used?
 What is an example of a competency?
 How to develop effective competency models
7.1 INTRODUCTIONS A competency mapping model is a framework used by organizations in
order to gather information about the various behavioural attributes,
knowledge, and skills most required in each job role to be able to produce
good quality work. These identified attributes are those that are observable
and differentiate a high performer from an average performer in the
organization. If organizational goals and strategies planned are the “what”
for the organization, competency models describes the “how” part.
Therefore, competency models are nothing but strategic imperatives in
workforce m anagement today.
Having understood the meaning of competency models, the next question
is how do we create these competency mapping models. According to munotes.in

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110 researcher Mirabile (1997) competency mapping models can be created
using information gathered from job analysis interviews and focus group
interviews. Therefore, employees belonging to same or similar job roles
can be assembled and a group discussion may be conducted that would
help accumulate information about the functions and responsibilities of
that jo b role. An up -to-date job description is also a very useful document
when creating competency mapping models. It is left to the discretion of
the management to decide the amount of detailing and content in order to
describe the competencies that would be i ncluded in the model.
The steps to creating competency mapping framework does not end here.
After a qualitative analysis and generation of detailed information about
the job role, the next step is to quantify the competency framework. This
may be done usin g a rating system wherein the top competencies are
ranked and rated based on most important to least important. This
increases the objectivity and the accuracy of the information gathered
establishing a fair basis of decision -making and increasing the vali dity and
reliability of the competency mapping procedure.
Looking at the general benefits of the competency mapping models we
observe that it is not just limited to enhancing individual performance.
Rather, the outcome of a well -planned and precisely impl emented
competency mapping model is cumulative across the organization. When
these models are aligned and integrated with different HR practices, it
builds a strong organizational climate and leads the organization towards
an upward -growth in the market gr aph.
To summarize, we may say that competency mapping and its models have
become an integral part of the present organizational system. Although the
basic structure and content remains similar, what differentiates one
competency mapping model from another is the way the structure and
content is obtained and applied. Each has a unique function and the overall
competency model helps to build on the organization’s performance.
7.2 WHAT IS A COMPETENCY MODEL? A competency model is a guideline developed by a Hu man Resource
department that sets out the specific skills, knowledge and behavioural
requirements that enable an employee to perform their job successfully.
Competency models define what performance success should look like
within the organization for each individual job. The model is applied to
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What is the difference between a job description and a competency
model?
A job description and a competency model sound almost alike b ecause
they both seem to describe what an employee is required to do in the job.
What is the difference?
The difference is that a job description is a general summary of the skills
required for a job, whereas a competency model provides specific
behaviors that an employee must do on the job in order to be successful.
7.3 WHAT ARE THE BENEFITS OF USING A COMPETENCY MODEL? Greater performance success has been attributed to organizations with
thoroughly defined competency models. In a competency survey by the
Society for Human Resource Management (SHRM), 93% of 500 C -suite
executives claimed that competency models were important to their
organization’s performance success.
Here are some of the ways that implementing the competency model
benefits organizations:
Sets a concrete direction for workforce performance that aligns with
organizational goals and strategies.
 Enables HR to have a concrete understanding of all employee abilities
and skills.
 Enables HR and Training to more accurately identify learning &
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112  Allows employees to take ownership of the skills and behaviours
required of them in their roles.
 Empowers organizations to keep track of what skills employees have
so that strategy and planning can work towards that future skills may
be needed.
 Provides a consistent and fair system of measurement for performance
evaluation.
7.4 THE TYPES OF COMPETENCIES THAT MAKE UP THE MODEL There is no standard list of competencies for any given job. The type of
competency that feeds into a competency model depends on the specific
needs of the job. For example, the competencies listed for a restaurant
waiter will differ drastically from the needs of an accountant.
Competencies can be broken down into helpful categories to better
understand the type of i nformation that might be included, such as:
Core competencies :
Core competencies include the baseline skills required by the organization
for all employees; these are the basic things that employees must fulfil.
This will vary from company to company, as i t depends on the values,
philosophy and goals of each organization, but can include basic
requirements like communication skills or teamwork. Most jobs require a
basic element of being able to work with other people to some degree.
The goals of the organiz ation are reflected in broad competencies that
reflect the strength and uniqueness of the organization. For a company that
specializes in international parcel delivery, the core competency would be
logistics. Drilling down to an employee’s job within this type of
organization, a core competency for an employee could be on -time
delivery of customer parcels.
Functional competencies :
Functional competencies are job -specific skills and behaviours that are
unique for each role. For example, a competency for a re staurant waiter
may be the ability to effectively handle customer complaints, where a
competency for an accountant may be the ability to analyse a specific type
of financial data in order to prepare reports.
Functional competencies should describe what beh aviors or skills need to
be performed in order for the employee to be a top -performer in their
position.
Leadership competencies :
Leadership competencies are often used for supervisory and management
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113 employee to lead others. They include leadership skills and behaviors like
decision -making abilities.
7.5 HOW ARE COMPETENCY MODELS USED? Competency models are used for a variety of HR practices, including:
Recruitment :
Fully developed competency models are often used for the development of
job postings. When they are well -defined and clear, organizations have a
better chance of finding more closely matched candidates.
Talent/Performance Management :
Defining what success should look li ke within the organization boils down
to the performance of the workforce; a competency model can define what
performance success should look like for each role within an organization.
This benchmark helps HR to connect the function of each job with
organi zational goals and also ensure that the talent of employees is
developed.
Performance Appraisal :
Competency models provide the framework needed to properly assess
employees during a performance review; both the employee and employer
have a clearly defined list of behaviors and skills to work from.
7.6 WHAT IS AN EXAMPLE OF A COMPETENCY? The format of a competency model for any given job will be different
depending on the specific organization and profession. There is no
standardization or required structur e. Often, organizations will have their
own unique templated format for competency models.
The Society for Human Resource Management (SHRM) offers a best
practice in the formulation of competencies by breaking down what
information should ideally be includ ed in a specific competency:
Best Practice:
 Title: Name of the competency
 Definition: Overall definition of the competency
 Sub-competencies: General baseline skills and behaviors required
 Behaviors: Behaviours that reflect the highest level of proficiency
 Proficiency Standards: Skill standards that reflect job -specific
requirements and reflect four stages of career development (early,
mid-level, senior, executive)
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114 Competency example:
 Title: Develop customer relationships
 Definition: As part of the Sales pr ocess, the ability to create a lasting
relationship with customers via interactions is integral to the role.
 Sub-competencies: Ability to communicate effectively with
customers
 Behaviors: Emotional intelligence
 Proficiency Standards: Identify customer conc erns and present
methods for addressing concerns.
7.7 HOW TO DEVELOP EFFECTIVE COMPETENCY MODELS Determine what kind of process works for your organization :
The research and development involved in creating well -defined
competencies for a position can be l engthy; it takes time to understand
what is needed for each position. Due to today’s fast -paced and ever -
changing business environment, it could be beneficial for some
organizations to have a shorter and more intensive method of
development. Competency mod els that are also designed as flexible can
likewise accommodate future changes.
Research available competency information :
Developing competencies requires more than vague statements about what
the job position will entail. As well, the functional competen cies need to
reflect what “great” performance should be, not just the baseline skills
for “acceptable” performance.
Previously developed competencies for similar roles should be identified
and used as a guideline, as well as related role documentation, bac kground
information and organizational core competencies.
Interview relevant business units and executives :
Interviews with relevant stakeholders provide the insight needed for the
role’s required competencies. Executives can provide the key
organizational core competencies needed for the role that reflect both the
values, philosophy and goals of the organization. Managers and high -
performers from relevant business departments can be interviewed to find
out the key skills and behaviors that are necessary an d successful for those
roles. When interviewing, the focus should be on what skills and
behaviors make for a top -performing employee in that role.
Establish the core competencies :
The core competencies should reflect the baseline behaviors and skills
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115 part of the organization so that they can integrate into the company’s work
culture and philosophy? Utilize the research and interview content from
executives and relevant organizational s takeholders.
Establish job -specific competencies :
Job-specific competencies should reflect the unique role skills and
behaviors as outlined by departmental managers and top -performers at the
research stage. What did these individuals need to know and do to perform
well in their role?
Establish leadership competencies, where needed :
When management -related competencies need to be drafted, it should be
assumed that the individuals are already familiar with the core
competencies set out by the organization. Th e focus should be on unique
leadership attributes and skills. These can be determined by the executive
and senior management level at the research stage.
Finalize the competency list :
Organize the findings, but avoid being unrealistic with narrowing down
competencies. If the list is too far -fetched, it could hinder recruitment
initiatives and scare away potential applicants. If the list is too vague or
not specific -enough, it could result in an influx of candidates that are not
perfectly suited to the posit ion; it will also not help employees to achieve
organizational goals.
Validate the competency list with all stakeholders involved in the process,
including executives and management. Signing off on competencies is
important to ensure that that all levels o f the organization’s needs are
being met.
7.8 SELF -ASSESSMENT QUESTION Fill i n the Blank :
1. ________________ is a framework used by organizations in order to
gather information about the various behavioural attributes,
knowledge, and skills most required in each job role to be able to
produce good quality work.
2. ________________ include the baseline skills required by the
organization for all employees; these are the basic things that
employees must fulfil.
3. ________________ are job -specific skills and behaviou rs that are
unique for each role.
4. ________________ are often used for supervisory and management
related roles, although can be applied to any job position that requires
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116 5. Fully developed competency models are often used for the
development of job postings is known as ________________
6. Helps HR to connect the function of each job with organizational
goals and also ensure that the talent of employees is developed is
known as ________________
7. Developing _______________ requires more t han vague statements
about what the job position will entail.
Answer s:
1. A competency mapping model
2. Core competencies
3. Functional competencies
4. Leadership competencies
5. Recruitment.
6. Talent/Performance Management
7. competencies
Questions :
1. What are the be nefits of using a competency model?
2. The types of competencies that make up the model
3. How to develop effective competency models
7.9 SUMMARY A competency model is a guideline developed by a Human Resource
department that sets out the specific skills , knowledge and behavioural
requirements that enable an employee to perform their job successfully.
Competency models define what performance success should look like
within the organization for each individual job. The model is applied to
recruitment prac tices, talent management, training and performance
assessment.
Competencies can be broken down into helpful categories to better
understand the type of information that might be included, such as: Core
competencies, Functional competencies and Leadership c ompetencies
Competency models are used for a variety of HR practices, including:
Recruitment, Talent/Performance and Performance Appraisal
Competencies can be broken down into helpful categories to develop
effective competency models such as Determine wha t kind of process
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117 Interview relevant business units and executives, Establish the core
competencies, Establish job -specific competencies, Establish leadership
competencies, where neede d, Finalize the competency list
7.10 KEYWORDS  Competency model provides specific behaviors that an employee
must do on the job in order to be successful.
 Job description is a general summary of the skills required for a job
 Core competencies include the ba seline skills required by the
organization for all employees; these are the basic things that
employees must fulfil.
 Functional competencies are job -specific skills and behaviours that
are unique for each role.
 Leadership competencies are often used for su pervisory and
management related roles, although can be applied to any job position
that requires an employee to lead others
 Recruitment Fully developed competency models are often used for
the development of job postings.
 Talent/Performance Management helps HR to connect the function
of each job with organizational goals and also ensure that the talent of
employees is developed.
 Performance Appraisal the framework needed to properly assess
employees during a performance review; both the employee and
employ er have a clearly defined list of behaviors and skills to work
from.
7.11 REFERENCE S  https://competencydefinition.com/introducing -competency -mapping -
and-its-models.html
 https://www.valamis.com/hub/competency -model

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118 8
DESIGNING TRAINING MODULES
Unit Structure
8.0 Objective
8.1 Introduction
8.2 Types of Training Modules
8.3 Steps to Designing Training Modules
8.4 Self-Assessment Question
8.5 Summary
8.6 Keywords
8.7 Reference s
8.0 OBJECTIVE  What is Designing Training Modules
 What are the Types of Training Modules
 Understand the Steps to Designing Training Modules
 What are the most common types of training programs
 What are the four areas to cover for measuring the ROI of training
materials.
8.1 INTRODUCTION A training module is a component of an online course that focuses on a
specific objective and is designed to teach on a specific topic. Each
module is like a chapter of a book, leading to the next. When seen as a
whole, training modules make up an entire la yer of knowledge and tell a
complete story.
Just as a complex course may consist of multiple modules, each module
might include a number of lessons or learning objects that are even smaller
elements of educational content.
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119 8.2 TYPES OF TRAINING MODULES Offering a variety of content types allows you to create a richer and more
robust training experience for all of your learners. Let’s look at the
different types of eLearning modules in more detail to see which formats
are the best choices for your particu lar needs.
Informational e -course :
An informational course is a popular training format that typically
represents a set of slides with text, pictures, and “Next” buttons. This
provides learners with information on a specific topic.
Best suited for :
 Delive ring standardized knowledge or skills to a wide audience of
learners.
 Teaching employees job -essential skills and knowledge.
 Time -sensitive education, such as onboarding, safety, security
awareness, or compliance training.
 Providing information on a new pr oduct, technology, or policy
update.
Interactive assessment :
Interactive assessments are a type of online quiz that incorporates a variety
of question types, custom branching, and scenarios.
Best suited for :
 Measuring your learners’ level of knowledge rele vant to their work
and/or ability to apply knowledge.
 Creating tests with built -in coaching to help learners stay on track.
 Challenging tasks that require certification or credentialing.
 Proof of completion of learning activities.
 Identifying learners who may need additional support.
 Identifying high performers who could be candidates for
advancement.
FAQ interaction :
An FAQ interaction is a training module that gives users one -click access
to reference information and frequently asked questions.
Best suite d for :
 Creating a standard format to organize and present basic information. munotes.in

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120  Glossaries, definitions, or other basic knowledge -level facts.
 Reviewing subject matter details in a question -and-answer format.
 Providing information that is additional to the ma in content of the
course.
Video lecture and screencast :
A video lecture is an instructional video that has been recorded and saved
for viewing at a later date.
Best suited for :
 Providing a large audience of learners with access to a particular
lesson or s peech.
 Standardizing a learning experience for a particular topic or event.
 A screencast is a video recording which captures the actions that take
place on a screen.
 Tutorials to demonstrate basic business tasks, such as how to access
programs, how to nav igate through an online system, or how to fill
out forms.
Dialogue simulation :
Dialogue simulations help your learners build communication skills by
applying their knowledge in realistic conversations with colleagues and
customers.
Best suited for :
 Custome r service and sales training, allowing the learner to practice
scenarios for developing customer relationships and closing sales.
 Training leaders, HR personnel, or others who need to deliver
sensitive information to subordinates or team members.
 Educating coaches and instructors who have to communicate
information systematically to individuals or audiences.
Microlearning module :
A microlearning module is a bite -size lesson that provides a focused
answer to a single problem or question. Such a training modu le can
usually be completed in about five minutes at the point of need. If it is too
long, it’s better to break it down into smaller pieces.
Best suited for :
 Online learning during an idle moment and immediately putting the
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121  Delivering information about a new product or services, updated
policy, or new terms super quick
 Providing the basics of a topic prior to face -to-face training sessions
or in-person topic discussions
Digita l job aid :
A digital job aid is a document or presentation that is accessible virtually
and can be played, downloaded, saved, or printed by the learner.
Best suited for :
 Any learner who wishes to retain a document in a digital format on
their computer, mob ile device, or on an internal drive.
 Manuals, guides, instructions, how -to articles, processes, procedures,
and other resources that people may need to access in order to do their
job.
8.3 STEPS TO DESIGNING TRAINING MODULES Steps to designing Training Mod ules for employee training programme
are:
Set Learning Objectives for Your Training Material :
Learning objectives are central to designing a training course. These
define what a learner is expected to know, understand, or do as a result of
a training prog ram. Here are some specific reasons as to why employee
training objectives should be well thought through and clearly stated
before you design training materials:
 Training material is planned, structured, and designed to achieve
specific learning objective s.
 Learning objectives help understand what knowledge and skill areas
will be the focus of the training.
 Learning objectives help choose the type or medium of content that is
consistent with the goals – as well as the method of employee
training.
 Objective s help understand what resources the trainer should use to
help participants accomplish the learning objectives.
 Identifying outcomes is an effective way to review curriculum and
content which leads to a more balanced and well -sequenced
curriculum.
 Learni ng objectives are broken down into smaller action items to
design training material.
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122 Assign Ownership to the Right Team :
To design training materials, different team members - such as the
learning experience designer, project manager, instructional design er,
graphic designer, video editor, developer, - all collaborate together to get
the wheels spinning. All these members have specific duties assigned to
them.
 The learning experience designer understands every element of your
training material and translat es stakeholders’ expectations in a custom
learning experience, ensuring the end product satisfies the
requirements.
 The project manager facilitates the back -and-forth communication
of action items, decisions, and deadlines.
 The scriptwriter synthesizes raw content into the required design
format, be it video scripts, infographics, interactive eLearning, etc.
 Graphic designers create the visual display of information through
visual design.
 Instructional designers create the course design and develop
instruct ional materials, including various multimodal learning formats
such as presentation materials, participant guides, handouts, etc.
 To create video training, you either need a video editing team or use
a video training software to effortlessly create and pub lish visually
engaging videos.
 A developer proficient with corporate LMS, SCORM authoring
eLearning tools, or any other tools you are using to deliver training,
handles the technical specifications and ensures error -free training
delivery.
Audit & Curate Y our Existing Training Material :
There is always a wealth of training material sitting in an organization’s
drive that is a great starting point to start designing training material.
Curating existing material and presenting it in a new way, as opposed to
designing from scratch, saves you a lot of time and effort. Think of it as a
recycling, eco -friendly learning technique.
Be sure to assess the quality of existing material and look for ways to
improve if it’s not up to your current learning standards .
Here are some factors to consider for curating existing training
content:
 Audit the existing training materials - presentations,
documents, training manuals, specifications, and videos.
 Check if the existing materials are complete in terms of containing all
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123  Check if the information contained in the existing materials is still
accurate.
 Check if the material is up to date.
 Determine if the training content is interesting and engaging.
 Check if it got positive feedback from the learners in the past.
 Figure out the scope for improvement.
Choose the Content Formats for Your Employee Training
Curriculum :
Different people prefer different learning styles – some are visual learners,
some require hands -on experience, some need an instructor to gui de them,
and so on. There is no one option when it comes to selecting the training
delivery method for your employees. The choice varies depending on
employee learning styles, as well as other factors such as training
objectives, goals, cost, timeline, etc .
Modern technology enables countless methods for delivering training
materials. Some popular options include:
eLearning : Also known as online learning or web-based training,
eLearning is preferred for remote or hybrid employees as they can learn
from the comfort of their homes. It is conducted via live
webinars, learning management systems, digital adoption platforms,
online course providers, and other online mediums that are available on -
demand.
 On-the-Job Training : Teaching a new software application or
process via interactive walk throughs and guides that helps users
navigate through different features and tasks within an application.
 Instructor -Led training : This face-to-face learning style mimics
physical classroom spaces where an instructor uses Powe rPoint
presentations to lead the training session.
 Video Training : Training videos enables employees to digest
information in an easy -to-understand format that is easier to retain for
a longer period of time.
Break Down Your Training i nto Segments or Lear ning Tracks:
Different training programs focus on enhancing different skill sets for
employees to improve their performance and productivity. Businesses
conduct different types of employee training programs depending on the
requirements and activities of a n organization. Here is a list of the most
common types of training programs:
 Orientation Training : Orientation training provides basic
organizational information that new hires need to know to prepare
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124 their new role, addresses any questions they may have, and helps
them contribute to the organization.
 Onboarding Training : New employee training helps get your new
hires up to speed by learning their new responsibilities, familiarizes
them w ith company culture, and helps them become productive team
members quickly.
 Product Training : Product knowledge training includes all the
information about your organization’s goods, service, or product that
employees need to learn in order to perform the ir jobs effectively.
 Technical training : Technical training enables your workforce to
build core technical skills and master the technical skill sets needed
for their jobs.
 Sales Training : Designed to improve your sales team’s skills by
teaching them sal es techniques, software tools, and novel approaches
to selling. Sales training programs focus on helping sales teams define
the benefits of products and services, address client needs and get
them one step closer to a purchase.
 Diversity Training : Create awareness for diversity -focused issues
within the workplace with an aim to facilitate positive interactions and
reduce prejudice and discrimination among employees.
Design the Outline for Your Training Content :
Before instructional designers begin to desig n training materials for a
particular course, an outline is developed to provide a framework for the
process. A detailed outline makes the writing process easier and organizes
your information in a way that best serves your trainees. Here’s an idea of
what this outline looks like:
 Background and descriptive information
 Introduction (why was the course created)
 Background and scope
 Target audience
 Resources supporting the content, (e.g. citations, web links)
 Training policy
 Copyright and contact informatio n
 Course planning forms and checklists
 Goals/learning objectives of the course
 Materials, equipment, and facility specifications
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125  Scope and sequence guidelines
 Clear and complete course content
 Course outline including content, learning act ivities, directions, and
time frames.
 Presentation notes with support materials for each session (e.g.
PowerPoint, overheads, and handouts)
 Teaching points for trainers
 Learning exercises (e.g. role plays, group discussions, case studies,
brainstorming)
 Topic-specific questionnaires
 Participant handouts and other course material
 Accurate and appropriate technical content
Once you have your training goals, a content format, and a detailed
outline, content development tools and technology can be leveraged to
formulate and design training material.
Leverage Content Development and Design Technology :
Employee training software is leveraged by organizations to deliver
effective employee training experiences. These software tools allow you to
create engaging trai ning modules, ensure compliance and security, track
employee engagement with the material, analyse performance, and gather
feedback. They are all -in-one platforms to deliver highly -effective training
to your workforce.
Here are other common learning and tr aining software to include in your
L&D content development stack:
 Digital adoption platform (DAP) : A training software that
integrates with your enterprise applications in order to help users learn
while working on the application. DAP creates a contextua l task list
containing interactive walk throughs, videos, and self -help menus for
users to guide them through every aspect of an application. DAPs
work hand -in-hand with learning management systems (LMSs) and
eLearning software like xAPI and SCORM for you to create training
modules, track learners’ progress, easily update content, and build
more relevant content in the future.
 Learning Management System (LMS) : A corporate LMS provides a
framework that handles all aspects of your employee training - from
creating to housing to delivering to tracking the training material. It
helps L&D teams to identify and assess both individual and
organizational learning goals, track progress towards meeting those
goals, and collect data for supervising and improving the l earning
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126  Video training software : Video training software allows you to
create, publish, share, training videos as well as measure the rate of
training and learning progression. Training videos are created to
provide knowledge and education that ca n be used for employee video
onboarding, compliance training, software education, etc. Video
training software are easy -to-use tools that empower L&D teams or
course makers to unleash their creativity and create instructional
training videos efficiently.
 SCORM Authoring eLearning Tools : SCORM authoring
tools allow you to create and manage SCORM -compliant courses and
publish them to your LMS. The SCORM -compliant courses are
compatible on a multitude of platforms without any adjustments, and
empower training managers to track their learners’ activity, monitor
progression, and measure training results easily.
 Instructional design software : Instructional design software is used
by instructional designers to create impactful, accurate and relevant
instructional content. This content may come in various formats, from
texts and presentations to podcasts, videos, etc.
Create Final Draft and Share with Your L&D Team for Final Edits :
Before launching the training course, be sure to send the newly designed
material to your L&D teams for final suggestions and edits.
A checklist can be created to check the quality of the training
material:
 Is the material capable of holding your learners’ attention?
 Does the material encourage recall and apply prior knowledge?
 Do the pres entations convey information in an easy -to-understand
manner?
 Does the material include examples, case studies, or graphics to add
to the interactiveness of the content?
 Does the training material include ways for employees to apply what
they’ve learned?
 Does the material expose learners to new scenarios and problems
where they can apply the skills they’ve learned?
The final training material should only be released after incorporating this
feedback from the L&D team.
Monitor Your Pre -Determined Training KP Is & Make Adjustments
Accordingly:
Designing training material is not a one -time process – instead it needs to
be continuously monitored and evaluated to determine if it is successful
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127 The four areas to cover for measuri ng the ROI of training materials
are:
 Employee feedback : Use post-training feedback surveys to get
employee’s feedback on the training material and what their overall
opinions or suggestions are.
 Employee learning : Use pre -and-post course assessments to
determine what employees learned and measure knowledge gained
from the training material.
 Employee post -training productivity : Observe your employees to
figure out whether or not they’re using the new knowledge in their
day-to-day tasks.
 Quantifiable busines s results : Go back to your learning objectives to
analyse whether or not the goals were reached. Also analyse your
training results by determining whether the training corresponds with
a rise in revenue, a decrease in costs, changes in employee
productivit y, etc. Ultimately this is what will be the make -or-break of
your training material and the key to budget for future ideas.
8.4 SELF -ASSESSMENT QUESTION Fill in the Blank :
1. A training module is a component of an online course that focuses on
a specific obje ctive and is designed to teach on a specific topic.
2. An informational course is a popular training format that typically
represents a set of slides with text, pictures, and “Next” buttons.
3. Interactive assessments are a type of online quiz that incorporates a
variety of question types, custom branching, and scenarios.
4. An FAQ interaction is a training module that gives users one -click
access to reference information and frequently asked questions.
5. A video lecture is an instructional video that has been recorde d and
saved for viewing at a later date.
6. Dialogue simulations help your learners build communication skills
by applying their knowledge in realistic conversations with colleagues
and customers.
7. A microlearning module is a bite -size lesson that provides a focused
answer to a single problem or question.
8. A digital job aid is a document or presentation that is accessible
virtually and can be played, downloaded, saved, or printed by the
learner.
9. Graphic designers create the visual display of information through
visual design. munotes.in

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128 10. The project manager facilitates the back -and-forth communication of
action items, decisions, and deadlines.
11. eLearning Also known as online learning or web-based training
12. Orientation training provides basic organizational information that
new hires need to know to prepare them for their role.
13. New employee training helps get your new hires up to speed by
learning their new responsibilities is known as Onboarding Training.
14. Technical training enables your workforce to build core technical
skills and master the technical skillsets needed for their jobs.
Answer s:
1. A training module
2. An informational course
3. Interactive assessments
4. FAQ interaction
5. video lecture
6. Dialogue simulations
7. A microlearning module
8. digital job aid
9. Graphic designers
10. The project manager
11. eLearning
12. Orientation training
13. Onboarding Training.
14. Technical training
Question s:
1. What is Designing Training Modules
2. What are the Types of Training Modules
3. Understand the Steps to Designing Training Modules
8.5 SUMMARY A train ing module is a component of an online course that focuses on a
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129 The different types of Training modules are Informational e -course,
Interactive assessment, FAQ interaction, Video lecture and screencast,
Dialogue simulation, Microlearning module, Digital job aid
An informational course is a popular training format that typically
represents a set of slides with text, pictures, and “Next” buttons.
Interactive assessments are a type of online quiz that incorporates a variety
of question types, custom branching, and scenarios.
An FAQ interaction is a training module that gives users one -click access
to reference information and frequently asked questions.
A video lecture is an instructional video that has been recorded and saved
for viewing at a later date.
Dialogue simulations help your learners build communication skills by
applying their knowledge in realistic conversations with colleagues and
customers.
A microlearning module is a bite -size less on that provides a focused
answer to a single problem or question.
A digital job aid is a document or presentation that is accessible virtually
and can be played, downloaded, saved, or printed by the learner.
Steps to designing Training Modules for employe e training programme
are Set Learning Objectives for Your Training Material, Assign
Ownership to the Right Team, Audit & Curate Your Existing Training
Material, Choose the Content Formats for Your Employee Training
Curriculum, Break Down Your Training int o Segments or Learning
Tracks, Design the Outline for Your Training Content, Leverage Content
Development and Design Technology, Create Final Draft and Share with
Your L&D Team for Final Edits, Monitor Your Pre -Determined Training
KPIs & Make Adjustments A ccordingly
The four areas to cover for measuring the ROI of training materials are
Employee feedback, Employee, Employee post -training productivity and
Quantifiable business results
The most common types of training programs are Orientation Training,
Onboarding Training, Product Training, Technical training, Sales
Training, Diversity Training.
8.6 KEYWORDS  A training module is a component of an online course that focuses
on a specific objective and is designed to teach on a specific topic.
 An informationa l course is a popular training format that typically
represents a set of slides with text, pictures, and “Next” buttons. munotes.in

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130  Interactive assessments are a type of online quiz that incorporates a
variety of question types, custom branching, and scenarios.
 An FAQ interaction is a training module that gives users one -click
access to reference information and frequently asked questions.
 A video lecture is an instructional video that has been recorded and
saved for viewing at a later date.
 Dialogue simulations help your learners build communication skills
by applying their knowledge in realistic conversations with colleagues
and customers.
 A microlearning module is a bite -size lesson that provides a focused
answer to a single problem or question.
 A digital job aid i s a document or presentation that is accessible
virtually and can be played, downloaded, saved, or printed by the
learner.
 Graphic designers create the visual display of information through
visual design.
 The project manager facilitates the back -and-forth communication
of action items, decisions, and deadlines.
 eLearning Also known as online learning or web-based training
 Orientation training provides basic organizational information that
new hires need to know to prepare them for their role.
 Onboarding Tra ining New employee training helps get your new
hires up to speed by learning their new responsibilities is known as
 Technical training enables your workforce to build core technical
skills and master the technical skillsets needed for their jobs.
 Product Training Product knowledge training includes all the
information about your organization’s goods, service.
 Sales Training Designed to improve your sales team’s skills by
teaching them sales techniques, software tools, and novel approaches
to selling.
 Digital adoption platform (DAP) A training software that integrates
with your enterprise applications in order to help users learn while
working on the application.
 Learning Management System (LMS) A corporate LMS provides a
framework that handles all aspect s of your employee training.
 Video training software Video training software allows you to
create, publish, share, training videos as well as measure the rate of
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131  SCORM Authoring eLearning Tools authoring tools allow you t o
create and manage SCORM -compliant courses and publish them to
your LMS.
 Instructional design software is used by instructional designers to
create impactful, accurate and relevant instructional content.
 Employee feedback – Use post-training feedback surv eys to get
employee’s feedback on the training material
 Employee learning – Use pre -and-post course assessments to
determine what employees learned and measure knowledge gained
from the training material.
 Employee post -training productivity – Observe your employees to
figure out whether or not they’re using the new knowledge in their
day-to-day tasks.
 Quantifiable business results – Go back to your learning objectives
to analyse whether or not the goals were reached.
8.7 REFERENCE S  https://www.ispringsolutions.com/blog/how -to-create -training -module
 https://whatfix.com/blog/design -training -materials/

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132 9
IMPLEMENTATION OF TRAINING
Unit Structure
9.0 Objective
9.1 Introduction
9.2 The objectives of training
9.3 Types of training
9.4 Different types of training methods
9.5 How to implement an effective employee training program
9.6 Self-assessment question
9.7 Summary
9.8 Keywords
9.9 Reference s
9.0 OBJECTIVE  What are The objectives of training
 What are the Types of training
 Understand Different types of training methods
 How to implement an effective employee training program.
9.1 INTRODUCTION Many organizations have extensive training programs that cover all
aspects of technical and soft skills. These trainings are conducted in such a
way that employees get a mandatory number of hours of training every
quarter or year. This is done to ensure th at employees are enabled to
perform their job duties to their potential. However, an aspect that needs
elaboration is that more often than not, the training programs need to be
implemented according to a rational consideration of training needs and
moreove r these training programs need to be evaluated for assessing their
effectiveness. The point here is that training programs are conducted often
without a clear articulation of training needs as well as not being
implemented according to a set pattern.
So, there are two aspects to training programs and they are to do with clear
plan for implementation as well as potential evaluation of their
effectiveness. To take the first aspect, training programs need to be
implemented according to a careful consideration of training needs and the
right training partners and the vendors have to be selected. This means that
training programs are to be based according to the needs of the
organization and not simply because there is a need for training to fill the
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133 Apart from this, training programs need to be implemented based on a
calendar that is drawn up taking into account the availability of
participants. It is often the case that training programs are implemented
without securing approvals from all the departments and divisions which
mean that many potential participants would be unable to attend because
they are busy with their work.
The second aspect that needs to be considered is the evaluation of the
effectiveness of the training programs tha t needs to be done based on how
well the participants absorb the lessons and improve their skills. This can
be done by conducting exit tests and other forms of assessment like
presentation of case studies. These would help the trainers as well as the
HRD d epartment understand how well the training program succeeded in
imparting knowledge and enhancing the skills of the participants.
This is one way of ensuring that the training is pointed and focused and
something which the participants would take seriously as well. There are
many instances of training programs where the participants idle away their
time and this has to be avoided and curbed as far as possible.
Finally, training programs need to be conducted in organizations with a
clear focus on linking the m to organizational goals, selecting the right
vendors, choosing a time that is convenient to all participants or at least a
majority of them, publishing the training calendar in advance and most
importantly, evaluating the effectiveness of the training pr ograms by
conducting exit tests and presentations to ensure that the lessons have been
well received.
In conclusion, it is not enough for HRD personnel to announce training
programs and leave the rest to the trainers and participants. Instead, they
need to play a proactive role in ensuring the success of the training
programs by following these points that have been discussed here.
9.2 THE OBJECTIVES OF TRAINING Every business should strive for higher productivity, quality improvement,
the reduction of lear ning time, industrial safety, the reduction of turnover,
and strive to establish and maintain an effective management team. These
are the objectives of training and development in an organization. There
are a myriad of ways companies can do this and, no ma tter what it is
you’re doing, chances are T&D are a part of it. Here are just a few of the
objectives of training.
 Impart job -related knowledge to your staff: Whether it’s on the job
entry -level training or training aimed at adapting to changing
economic, political, and technological climates - the purpose of
workforce training is to enable your employees to better do their jobs.
 Impart skill knowledge systematically: The organization of training
events is generally done in a group setting, using teams, grou ps, or
communications technology to reach the largest number of employees
simultaneously and to do it in a way that is educationally sound. munotes.in

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134  Improve the productivity of the workers and the organization: A
central concern for any organization, whether or not it is for profit, is
productivity. It is a rare situation indeed where efficiency is not
desirable, and where more efficiency is not even more desirable.
 Improve safety standards: No one wants to work in an unsafe
environment. Improving safety in the work place can improve
productivity and prevent all varieties of losses, human, and capital.
 To enhance equipment handling practices: By instilling the correct
methods for the use of workplace equipment, training can reduce
injuries, lessen the damage, and impr ove efficiency.
Using the process known as smart objectives training teams can help to
ensure their programs have the best chance of fulfilling all of these
objectives. Our objectives of training and development of employees
should be:
 Specific : Your goal is direct and detailed.
 Measurable : The objectives are quantifiable to track progress and
success.
 Achievable : The list of training objectives are realistic and you have
the tools needed to attain them.
 Relevant : Training goals align with your company’s mi ssion.
 Time -Oriented : Your goals also have a deadline or specific
milestones in place.
9.3 TYPES OF TRAINING There are probably just as many possible kinds of training as there are
subjects to learn and people to teach. First, let’s take a closer look at t he
different types of training are:
 Skills training: focuses on job -related knowledge used for new hires
& correcting performance defects.
 Retraining : for the maintenance and updating of worker knowledge
used for technological innovation & intra -organizati onal changes.
 Cross -functional training : to generate skill -redundancy in the
workforce so that employees can perform in a wider variety of
capacities. This is used for flexibility in scheduling & enhanced
coordination
 Team training : for self -directed teams to develop; management
skills, coordination skills, and cross -functionality.
 Creativity training : uses innovative teaching and learning methods
in order to enhance workforce ability to generate new and innovative
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135  Literacy training : used to improve the basic skills of a workforce in
reading, writing, mathematics, and effectiveness habits such as
punctuality, cooperation, and responsibility.
 Diversity training: utilizes advanced sociological findings to instill
awarene ss, respect, and acceptance of persons of a different gender,
race, religion, background, etc.
 Compliance training: mandated by legislation to educate your team
on laws or regulations specific to their job or industry. Good
compliance training prioritizes the health and safety of your
employees.
 Security training : helps teams act in a secure and safe way to protect
their company from fraud or malicious activity from others.
 Sales training : enables reps to build relationships, improve
negotiation skills, and manage a sales pipeline.
 Customer service training : to improve customer relations,
communication, response time, and response quality in order to
enhance customer satisfaction
In addition to different types of training, there are also different types of
training delivery methods. These include:
 Online learning: Team members access training through online
training software.
 Coaching: Employees receive coaching and feedback from their
manager or trainer.
 Hands -on practice: This gives employees the chance to practice
applying a skill or knowledge in a simulated environment or practice
scenario.
 Role playing : A group of team members come together to role play
through a common situation that they’ll face in their job.
 Classroom/group training : Usually, led by an instructor, this type of
training brings people into one location for live training.
9.4 DIFFERENT TYPES OF TRAINING METHODS Depending on the needs and resources of your organization, you will need
to choose the method for your training. They may be web -based, in the
classroom, or on -hand. Your choice will depend on the following factors.
 Your list of training objectives: It’s important to remember the
purpose of your training objectives and what you really want to
accomplish.
 The time available: Do you ne ed to complete training in a matter of a
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136  Cost of training: Will you need to bring in an outside trainer or
subject matter expert? If you complete training in -person, will you
need to pay for your employees to travel?
 The level o f the participant’s understanding: Is this topic or subject
relatively new for learners? Or, do they have a basic understanding of
what training will cover?
 The size of your group: Do you need to provide training to a small
group of employees or your entir e team?
 The available facilities: Will a conference room at your office hold
everyone who needs to attend training? Or, does everyone have their
own computer for online training?
Types of training ppt are available from many different sources and can be
a handy reference guide when designing a training program. But it is
important to be as flexible and open -minded as possible when designing
your programs in a way that best suits the training needs of your unique
workforce.
9.5 HOW TO IMPLEMENT AN EFFECTIVE EMPLOYEE TRAINING PROGRAM Employee training is important in so many ways. It helps improve
employee engagement and increases employee retention. If done right, it
also has a positive impact on efficiency, innovation and productivity.
Naturally, training is good for employees and, ultimately, your
profitability and customers.
Creating a good employee training program doesn’t just happen. It needs
to be effective. It needs to be modern and fit for purpose – in other words,
personalized. This means thinking di gital.
If you’re not sure what modern professionals want from their learning,
check out this helpful infographic. And, check out our Ultimate Guide to
Employee Training for more employee program tips!
To learn how to develop a training program for your emp loyees, read
on for our four key steps:
Step 1: Establish Goals for Your Training Program
Before you embark on your project, you need to pinpoint the goals, needs
and target audiences. This is a critical step in understanding the gap
between what skills yo ur users already have and where more training is
required. It’s not enough to just listen to what senior stakeholders think
users need.
Capturing a clear, honest set of needs helps you establish what you will
use as a marker of success for your employee tr aining initiatives. It also
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137 which ones will be most appreciated by your employees and which ones
will have the biggest impact on your business.
To do so, you need to ask the right que stions and create some user
profiles. Our free Capture template can help with this.
Step 2: Build an Employee Training Plan
Once you have decided on the wider goals of your training, the next step is
to focus on the learning objectives, e.g. what you want your employees to
be able to do differently? The best learning outcomes are specific and
easily measurable
A few examples may include:
 Handle complex contract renewal negotiations
 Adopt a new framework to set business targets for the next quarter
 Apply a n ew process for handling customer complaints
Map out your learning objectives as specific sub goals for each module or
lesson in your employee training plan. This will help to ensure your
content is hyper -targeted and tied to that specific outcome. It also allows
you to measure the success of each module, i.e. did the content deliver on
its intended outcome? – and if not, evaluate how it can be improved.
This stage is a great time to enlist the help of Subject Matter Experts.
Collaborating with a Subject Mat ter Expert (SME) can help to enrich your
content with unique insights. They may also be able to provide advice on
how to structure your training plan to ensure the content is delivered in a
digestible way, based on their expertise. Asking a SME to review t he
content for your training plan can help to spot any potential gaps in your
training plan and suggest new modules to include. Utilizing Subject
Matter Experts to produce learning will enable you to produce more
frequent content, that’s more authentic, ev en more personalized and meets
demand – for less budget!
Some authoring tools are specifically designed to nurture and facilitate
effective collaboration between Learning & Development teams and
SMEs. Elucidate is a next -generation authoring platform which brings
together L&D and SMEs to produce high -quality content, fast.
Step 3: Create Effective Employee Learning Experiences
The key focus of this step is creating compelling and impactful content
and providing an effective learning experience for the end -user.
Choosing an eLearning authoring tool :
Whether you’re creating your training in -house or via third parties, your
choice of software will make a huge difference to the end product and how
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138 9 things you should consider when exploring authoring tools for your
employee training program:
 Ease of use: what templates are provided and what design support is
available?
 Flexibility and control: can you go bespoke if needed?
 Brand ability and ability to re-style: what personalisation’s options
are there?
 Collaboration and review features: can multiple team members
work together to build the program?
 Mobile -ready and responsive: how accessible is the content?
 Maintainability and ease to re -publi sh: can you scale your training
program?
 Localization features: can you adapt the content for employees in
other global regions?
 Analytics and data streams: how easy is it to analyse the
performance of the program?
 Publishing options: standalone, SCORM, xA PI?
Above all, make sure that you demo any tool before using it – it’s the
fastest, easiest and most accurate way of finding out if an authoring tool
meets your needs. You can learn more about how to select the right tool
for you with this free guide.
Crea ting employee training content :
When it comes to employee training content, it’s important to remember
that there’s no ‘one size fits all’. What works for one audience and
requirement won’t necessarily work for the next, so consider each project
individual ly. For that reason, it’s likely that your employee training plan
will include multiple formats and activities, such as video explainers,
interactive quiz modules and longer form e -book content.
Ultimately, the success of your staff training program relies on your
employees engaging with the content, so it’s essential that you consider
the context, design, format and delivery method of your program at the
planning stage.
 Context : What makes the content relevant and useful? Why should
employees engage with i t?
 Design : How can you present the information in a digestible,
attractive and engaging way?
 Format : Have you incorporated interactive elements or deployed
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139  Delivery : How will you distribute t he content to your employees?
Will you publish it directly, with its own URL or host it somewhere
else?
To ensure your staff training program will resonate with your users,
evaluate which training models will provide most value to them.
To help you build an effective training program, we’ve unpicked what we
believe to be the winning solution to successful eLearning: People -
Centered Learning. People -Centred Learning follows six core principles:
delivering ROI, meeting clear goals, measuring learning, person alization,
respecting users’ time and making it widely available.
Our free whitepaper and practical checklist can help you understand what
this means and how you can implement it. Find out more about People -
Centered Learning here.
You can also get lots of inspiration from our Showcase page, and even
have us gift you projects into your account to adapt and re -use.
Timing your training right:
It’s important to deliver your training at the most convenient time for your
users; training provided too early or too late can be disruptive or worthless
to the user. The best time to deliver your employee training program will
vary depending on the content and audience, but some examples include:
 Training that is provided on -demand, immediately prior to using a
product (e.g, Just -In-Time (JIT))
 Hints or push messages triggered in your software products that point
employees to training when the software “senses” that they’re stuck
(for example, if the employee is spending a long time on a certain
feature or using it incor rectly)
 Employees are either “pulled” to the training (for example, being
directed to support pages or training programs) when necessary, or
training is “pushed” to them (such as in emails containing hints, tips,
or videos) as part of a schedule.
Step 4: T rack and Improve - Cultivate Your Content
Learning and development programs aren’t static. The best
ones continually evolve and improve. Watching how employees access
and interact with your training, as well as evaluating its effectiveness,
helps you decid e how to make it better.
Consider the following activities:
 Review online quiz results to see if particular questions are
consistently answered incorrectly. If they are, maybe the questions are
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140  Measure against the success criteria you identified in Step 1 to
determine if the training is having the desired effects.
 Monitor those crucial numbers – How many users? What time of day?
What device? How long for? Do they come back? – and more, with
in-built Analytics.
 Review your support requests to see where training could be created
or improved.
 Directly ask employees and managers about their performance pain
points and what’s helping/improving.
As well as our Everyday Guide to Analytics linked to above, take a look a t
our Cultivate guide. This sets out ways to not only measure what’s going
on with your eLearning, but how to improve upon it. Download the free
Cultivate guide now.
9.6 SELF -ASSESSMENT QUESTION Fill i n the Blank :
1. Focuses on job -related knowledge used for new hires & correcting
performance defects is known as ________________
2. The maintenance and updating of worker knowledge used for
technological innovation & intra -organizational changes is known as
________________
3. ________________is used for flexibility i n scheduling & enhanced
coordination
4. ________________uses innovative teaching and learning methods in
order to enhance workforce ability to generate new and innovative
ideas and to discover novel approaches.
5. ________________used to improve the basic skills of a workforce in
reading, writing, mathematics, and effectiveness habits such as
punctuality, cooperation, and responsibility.
6. ________________utilizes advanced sociological findings to instil
awareness, respect, and acceptance of persons of a different gender,
race, religion, background, etc.
7. ________________mandated by legislation to educate your team on
laws or regulations specific to their job or industry.
8. Security training helps teams act in a secure and safe way to protect
their company from fraud or malicious activity from others.
9. ________________ enables reps to build relationships, improve
negotiation skills, and manage a sales pipeline. munotes.in

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141 10. ________________to improve customer relations, communication,
response time, and response quality in order to enhance customer
satisfaction
11. ________________is important to improve employee engagement
and increases employee retention.
Answer s:
1. Skills Training.
2. Retraining
3. Cross -functional training
4. Creativity training
5. Literacy training
6. Diversity training
7. Complian ce training
8. Security training
9. Sales training
10. Customer service training
11. Employee training
Match t he Column :  Impart job - related knowledge to your staff  No one wants to work in an unsafe environment.  Impart skill knowledge systematically  A central concern for any organization, whether or not it is for profit, is productivity.  Improve the productivity of the workers and the organization  By instilling the correct methods for the use of workplace equipment, training can reduce injuries, lessen the damage, and improve efficiency.  Improve safety standards  The organization of training events is generally done in a group setting, using teams, groups, or communications technology  To enhance equipment handling practices  It’s on the job entry-level training or training aimed at adapting to changing economic, political, and technological climates
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142 Answer s:
1. 5
2. 4
3. 2
4. 1
5. 3
9.7 SUMMARY Many organizations have extensive training programs that cover all
aspects of technical and soft skills.
Every b usiness should strive for higher productivity, quality improvement,
the reduction of learning time, industrial safety, the reduction of turnover,
and strive to establish and maintain an effective management team.
The objectives of training are - Impart job -related knowledge to your staff,
Impart skill knowledge systematically, Improve the productivity of the
workers and the organization, Improve safety standards and To enhance
equipment handling practices.
Different types of training are Skills training, Re training, Cross -functional
training, Team training, Creativity training, Literacy training, Diversity
training, Compliance training, Security training, Sales training and
Customer service training.
Different types of training delivery methods are Online le arning,
Coaching, Hands -on practice, Role playing and Classroom/group training
To implement an effective employee training program there are four key
steps. step 1: establish goals for your training program, step 2: build an
employee training plan, step 3: create effective employee learning
experiences and step 4: track and improve – cultivate your content
9.8 KEYWORDS  Skills Training focuses on job -related knowledge used for new hires
& correcting performance defects
 Retraining The maintenance and updatin g of worker knowledge used
for technological innovation & intra -organizational changes
 Cross -functional training is used for flexibility in scheduling &
enhanced coordination
 Creativity training uses innovative teaching and learning methods in
order to en hance workforce ability to generate new and innovative
ideas and to discover novel approaches. munotes.in

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143  Literacy training used to improve the basic skills of a workforce in
reading, writing, mathematics, and effectiveness habits such as
punctuality, cooperation, an d responsibility.
 Diversity training utilizes advanced sociological findings to instil
awareness, respect, and acceptance of persons of a different gender,
race, religion, background, etc.
 Compliance training mandated by legislation to educate your team
on laws or regulations specific to their job or industry.
 Security training helps teams act in a secure and safe way to protect
their company from fraud or malicious activity from others.
 Sales training enables reps to build relationships, improve
negotiati on skills, and manage a sales pipeline.
 Customer service training to improve customer relations,
communication, response time, and response quality in order to
enhance customer satisfaction
 Employee training is important to improve employee engagement
and increases employee retention.
 Online learning Team members access training through online
training software.
 Coaching Employees receive coaching and feedback from their
manager or trainer.
 Hands -on practice This gives employees the chance to practice
apply ing a skill or knowledge in a simulated environment or practice
scenario.
 Role playing A group of team members come together to role play
through a common situation that they’ll face in their job.
 Classroom/group training Usually, led by an instructor, thi s type of
training brings people into one location for live training
9.9 REFERENCE S  https://www.elucidat.com/blog/employee -training -program/
 https://www.managementstudyguide.com/implementation -of-training -
programs -and-evaluation.htm
 https://seismic.com/enablement -explainers/the -importance -of-
training/
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144 10
EXPLORING VARIOUS TYPES OF
TRAINING
Unit Structure
10.0 Objective
10.1 Introduction
10.2 Traditional Training methods
10.3 E-learning and use of technology in training
10.4 Computer Based Training
10.5 Satellite Based Training
10.6 Outbound Tra ining
10.7 Fusion Methodology: Theatre, Art, Music as methodologies The
World as a Classroom
10.8 Self-assessment question
10.9 Summary
10.10 Keywords
10.11 Reference s
10.0 OBJECTIVE  What are the Importance Of Training To Organisation:
 What are the Importance Of Training To Individuals:
 Understand the Importance In Personnel And Human Relations, Intra -
Group And Inter -Group Relations And Policy Implementation
 What is Traditional Training Methods
 Understand E -Learning And Use Of Technology In Training
 Intelligent Tutoring Systems
 Explore Distance Learning
 Understand Computer Based Training
 What is Satellite Based Training
 What is Outbound Training
 What Can You Expect From An Outbound Training Session?
10.1 INTRODUCTION Almost every new hire is put th rough training to in order to improve their
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145 efficiently. It is an organised activity for increasing the knowledge and
skills of the employee for a specific purpose. Training improves the
competence of employees and motivates them. Many organisations have
in house training centres. Others make arrangements with some training
institutions to train their employees.
Thus, training helps employees to improve their knowledge and skill and
make them perform their tasks more efficiently. It also helps them in
promotion and improves their attitudes and confidence levels.
Training may be viewed as an organised and systematic planning
procedure for increasing the knowledge and skill of people for a specific
purpose. It imparts learning experiences which enable an employee to
improve his contribution in meeting goals and objectives of an
organization. Training improves the performance of employees and
prepares them for taking new assignments in future .
Training is concerned with increasing knowledge and skill in doing a
particular job and the major burden of training falls upon the business
organisation in which the job is located. On the other hand education is
concerned with increasing general knowl edge and understanding of the
total individual. Training is job oriented. Training is practice based.
Training is a process in which all sided efforts are made to improve skills,
aptitudes, abilities etc. of individuals. They may be employees, candidates,
apprentices and so on. Training definitely helps the trainees in updating
their talents and skills and developing new ones. It helps to increase the
efficiency and productivity of the trainees. For qualitative development of
all employees, training is abso lutely essential and organisations will do
well to take interest and give importance to training activities.
When candidates are recruited from outside or selected or promoted from
inside, it is expected that they must perform their jobs with maximum
efficiency and competence. Therefore, after selecting the candidates, the
next logical step is to train them for better performance. Training is
required to be imparted to the employees to keep them updated, effective
and efficient.
At present, it is observed that all organisations, of whatever types they
may be, need to have well trained, experienced and skilled people to
perform various activities which have to be done or performed. If the jobs
are of a complex nature, training becomes inevitable. Employee tr aining
is, therefore, not only a desirable activity but it is an activity which an
organisation must commit resources to if it is to maintain a visible,
efficient and knowledgeable work force.
The term or concept of ‘Training’ has been defined by many exp erts in the
field of management taking into consideration different aspects.
Importance of Training to Organisation:
 Improves the job knowledge and skills at all level of the organisation. munotes.in

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146  Improves the morale of the work force.
 Helps people identify with o rganisational goals.
 Improves relationship between boss and subordinates.
 Learns from the trainees.
 Aids in organisational development.
 Helps prepare guidelines for work.
 Provides information for future needs in all areas of the organisation.
 Aids in devel opment for promotion from within.
 Organisation gets more effective decision making and problem
solving skills.
 Aids in increasing productivity and or quality of work.
 Helps keep cost down in many areas e.g. production, personnel,
administration etc.
 Improv e labour management relations.
 Eliminates subordinate behaviour such as hiding tools.
 Helps employees adjust to change.
Importance of Training to Individuals:
 Helps the individual in making letter decisions and effective problem
solving.
 Through training a nd development, motivational variables of
recognition, achievement, growth, responsibility and advancement are
internalised and operationalised.
 Aids in encouraging and achieving self -development and self -
confidence.
 Helps a person handle stress, tension, frustration and conflict.
 Increase job satisfaction and recognition.
 Moves a person towards personal goals while improving interactive
skills.
 Provides the trainee an avenue for growth and say in his/her future.
 Develops a sense of growth in learning.
 Help s eliminate fear in attempting task.
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147 Importance in Personnel and Human Relations, Intra -Group and
Inter -Group Relations and Policy Implementation:
 Improves communication between groups and individual s.
 Aids in orientation for new employees and those taking new jobs
through transfer or promotion.
 Provides information on equal opportunity and affirmative action.
 Improve interpersonal skills.
 Improves morale.
 Builds cohesiveness in group.
 Makes organisat ional policies, rules and regulations viable.
 Provides a good climate for learning, growth and co -ordination.
10.2 TRADITIONAL TRAINING METHODS Training and Development (T&D) is one of the main functions executed
by the Human Resource (HR) department to bu ild a quality workforce in
an organisation. Training departments design T&D programmes as per the
purpose of the training programme, goals of the organisation, and extent
of knowledge and skills of the employees. From traditional to present -day
computerise d methods, trainers adopt different approaches to impart
quality training and development.
Traditional training methods for human resources have proven successful
for many years. These techniques are useful and are used by many
companies. These techniques require an experienced and dedicated human
resource professionals to conduct them and make the tools useful for your
trainees. To ensure complete success, a thorough and complete tracking
system is very useful.
Presentation Methods:
One of the oldest and m ost traditional training methods is the lecture.
Many of us are familiar with this form of learning, since it is a very
common way to teach in today's school systems. Various support tools are
used, from charts and blackboards to PowerPoint slides and virt ual
meetings. Human resource associates learn and take notes while
instructors present information and administer examinations. Materials are
provided for reference, and students often learn in traditional classroom
settings.
Hands -On Methods:
Hands -on met hods require trainees to be actively involved in their own
learning. Examples of hands -on techniques are role playing, on -the-job
training, case studies, simulations, games and behaviour modelling. With
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148 and then performs the role play or simulation while the instructor
observes. Immediate feedback and advice is given to the trainee and any
corrective action is taken at that time. Participants ask questions at the end
of the simulation and can immediately use their new skills.
Team -Building Methods:
Team -building methods also are traditional training techniques for human
resource associates. The goal of these methods is to build team
relationships, ensuring greater success for the depart ment and the trainee.
Activities include games, simulations and challenges created for group
interaction. Using a skilled facilitator, participants learn and interact
together, forging important and lasting relationships. Associates learn how
to work in te ams and transfer this knowledge back to the workplace.
Variations of team -building methods also extend to outdoor wilderness
adventures and trust -building games.
Selecting a Method:
Choosing a traditional training method requires weighing several options.
Cost, of course, determines many decisions. Travel expenses and time
away from the job are among the greatest expenses to consider when
choosing a training method. Expected outcomes for the training are also
important to consider. If greater team effective ness is a goal, then team -
building training is the best choice. If speed of learning is critical, then
hands -on learning is the method which delivers. Weigh your options and
choose the learning method that most closely meets your needs.
Lecture:
 Standard l ecture: trainer speaks and trainees listen
 Team teaching: two or more trainers present
 Guest speakers: speakers visit
 Panel: multiple speakers present and ask questions
 Student presentations: groups of trainees present
Advantages :
 relatively inexpensi ve and efficient for large groups
 useful when the instructor is the main knowledge holder
Disadvantages:
 passive
 potentially weak connection to the work environment
Audio -visual:
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149  Video is highly popular, but rarely used alone
 Video can be effective for illustrating communication skills,
interviewing skills, customer -service skills, and step -by-step
procedures
Advantages :
 can demonstrate content that cannot be easily demonstrated live
 provides consistency
 useful co mplement to other methods
Disadvantages :
 creative approach may be weak
 may become obsolete
 passive
On-the-Job Training (OJT):
 Involves learning by observing others and emulating their behaviour
 Considered informal because it does not occur in a classroo m and
because managers or co -workers are trainers
 Useful for training new employees, upgrading experienced
employees’ skills, and cross -training
Advantages :
 requires less time and cost than formal training
 customized and offered at any time o focuses on actual job content
Disadvantages :
 may be inconsistent
 bad habits may be passed on
Enhancing OJT :
 Break tasks down into important steps
 Prepare resources and support
 Show trainees how to perform the task and explain key points
 Have the trainee practice small parts and then entire tasks
 Provide feedback
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150 Self-Directed Learning:
 Places complete responsibility for learning on the learner, including
when learning will take place and with whom
 Content is pre -determined, but trainees can learn the content at their
own pace and in their own way
 Trainers should be available to answer questions and facilitate
learning
Advantages:
 flexibility for trainees
 fewer trainers, facilities, and resource s required
 consistent training content
Disadvantages:
 may place too much responsibility on learners
 may be costly
Developing Self -Directed Learning:
 Conduct a job analysis to identify the tasks
 Write trainee -cantered learning objectives
 Develop the co ntent for a learning packet
 Break content into small chunks
 Develop an evaluation package
Apprenticeships :
 Work -study type training involving on -the- job and classroom training
 Typically sponsored by a company or trade union
 Common in skilled trades, such as for an electrician, carpenter, and
plumber
Trainee advantages
 earn pay while they learn
 wages increase as skills improve
 competitive job offers
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151 Employer advantages :
 meet specific business needs
 attract talented employees
 trainees are skilled and motivated
Employer disadvantages :
 costly
 potentially narrow skill set
Simulations:
 Training method that represents a real -life situation where trainees’
decisions result in outcomes that mirror what would happen on the job
 The best simulations have a high degree of identical elements
Advantages :
 highly realistic hands -on practice
 allow trainees to make mistakes
Disadvantages :
 potentially expensive to develop
 may be diff icult to incorporate identical elements
Case Study :
 In-depth scenario how employees or an organization dealt with a
difficult situation
 Trainees are required to analyse and critique the actions taken,
indicate appropriate actions, and suggest what shoul d have been done
differently
 Individuals learn through a process of discovery
Advantages :
 useful for developing intellectual skills
 engage learners
Disadvantages :
 trainees must be highly motivated and have a degree of expertise
 recommendations are mer ely hypothetical
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152 Business Games :
 Primarily used for management skill development
 Require trainees to actively gather information, analyse, and make
decisions
 Stimulate learning because participants are actively involved and
because games mimic the com petitive nature of business
Common characteristics of games:
 involve a contest or competition
 designed to demonstrate an application of a knowledge or skill
 alternative courses of action are available
 trainees do not know for certain the
 consequences of their actions o rules limit participant behaviour
Advantages:
 can be used for training that would otherwise involve risk of accident
or high cost
 active involvement
Disadvantages :
 difficult to develop
 not always realistic
 trainees must be motivate d
Role Plays :
 Require trainees take on a role, such as a manager or disgruntled
employee, and explore what is involved in the role
 Often included in programs focused on the development of
interpersonal skills
Advantages :
 allow trainees to practice skill s
 trainees are engaged
Disadvantages :
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153 Enhancing Role Plays :
 Explain the background and context
 Provide a script with sufficient detail
 Arrange the room so other traine es can see
 Provide observation sheets and checklists that highlight key issues
 Provide sufficient time to debrief and provide feedback
Behaviour Modelling :
 Hands -on method that involves presenting to trainees a model,
highlighting the key aspects of the model, practice, and feedback
 Based on social learning theory
 Highly effective for interpersonal skills
Effective Modelling Displays :
 Clear presentation of the key behaviors O A model that is credible to
trainees
 An overview of the behaviors
 Repetition of each behaviour
 A review of the behaviors
 Models using the behaviors correctly and incorrectly
Advantages :
 hands -on practice
 highly effective in promoting transfer
Disadvantages :
 potentially time -consuming to implement
Adventure Learning :
 Method ai med at developing teamwork, leadership skills, and self -
awareness
 Activities range from highly strenuous and challenging ones, such as
mountain climbing, to less challenging ones, such as rope courses
 Exercises must be related to a specific learning obje ctive
Advantages :
 trainees interact and build relationships
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154 Disadvantages :
 potential physical harm
 costly
 not all trainees may be motivated
Team Training:
Three key aspects of team performance
 Behaviour -teams must communicate, coordinate, adapt, and complete
complex tasks
 Knowledge -teams must have “mental models” that allow them to
function effectively
 Attitudes -members must have favourable attitudes toward each other
Advantages :
 when properly designed, tea m training
 generally results in more effective teams
Disadvantages :
 potentially costly
 time consuming
Action Learning:
 Involves assigning teams an actual problem, committing to an action
plan, and holding them accountable
 Used to solve important probl ems, develop leaders, build teams, and
transform organizational cultures
 Typically involves teams of 6 to 30
Advantages :
 highly interactive and engaging
 highly effective in developing the target skills and promoting transfer
Disadvantages :
 requires trai nees with a high level of ability

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155 Choosing a Method:
A variety of considerations should be taken into account
 The learning outcome, which the most important
 The learning environment
 Transfer of training considerations
 Cost
 Overall effectiveness
Gene ral Trends :
 There is considerable overlap in learning outcomes across methods
 Hands -on methods are more effective than presentation methods
 Presentation methods are less expensive
 Where possible, use multiple methods to capitalize on the strengths of
each
10.3 E-LEARNING AND USE OF TECHNOLOGY IN TRAINING Technology is having a major impact on the delivery of training programs.
Merrill Lynch is using e -learning for its financial consultants and planners
because of its potential learning and accessibili ty advantages over
traditional classroom training. Technology is changing learning and
training in corporate settings, grade schools, high schools, colleges and
universities.
Technologies’ Influence on Training and Learning :
New technologies have made it p ossible to
 Reduce the costs associated with delivering training
 Increase the effectiveness of the learning environment
 Help training contribute to business goals
New technologies include :
Multimedia, Distance learning, Expert systems, Electronic suppor t
systems, Training software applications
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156 Technology Has Made Several Benefits Possible:
 Employees can gain control over when and where they receive
training.
 Employees can access knowledge and expert systems on an as -needed
basis.
 Employees can choose the type of media (print, sound, video) they
want to use in a training program.
 Course enrolment, testing, and training records can be handled
electronically, reducing the paperwork and time needed for
administrative activities.
 Employees’ accomplishments in training in progress can be
monitored.
Technology Allows Digital Collaboration To Occur:
Digital collaboration refers to the use of technology to enhance and extend
employees’ abilities to work together regardless of their geographic
proximity.
Digita l collaboration includes:
Electronic messaging systems, Electronic meeting systems, Online
communities of learning
Digital collaboration can be:
 Synchronous : trainers, experts, and learners interacting with each
other live and in real time; just like fac e-to-face classroom instruction.
 Asynchronous : non-real-time interactions; learners can access
information resources when they desire them.
Impact of New Technology on the Learning Environment:
Prior to the introduction of new technology:
 Learning was a very linear process.
 Instructors presented information to the learners.
 Practice and applications occurred after instruction.
 Instructor/trainer and learner were only ones involved.
 Communication was one way – from instructor to trainee.
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157 How Technology Has Changed The Learning Environment:

 Technology has allowed learning to become a more dynamic process.
 The learning environment has expanded to include greater interaction
between learners and the training co ntent.
 There is greater interaction between learners and the instructor.
 Instruction is primarily delivered to the learners online using the
internet.
 Instructor is more of a coach and resource person.
Learning occurs through:
 communicating with other learners
 working on virtual team projects
 exchanging ideas
 interacting with experts
 discovering ideas and applications using hyperlinks
 Experts and resource materials are part of the learning environment.
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158 How technology has changed the learning envir onment:

Multimedia :
Training Multimedia training combines audio -visual training methods
with computer -based training. These programs integrate text, graphics,
animation, audio, and video. Because this training is computer -based, the
trainee can interact with the content. Can be delivered using the Internet or
intranets.
Advantages of Multimedia Training:
 Self-paced
 Interactive
 Consistency of content
 Consistency of delivery
 Unlimited geographic accessibility
 Immediate feedback
 Built -in guidance syste m
 Appeals to multiple senses
 Can test and certify mastery
 Privacy
Disadvantages of Multimedia Training:
 Expensive to develop
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159  training content
 Trainee anxiety with using technology
 Difficult to quickly update
 Lack of agreeme nt on effectiveness
Intelligent Tutoring Systems :
 Intelligent tutoring systems (ITS) refer to instructional systems using
artificial intelligence.
 There are three types of ITS: Tutoring, Coaching, Empowering
environments
 Tutoring is a structured attempt to increase trainee understanding of a
content domain.
Components of intelligent tutoring systems:
 Domain Expert Provides information about how to perform the task
 Trainee Model Provides information about student’s knowledge
 Training Session Manager Inte rprets trainees’ actions and reports the
results or provides coaching
 User Interface Enables trainee to interact with the system
 Trainee Scenario Generator Determines difficulty and order in which
problems are presented to trainee
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160 Characteristics of In telligent Tutoring Systems (ITS):
 ITS has the ability to match instruction to individual student needs.
 ITS can communicate and respond to the student. ITS can model the
trainee’s learning process.
 ITS can decide, on the basis of a trainee’s previous per formance, what
information to provide to him.
 ITS can make decisions about the trainee’s level of understanding.
 ITS can complete a self -assessment resulting in a modification of its
teaching process.
Distance Learning :
 Distance learning is used by geogr aphically dispersed companies to
provide information about new products, policies, procedures, and
skills training and expert lectures to field locations.
 Features two -way communications between people.
 Involves two types of technology: Tele conferencing Individualized,
personal -computer -based training
Technologies for Training Support :
 New technologies such as expert systems, groupware, and electronic
support systems are being used to support training efforts.
 These technologies are helping to capture tr aining content so that it is
available to employees who may not have attended training.
 These technologies provide information and decision rules to
employees on an as -needed basis.
 Employees can access these technologies in the work environment.
Conditi ons when training support technologies are most needed:
 Performance of task is infrequent.
 The task is lengthy, difficult, and information -intensive.
 The consequences of error are damaging.
 Performance relies on knowledge, procedures, or approaches that
frequently change.
 There is high employee turnover.
 Little time is available for training resources for training are few.
 Employees are expected to take full responsibility for learning and
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161 Training Support Technologies - Expert System s:
 Expert systems refer to technology that organizes and applies the
knowledge of human experts to specific problems.
 Expert systems are used as a support tool that employees refer to
when they have problems or decisions they feel exceed their current
knowledge and skills.
 Expert systems have three elements: A knowledge base that
contains facts, figures, and rules about a specific subject.
 A decision making capability that draws conclusions from those facts
and figures to solve problems and answer questio ns.
 A user interface that gathers and gives information to the person using
the system.
Training Support Technologies - Groupware :
 Group ware (electronic meeting software) is a special type of
software application that enables multiple users to track, sha re, and
organize information, and to work on the same document
simultaneously.
 Companies have been using groupware to improve business
processes, to improve meeting effectiveness, as well as to identify and
share knowledge in the organization.
 A groupware system combines such elements as: Electronic mail,
Document management and Electronic bulletin board
 The most popular brand of groupware is Lotus Notes.
Training Support Technologies - Electronic Performance Support
Systems :
An electronic performance supp ort system (EPSS) is an electronic
infrastructure that:
 Captures, stores, and distributes individual and corporate knowledge
assets throughout an organization, to
 Enable individuals to achieve required levels of performance in the
fastest possible time a nd with a minimum of support from other
people.
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162

10.4 COMPUTER BASED TRAINING Computer -based training (CBT) is an interactive training experience
in which:
 The computer provides the learning stimulus,
 The trainee must respond, and
 The computer analyses the responses and provides feedback to the
trainee
Computer -Based Training - CD-ROM, DVD, Laser Disc :
 A personal computer enables animation, video clips, and graphics to
be integrated into a training session.
 The user can interact with the training material through using a
joystick or touch -screen monitor.
Computer -Based Training - Interactive Video :
 Interactive video combines the advantages of video and computer -
based instruction.
 Instruction is provided one -on-one to trainees via a monitor connected
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163  Trainees use the keyboard or touch the monitor to interact with the
program.
 It is used to teach technical procedures and interpersonal skills.
Computer -Based Training - The Internet or Web -Based Trai ning and
E-learning :
 Internet -based training refers to training that is delivered on public or
private computer networks and is displayed by a Web browser.
 Intranet -based training refers to training delivered using the
company’s own computer network.
 The training programs are accessible only to the company’s
employees, not to the general public.
Levels of internet -based training:
Distribution of Computer -Based Training Delivery of Multimedia,
Linking to Other Resources, Sharing Knowledge Online Referenci ng
Testing Assessment Delivery of Multimedia Communications Level
1 2 3 4 5 6

 E-learning or online learning refers to instruction and delivery of
training by computer online through the Internet or the Web.
 E-learning can include: Task -based support, S imulation -based
training, Distance learning, learning portals
Characteristics of e -learning:
Involves electronic networks that enable information and instruction to be
delivered, shared, and updated instantly. Delivered to the trainee using
computers with Internet technology. Focuses on learning solutions that go
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164

Advantages of E -learning :
 It supports company’s business strategy and objectives. It is
accessible at any time and any place.
 The audience can include employees and managers as well as
vendors, customers, and clients.
 Training can be delivered to geographically dispersed employees.
 Training can be delivered faster and to more employees in a shorter
period of time.
 Updating is easy.
 Practice, feedback, objectives, assessment, and other positive features
of a learning environment can be built into the program.
 Learning is enhanced through use of multiple media and trainee
interaction.
 Paperwork related to training management can be eliminated.
 It can link learners to other content, experts, and peers.
Tips for Developing Effective Online Learning :
 Consult with information technology experts before buying or
developing a program.
 Online programs should incorporate learning practices.
 To teach interpersonal skills o n the Web, get the learner actively
involved.
 Give employees time for Web -based training.
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165  Design courses for available bandwidth or increase bandwidth.
 Avoid using plugins.
 Make sure that trainees know the basics.
 Allow trainees the opportunity to collaborate.
 Consider a combination of Web -based and face -to-face instruction.
 Make trainees accountable for completing courses.
 Virtual reality is a computer -based technology that provides trainees
with a three -dimensi onal learning experience.
 Trainees move through the simulated environment and interact with
its components.
 Technology is used to stimulate multiple senses of the trainee.
 Devices relay information from the environment to the senses.
10.5 SATELLITE BASED TRAINING The Satellite HUB of SIPRD is located in its 2nd campus at Kahikuchi,
Near Airport and has 16 Satellite Interactive Terminals located at the
Extension centres across the State. Indian Space Research Organisation
(ISRO)'s Development of Educationa l and Communication Unit (DECU),
Ahmedabad is the nodal agency and provides the Satellite link and
bandwidth. North -Eastern Space Application Centre (NESAC), Umiam,
Meghalaya is looking after the maintenance of the HUB and SITS in the
entire North Eastern States.
The Assam Network till date has organized 265 no’s of programmes and
has covered 46764 no’s of participants.
SIPRD Assam has a dedicated team working under the guidance of the
Director Shri Khageswar Pegu, ACS. Shri Anupam Dutta is the State
coordi nator of Assam Tele Education Network and Senior Faculty
Member of SIPRD Assam. Shri Anupam Dutta has been associated with
the network since its inception in 2010.The HUB is looked after and
programmes are executed by Er. Udeepta Raj Brahma, HUB Engineer,
SIPRD Assam. Other Technical team member includes Mr. Apujyoti
Nath, Programme Assistant, Mr. Dibash Medhi and Mr. Karendra Das,
Technical consultant, Alpha Design Pvt Ltd.
Edusat Overview :
The EDUSAT was configured to meet India’s growing demand for
dista nce education using audio -visual medium and employing Direct -to-
home type direct satellite broadcasting with interactive Class -room
capabilities. The EDUSAT Utilisation Program was envisioned in a
manner as to create state -wise SATCOM networks for the eigh t North
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166 levels of the academia. Based on the hub networking topology, the NER
EDUSAT network has its hub suitably placed somewhere in the state
capital with the remote ends (SITs & ROT s) housed in some identified
primary and higher secondary level schools, colleges.
The hub has one Studio facility from where content is to be generated by
experts and then unicasted or multicasted to the targeted recipients. The
EDUSAT has multiple region al beams covering different parts of India - 5
Ku-band transponders with spot beams covering Northern, Eastern,
Southern, Western and the North -eastern regions of the country, one Ku -
band transponder (National beam) with its footprint covering the Indian
mainland region and six Ext. C -band transponders with their footprints
covering the entire country.
Components of Edusat System :
The Hub -station:
Terrestrial hubs are used to link to and from terminals and convey services
like virtual classroom. The standa rd used is called Digital Video
Broadcasting, Return Channel via satellite (DVB -RCS). The DVB -RCS is
a system that allows two -way communication between the Satellite
Interactive Terminals (SITs) installed at customer's sites via the hub. The
DVB -RCS system operates as a Star configuration, thus its central station
is called the "Hub." This station implements the forward link via a
conventional DVB -S chain (similar to digital TV broadcasting) while the
return link is implemented using the DVB -RCS standard. T he Hub
consists of microwave equipment for the transmission and reception of
signals and a control centre for managing network traffic. This station also
hosts interfacing equipment supporting a wide range of terrestrial
interfaces. An important Hub functi on is to map the traffic of all remote
terminals belonging to each user group.
The Teaching End:
Also called as the Expert Node, the Teaching End is the place where the
contents (subject/topic wise) are created by experts and delivered in a
time-scheduled manner using preinstalled third -party software.
The Student End:
The student end consists of the Receive -only Terminals (ROTs) and the
Satellite Interactive terminals (SITs) also called the Return Channel
Satellite Terminals (RCSTs). Students/ targeted u ser group can receive the
contents transmitted and even interact with the experts at the teaching end
directly (facility available in SITs only) using a preinstalled software.
10.6 OUTBOUND TRAINING Outbound Training is a training and facilitation methodol ogy used to
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167 Experiential Learning Activities and Games and Adult Learning
Principles.
The approach is based on Outward Bound method of group development
through outdoor and wilderness learning expeditions that focus on tackling
challenging scenarios in the outdoors that involve problem solving,
decision making, communications, and risk taking, where
participants develop the ability to adapt, grow and succeed as teams.
In an Outbound Tr aining program the participants are divided into teams
and assigned tasks or activities for completion in a specified time. The
facilitator invites the group to achieve a goal, but does not explain how to
successfully complete the activity.
Participants mu st work to find a solution individually and together as a
team, and must communicate, collaborate and learn from each other in
order to be successful.
The Learning begins with the experience followed by reflection,
discussion, analysis and evaluation of th e expe rience and taking the newly
formed concepts and ideas back to the workplace.
Effectiveness of Outbound Training :
 Helps in improving the teamwork abilities.
 Leadership qualities get enhanced
 Help in resolving intragroup or personal conflicts
 Nourishes the interpersonal skills
 Nurtures the personal and intragroup relations
 Improves the Communication Skills
 Better partnerships and alliances
Generally, the outbound training comprises of a series of exercises and
games such as treasure hunt, trekking, camping, raft racing, etc. built
around the training theme and are carried out by employees in teams.
What Can You Expect From an Outbound Training Session?
Outdoor learning sessions are meant for one purpose only – to help the
employees push their limits through taking risks, getting out, participating;
it all boils down to one phrase – getting out of comfort zone. Through
facing challenges in the form of activities on an outdoor learning session,
employees intertwine play with work, which is a proven method of
effective learning.
The HR professionals that conduct outbound training sessions look at
specific elements of human behaviour in work environment, such as
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168 activities subtly force the employees to engage their attitude towards
achieving the objective, thus breaking their comfort bubble and presenting
them with a sudden hurdle to jump over. Building employee aptitude and
strengthening their morale and resolve helps to create a workforce that
faces adversities with a positive outlook.
Experts recognize the following areas that can be targeted through
outbound learning sessions for improvement or change.
 Communication
 Organizational effectiveness
 Leadership
 Problem solving
 Team building
 Flexibility
 Creativity
 Trustworthiness
The workforce of any company is made of employees; it is these
employees that generate results – good or bad. To train their minds for
tailored results and help them unlock their latent potential is the objective
of outbound lear ning sessions. Skills are not just limited to knowledge of
tools; skills are also vested in the behaviour and personality. Personal
growth impacts organizational growth; it is thus important to take both in
stride.
10.7 FUSION METHODOLOGY: THEATRE, ART, MUSIC AS METHODOLOGIES THE WORLD AS A
CLASSROOM




10.8 SELF -ASSESSMENT QUESTION Fill in t he Blank :
1. ____________________ helps employees to improve their knowledge
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169 2. ____________________ takes pl ace in a classroom setting.
3. ____________________ One of the oldest and most traditional
training methods is the lecture.
4. ____________________ require trainees to be actively involved in
their own learning
5. ____________________ are also traditional training techniques for
human resource associates.
6. ____________________ trainer speaks and trainees listen
7. ____________________ Includes overheads, slides, and video
8. ____________________ Involves learning by observing others and
emulating their behaviour
9. Enhanci ng ____________________ Break tasks down into important
steps
10. ____________________ Places complete responsibility for learning
on the learner, including when learning will take place and with
whom
11. Work -study type training involving on -the- job and classr oom training
is known as ____________________
12. ____________________ method that represents a real -life situation
where trainees’ decisions result in outcomes that mirror what would
happen on the job
13. In-depth scenario how employees or an organization dealt with a
difficult situation is known as ____________________
14. ____________________ Primarily used for management skill
development
15. ____________________ Require trainees take on a role, such as a
manager or disgruntled employee, and explore what is involved in the
role
16. Behaviour Modelling Hands -on method that involves presenting to
trainees a model, highlighting the key aspects of the model, practice,
and feedback
17. ____________________ Method aimed at developing teamwork,
leadership skills, and self -awarenes s
18. ____________________ Involves assigning teams an actual problem,
committing to an action plan, and holding them accountable
19. trainers, experts, and learners interacting with each other live and in
real time; just like face -to-face classroom instruction is known as
____________________ munotes.in

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170 20. non-real-time interactions; learners can access information resources
when they desire them is known as ____________________
21. ____________________ training combines audio -visual training
methods with computer -based trainin g.
22. ____________________ Training A personal computer enables
animation, video clips, and graphics to be integrated into a training
session.
23. Terrestrial hubs are used to link to and from terminals and convey
services like virtual classroom is known as ____ ________________
24. ____________________ is the place where the contents (subject/topic
wise) are created by experts and delivered in a time -scheduled manner
using preinstalled third -party software.
25. ____________________ consists of the Receive -only Terminals
(ROTs) and the Satellite Interactive terminals (SITs) also called the
Return Channel Satellite Terminals (RCSTs).
26. ____________________ is a training and facilitation methodology
used to enhance the effectiveness and performance of employees
through use of Experiential Learning Activities and Games and Adult
Learning Principles.
Answers:
1. Training
2. Traditional learning
3. presentation methods
4. Hands -on methods
5. Team -building methods
6. Lecture method
7. Audio -visual method
8. On-the-Job Training (OJT)
9. On-the-Job Training OJT
10. Self-Directed Learning
11. Apprenticeships
12. Simulations Training method
13. Case Study
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171 15. Role Plays
16. Behaviour Modelling
17. Adventure Learning Method
18. Action Learning
19. Synchronous
20. Asynchronous
21. Multimedia
22. Computer -Based Training
23. The Hub -station
24. The Teaching End
25. The student end
26. Outbound Training
Questions:
1. What are the Importance Of Training To Organisation:
2. What are the Importance Of Training To Individuals:
3. Understand the Importance In Personnel And Human Relations, Intra -
Group And Inter -Group Relations And Policy Implementation
4. What is Traditional Training Methods
5. Understand E -Learning And Use Of Technology In Training
6. What is Satellite Based Training
7. What is Outbound Training
10.9 SUMMARY Training departments design T&D prog rammes as per the purpose of the
training programme, goals of the organisation, and extent of knowledge
and skills of the employees. From traditional to present -day computerised
methods, trainers adopt different approaches to impart quality training and
development.
To ensure complete success, a thorough and complete tracking system is
very useful such as presentation methods, hands -on methods, Team -
building methods and Selecting a method.
Technology is having a major impact on the delivery of training prog rams.
Technology is changing learning and training in corporate settings, grade
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172 Training Multimedia training combines audio -visual training methods
with computer -based training. Can be delivered using the I nternet or
intranets.
Intelligent tutoring systems (ITS) refer to instructional systems using
artificial intelligence. There are three types of ITS: Tutoring, Coaching,
Empowering environments
Computer -based training (CBT) is an interactive training exper ience in
The computer provides the learning stimulus, The trainee must respond,
and The computer analyses the responses and provides feedback to the
trainee
Characteristics of e -learning Involves electronic networks that enable
information and instruction to be delivered, shared, and updated instantly.
The Satellite HUB of SIPRD is located in its 2nd campus at Kahikuchi,
Near Airport and has 16 Satellite Interactive Terminals located at the
Extension centres across the State.
The EDUSAT was configured to me et India’s growing demand for
distance education using audio -visual medium and employing Direct -to-
home type direct satellite broadcasting with interactive Class -room
capabilities.
The Terrestrial hubs are used to link to and from terminals and convey
services like virtual classroom
The Teaching End Also called as the Expert Node, the Teaching End is the
place where the contents (subject/topic wise) are created by experts and
delivered in a time -scheduled manner using preinstalled third -party
software.
The student end consists of the Receive -only Terminals (ROTs) and the
Satellite Interactive terminals (SITs) also called the Return Channel
Satellite Terminals (RCSTs).
Outbound Training is a training and facilitation methodology used to
enhance the effectiven ess and performance of employees through use of
Experiential Learning Activities and Games and Adult Learning
Principles.
Experts recognize the following areas that can be targeted through
outbound learning sessions for improvement or change such as
Comm unication, Organizational effectiveness, Leadership, Problem
solving, Team building, Flexibility, Creativity and Trustworthiness.
10.10 KEYWORDS  Training helps employees to improve their knowledge and skill and
make them perform their tasks more efficientl y.
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173  presentation methods One of the oldest and most traditional training
methods is the lecture.
 Hands -on methods require trainees to be actively involved in their
own learning
 Team -building methods also are traditional training techniques for
human resource associates.
 Selecting a method Choosing a traditional training method requires
weighing several options
 Lecture method trainer speaks and trainees listen
 Audio -visual method Includes overheads, slides, and video
 On-the-Job Training (OJT) Involves learning by observing others
and emulating their behaviour
 Enhancing OJT Break tasks down into important steps
 Self-Directed Learning Places complete responsibility for learning
on the learner, includi ng when learning will take place and with
whom
 Apprenticeships Work -study type training involving on -the- job and
classroom training
 Simulations Training method that represents a real -life situation
where trainees’ decisions result in outcomes that mirro r what would
happen on the job
 Case Study In-depth scenario how employees or an organization
dealt with a difficult situation
 Business Games Primarily used for management skill development
 Role Plays Require trainees take on a role, such as a manager or
disgruntled employee, and explore what is involved in the role
 Behaviour Modelling Hands -on method that involves presenting to
trainees a model, highlighting the key aspects of the model, practice,
and feedback
 Adventure Learning Method aimed at developi ng teamwork,
leadership skills, and self -awareness
 Action Learning Involves assigning teams an actual problem,
committing to an action plan, and holding them accountable
 Synchronous – trainers, experts, and learners interacting with each
other live and i n real time; just like face -to-face classroom instruction.
 Asynchronous – non-real-time interactions; learners can access
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174  Multimedia training combines audio -visual training methods with
computer -based training.
 Computer -Based Training A personal computer enables animation,
video clips, and graphics to be integrated into a training session.
 The Hub -station: Terrestrial hubs are used to link to and from
terminals and convey services like virtual classroom.
 The Te aching End is the place where the contents (subject/topic
wise) are created by experts and delivered in a time -scheduled manner
using preinstalled third -party software.
 The student end consists of the Receive -only Terminals (ROTs) and
the Satellite Interac tive terminals (SITs) also called the Return
Channel Satellite Terminals (RCSTs).
 Outbound Training is a training and facilitation methodology used
to enhance the effectiveness and performance of employees through
use of Experient ial Learning Activities and Games and Adult
Learning Principles.
10.11 REFERENCE S  https://www.businessmanageme ntideas.com/human -resources -
management/training -human -resources -management/training -
meaning/21237
 https://bizfluent.com/info -8169914 -traditional -trainin g-methods -
human -resources.html
 http://u.camdemy.com/sysdata/doc/d/d80f2f3543e0e201/pdf.pdf
 https://slideplayer.com/slid e/5226610/
 https://sird.assam.gov.in/portlets/satellite -based -training
 https://www.outlife.in/outbound -training. html
 https://businessjargons.com/outbound -training.html
 https://junoonadventure.in/importance -of-outbound -training/

*****
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175 11
INTRODUCTION TO TRAINING
EVALUATION, COST BENEFIT ANALYSIS
AND ROI
Unit Structure
11.0 Objective
11.1 Introduction
11.2 Training evaluation
11.2.1 Types of Training Evaluation
11.2.2 Purposes of Training Evaluation
11.2.3 Principles of Training Eva luation
11.2.4 Steps in The Process of Evaluating Training
11.3 Cost Benefit Analysis and ROI
11.3.1 Cost Benefit Analysis
11.3.2 Understanding Cost -Benefit Analysis
11.3.3 The Cost -Benefit Analysis Process
11.3.4 Advantages & Disadvantage of Cost -Bene fit Analysis
11.3.5 Return on Investment ROI
11.3.6 Why is ROI Important?
11.3.7 How to Calculate ROI
11.3.8 How to Increase Your ROI
11.3.9 What Are the Benefits of ROI?
11.3.10 What Are the Limitations of ROI?
11.4 Self-assessment question
11.5 Summa ry
11.6 Keywords
11.7 Reference s
11.0 OBJECTIVE  What is Training Evaluation?
 What Are the Three Types of Training Evaluation
 Understand the Purposes of Training Evaluation
 Understand the Principles of Training Evaluation
 What Are the Steps In The Proce ss of Evaluating Training
 Understanding Cost -Benefit Analysis
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176  Advantages & Disadvantage of Cost -Benefit Analysis
 Understanding Return on Investment ROI
 Why is ROI Important?
 How to Calculate ROI
 How to Increas e Your ROI
 What Are The Benefits of ROI?
 What Are The Limitations of ROI?
11.1 INTRODUCTION Training evaluation can be defined as any attempt to obtain information
(feedback) on the effects of training program and to assess the value of
training in the li ght of that information for improving further training.
Evaluation of training can be viewed as a method of measuring change in
knowledge, skills, attitudes, job performance, costs and the quality of the
training facilities.
A major reason to evaluate trai ning programs is to determine whether the
training programs are accomplishing their specific training objectives.
Thus, evaluation of training effectiveness refers to the process of obtaining
information on the effects of a training programme and assessin g the value
of training in the light of the information so obtained.
Organisations use different methods to assess the benefits of training in
terms of numbers i.e. the profits. Some of the frequently used methods are
ROI and Utility analysis. There are ma ny costs that are associated with the
training apart from the direct and apparent costs. These costs can be
described under two headings:
 There are costs incurred towards the training needs analysis,
compensation of the training program designers, procurem ent of
training material and various media like the computers, handouts,
props, gifts and prizes, audio visuals etc.
 Then there is another category is costs incidental to the training
session itself such as trainers fee / salary, facility costs / rental et c.
 Finally there are costs involved is losing a man day of work (for those
who are sent for training), traveling, boarding and lodging and
training material that cannot be reused in some other training
program.
Organisations spend huge amount of money on e mployee development, it
is therefore very important to ascertain the benefits of training. Different
studies were conducted to evaluate the effectiveness of training programs.
In one of the studies it was found out that sales and technical training’s
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177 example, evaluates all the training programs against the profitability in a
given product line. The basic formula for calculating the ROI for training
is as:
ROI (in percent) = Program benefits / Costs × 100
Utility Analysis is another way of reflecting upon the usefulness of a
training program. Utility itself is a function of the duration up to which the
training leaves an impact upon the trainee, the relative importance of the
training program , the importance of the position or profile that received
training and the cost of conducting the training. For example leadership
programs conducted for top and middle management tend to be high on
value where as sales training programs for the front line sales staff tends to
be low on value scale.
Utility analysis basically derives the effectiveness from analysing the
change in the behaviour of the trainee and the positive financial
implications of the same. This model is not very famous because the
deduc tions made are essentially subjective in nature.
11.2 TRAINING EVALUATION Training evaluation has a far higher profile now than it did in the past. As
a profession, training has long promised - ‘Give us the resources and we’ll
transform the business.’ Line management is now replying - ‘Prove it!’
There is a requirement to prove the connection between an investment in
training and an improvement in organisational performance. While this is
understandable, it creates some difficulties for trainers.
The fact is that the benefits of sustained long -term investment in training
are usually impossible to calculate accurately. An organisation that has
sanctioned a major increase in training expenditure will also be doing
other things differently - there will be new man agers, new products, and
new markets, and so on.
However, it is not acceptable to use this as a rationale to justify lack of
accountability, and trainers must be able to make some estimation of the
impact of their efforts or lose credibility.
There is, t herefore, a strong case for attempting to evaluate training,
particularly in view of the very large sums of money that are spent on it.
However, there are a number of problems associated with the evaluation
process which must be considered.
The first diff iculty is that, in an ideal world, it would be necessary to
measure the exact knowledge and skill of each trainee before the start of
the training. Without this information it is impossible to assess what has
been learned by the end.
What someone is capab le of doing at the end of the training may primarily
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178 learning may necessitate a pre -test, which is practicable in some learning
situations but becomes much more difficult in other situ ations.
For example, if we were to introduce the pre -testing of senior managers
before a course on leadership, we could anticipate some resentment which
could actually inhibit learning. With subjects such as assertiveness,
someone’s ability to display ass ertive behaviour could be greatly reduced
by the anxiety generated in the assessment process.
Pre-testing in many situations may also inhibit the process of establishing
rapport with the course members, and can result in the learning experience
becoming a ‘What do I have to do to get through it?’ ordeal. Sensitivity
must be applied to any assessment process.
Another difficulty is that an on -going review tends to result in changes to
the detail of the programme before it can be thoroughly evaluated. It is not
sensible to say to line managers ‘I know it’s not working, but I want to
prove that systematically before changing it.’ Sometimes a rigorous
evaluation methodology must be sacrificed for the sake of expediency.
A third difficulty is the sheer workload that thorough evaluation can
require. Although evaluation is important, is it more important than
delivery or design? Many line managers can be convinced of the
importance of evaluation, but most would not want to see it taking up
more than a small propor tion of the trainer’s time. They would rather see
you training than evaluating.
11.2.1 Types of Training Evaluation :
Training segment has to evolve criteria for evaluating the impact of
training on employees. Generally four different criteria are used to
evaluate training programme namely reaction of trainees, knowledge
acquired, behaviour modification and other job performance parameters
like reduced accidents, increased productivity, lowered absenteeism
leaping sales etc.
Pre-Training Evaluation:
In thi s stage, an evaluation is made in the beginning of the training
programme in order to understand the expectations of the trainees from the
training programmes and the extent to which they have understood its
objectives. This step enables the training segme nt to modify the training
curricula in such a way that the objectives of the training programme are
aligned to those of the trainees.
Intermediate Training Evaluation:
Training and development segment wants to ensure that training is
progressing as expec ted. Mid -course corrections can be made in the event
of deviation from the envisaged objectives. For example, if trainees
perceive that a training programme is aimed at building communication
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179 may be useful to modify the instruction method. Thus, it serves as a
verifying tool.
Post-Training Evaluation:
The criteria used for assessing the impact of training programme include
Reaction, Learning, Behaviour and Results (RLBR).
 Reaction s: This measures the degree of satisfaction of trainees with
the training programme, namely subject matter and content of training
programme, the environment, methods of training etc. The outcome of
evaluation of reaction may be useful in further strengthe ning the areas
the participants find it more useful and in modifying the areas they
find it not useful. Negative reactions may dampen the spirit of
participation in future training programmes. However, positive
reactions may not provide complete informatio n about the
effectiveness of the programme.
 Learning : It measures the degree to which trainees have acquired
new knowledge, skill or competencies. The trainer has to measure the
knowledge and skill level of trainees in the beginning of the
programme. It i s supposed to be the baseline or standard. Again the
level of knowledge and skills obtained at the end of training is
measured and compared against the standard. Thus pre and post
training comparison helps to assess the improvement level.
 Behaviour : Simil arly, a comparison of pre and post training
behaviour may reveal the impact of training on behaviour
modification. Yet, unfortunately, much of what is learnt during
training cannot be used on the job owing to lack of resources or
conducive environment. In such a case, one cannot say that the
training is ineffective. It follows that when training environment is
similar to actual work environment, such a climate facilitates transfer
and application of learning.
 Results : Generally, it is difficult to measure precisely the impact of
training on business performance which depends on several other
factors like economic climate, marketing, size of investment, etc.
However, certain measures like productivity, sales volume and profit,
etc., may be compared before an d after the training episode. Any
improvement may be partially attributed to the training imparted.
Besides, return on investment, cost benefit analysis and bench -
marking are other methods to assess the value of training.
11.2.2 Purposes of Training Evalua tion:
Certain purposes guide and dictate the need for evaluation; the purposes
behind training evaluation are wide enough. Training evaluation will have
at least one purpose as its primary focus. If the training cannot fulfill
achieving the planned busine ss need, then you are required to identify the
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180 The purposes of training evaluation are as follows:
 To justify the role of training, considering budget availability and
cutback situations
 To improve the quality of t raining for employee development, training
delivery, trainer deployment, duration, methodology, etc.
 To assess the effectiveness of the overall programme, quality, and
competency of the trainer
 To justify the course through cost -benefit analysis and ROI approach
The evaluation data, once collected, takes many forms, and is highly
valuable.
It can also be used to do the following:
 Provide feedback on whether the training or development activity is
effective in achieving its aims
 Indicate the extent to which trainees apply what they have learned
back in the workplace (transfer of training), an issue which many
organizations find they have problems with
 Provide information on how to increase the effectiveness of current or
later development activities
 Demonstrate the overall value and worth of development activities.
The purposes of evaluation further extends to gauging the effectiveness,
effects of training on shaping attitudes, improving performance, reducing
rejections, lowering machine downtime, enha ncing job quality, enhancing
the market share, penetrating new markets, increasing sales, improving
quality of work life, promoting interpersonal communication, etc.
The preceding factors speak about the complexity of any effort to evaluate
training. Thes e factors further emphasize the importance of being clear
about the purpose and the process of evaluation.
In fact, effective evaluation must be carefully planned while designing the
training. Obviously then, the evaluation plan should precede training an d
not follow it. Meticulously planned and well -conducted evaluation
provides useful information to the institute, the trainer, participants, and
sponsoring organizations.
The output of training evaluation will serve:
 To illustrate the real worth of a tra ining
 To pinpoint where improvement is required in forthcoming training
programmes
 To assess effectiveness of the overall course, trainer, and the training
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181  To carry out cost -benefit analysis to justify the amount spent; to prove
that the benefit s outweigh the cost
 To formulate a basis for making rational decisions about future
training plans
 To justify the role of training for budget purposes and in cutback
situations of budget crunch.
Summarily, you are required to improve the quality of the training,
concentrating on the trainers’ competency, training design, content of the
course, participant profile, expected behavioural outcomes, methods used,
length of training, achievement of the training objectives by means of
improving the training del ivery as a whole. Knowing the purposes of
training evaluation, you will now be acquainted with the process through
evaluation.
11.2.3 Principles of Training Evaluation :
 Evaluation specialist must be clear of the training program and also
about the goals a nd purposes of evaluation.
 Evaluation should be continuous.
 Evaluation must be specific.
 Evaluation must provide the means and focus for trainers to be able to
appraise themselves, their practices, and their products.
 Evaluation must be based on object ive methods and standards.
 Realistic target dates must be set for each phase of the evaluation
process.
11.2.4 Steps in The Process of Evaluating Training: Before Training,
During Training and After Training :
The process of training evaluation has been de fined by A. C. Hamblin as
“any attempt to obtain information on the effects of training performance
and to assess the value of training in the light of that information”. Thus,
evaluation of training effectiveness refers to the process of obtaining
informa tion on the effects of a training programme and assessing the value
of training in the light of the information so obtained.
Three steps in the process of evaluation training is given below:
 Before Training: Generally the HR manager or the employee’s
super visor appraises the employee’s skills and knowledge before the
training programme. Employee is asked to give his/her opinions on
the methods of the training used and whether those methods confirm
to his/her preferences and learning style.
 During Training: This is the step which instruction is started. This
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182  After Training: This is the step when employee’s skills and
knowledge are assessed again to measure the effectiveness of the
training. This pha se is designed to determine whether training has had
the desired effect at individual department and organizational levels.
There are various evaluation techniques for this phase.
11.3 COST BENEFIT ANALYSIS AND ROI ROI is a calculation of the most tangibl e financial gains or benefits that
can be expected from a project versus the costs for implementing the
suggested program or solution. Cost Benefit Analysis (CBA) is more
comprehensive than ROI, and attempts to quantify both tangible and
intangible (or “so ft”) costs and benefits .
11.3.1 Cost Benefit Analysis :
A cost -benefit analysis is a systematic process that businesses use to
analyse which decisions to make and which to forgo. The cost -benefit
analyst sums the potential rewards expected from a situation or action and
then subtracts the total costs associated with taking that action. Some
consultants or analysts also build models to assign a dollar value on
intangible items, such as the benefits and costs associated with living in a
certain town.
Key Takea ways :
 A cost -benefit analysis is the process used to measure the benefits of a
decision or taking action minus the costs associated with taking that
action.
 A cost -benefit analysis involves measurable financial metrics such as
revenue earned or costs saved as a result of the decision to pursue a
project.
 A cost -benefit analysis can also include intangible benefits and costs
or effects from a decision such as employees morale and customer
satisfaction.
 More complex cost -benefit analysis may incorporate sensi tivity
analysis, discounting of cashflows, and what -if scenario analysis for
multiple options.
 All else being equal, an analysis that results in more benefits than
costs will generally be a favourable project for the company to
undertake.
11.3.2 Understand ing Cost -Benefit Analysis :
Before building a new plant or taking on a new project, prudent managers
conduct a cost -benefit analysis to evaluate all the potential costs
and revenues that a company might generate from the project. The
outcome of the analysi s will determine whether the project is financially
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183 In many models, a cost -benefit analysis will also factor the opportunity
cost into the decision -making process. Opportunity costs are alternative
benefits that could have been realized when choosing one alternative over
another. In other words, the opportunity cost is the forgone or missed
opportunity as a result of a choice or decision.
Factoring in opportunity costs allows project managers to weig h the
benefits from alternative courses of action and not merely the current path
or choice being considered in the cost -benefit analysis. By considering all
options and the potential missed opportunities, the cost -benefit analysis is
more thorough and all ows for better decision -making.
Finally, the results of the aggregate costs and benefits should be
compared quantitatively to determine if the benefits outweigh the costs. If
so, then the rational decision is to go forward with the project. If not, the
business should review the project to see if it can make adjustments to
either increase benefits or decrease costs to make the project viable.
Otherwise, the company should likely avoid the project.
With cost -benefit analysis, there are a number of forecasts built into the
process, and if any of the forecasts are inaccurate, the results may be
called into question.
11.3.3 The Cost -Benefit Analysis Process:
There is no single universally accepted method of performing a cost -
benefit analysis. However, every proc ess usually has some variation of the
following five steps.
Identify Project Scope :
The first step of a cost -benefit analysis is to understand your situation,
identify your goals, and create a framework to mold your scope. The
project scope is kicked off b y identifying the purpose of the cost -benefit
analysis. An example of a cost -benefit analysis purpose could be "to
determine whether to expand to increase market share " or "to decide
whether to renovate a company's website".
This initial stage is where the project planning takes place, including the
timeline, resources needed, constraints, personnel required, or evaluation
techniq ues. It is at this point that a company should assess whether it is
equipped to perform the analysis. For example, a company may realize it
does not have the technical staff required to perform an adequate analysis.
During the project scope development pha se, key stakeholders should be
identified, notified, and given a chance to provide their input along the
process. It may be wise to include those most impacted by the outcome of
the analysis depending on the findings (i.e. if the outcome is to renovate a
company's website, IT may be required to hire multiple additional staff
and should be consulted).
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184 Determine the Costs:
With the framework behind us, it's time to start looking at numbers. The
second step of a cost -benefit analysis is to determine the proje ct costs.
Costs may include the following.
 Direct costs would be direct labour involved in manufacturing,
inventory, raw materials, manufacturing expenses.
 Indirect costs might include electricity, overhead costs from
management, rent, utilities.
 Intangibl e costs of a decision, such as the impact on customers,
employees, or delivery times.
 Opportunity costs such as alternative investments, or buying a plant
versus building one.
 Cost of potential risks such as regulatory risks, competition, and
environmental impacts.
When determining costs, it's important to consider whether the expenses
are reoccurring or a one -time cost. It's also important to evaluate whether
costs are variable or fixed; if they are fixed, consider what step costs and
relevant range will i mpact those costs.
"Costs" can be financial (i.e. expenses recorded on an income statement)
or non -financial (i.e. negative repercussions on the community).
Determine the Benefits:
Every project will have different underlying principles; benefits might
include the following:
 Higher revenue and sales from increased production or new product.
 Intangible benefits, such as improved employee safety and morale, as
well as customer satisfaction due to enhanced product offerings or
faster delivery.
 Competitive adva ntage or market share gained as a result of the
decision.
An analyst or project manager should apply a monetary measurement to
all of the items on the cost -benefit list, taking special care not to
underestimate costs or overestimate benefits. A conservativ e approach
with a conscious effort to avoid any subjective tendencies when
calculating estimates is best suited when assigning a value to both costs
and benefits for a cost -benefit analysis.
Analysts should also be aware of the challenges in determining bo th
explicit and implicit benefits. Explicit benefits require future assumptions
about market conditions, sales quantities, customer demands, and product
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185 calculate as there may be no simpl e formula. For example, consider the
example above about increasing employee satisfaction; there is no formula
to calculate the financial impact of happier workers.
Compute Analysis Calculations :
With the cost and benefit figures in hand, it's time to per form the analysis.
Depending on the time frame of the project, this may be as simple as
subtracting one from another; if the benefits are higher than the cost, the
project has a net benefit to the company.
Some cost -benefit analysis require more in -depth c ritiquing. This may
include:
 Applying discount rates to determine the net present value of cash
flows.
 Utilizing various discount rates depending on various situations.
 Calculating cost -benefit analysis for multiple options. Each option
may have a differen t cost and different benefit.
 Level -setting different options by calculating the cost -benefit ratio.
 Performing sensitivity analysis to understand how slight changes in
estimates may impact outcomes.
Make Recommendation and Implement :
The analyst that per forms the cost -benefit analysis must often then
synthesize findings to present to management. This includes concisely
summarizes the costs, benefits, net impact, and how the finding ultimately
support the original purpose of the analysis.
Broadly speaking, if a cost -benefit analysis is positive, the project has
more benefits than costs. A company must be mindful of limited resources
that might result in mutually -exclusive decisions. For example, a company
may have a limited amount of capital to invest; alth ough a cost -benefit
analysis of an upgrade to its warehouse, website, and equipment are all
positive, the company may not have enough money for all three.
Not all cost -benefit analysis that result in net benefit should be accepted.
For example, a company m ust consider the project's risk, coherence to its
company imagine, or capital limitations,
11.3.4 Advantages & Disadvantage of Cost -Benefit Analysis :
Advantages of Cost -Benefit Analysis :
There's plenty of reasons to perform cost -benefit analysis. The tech nique
relies on data -driven decision -making; any outcome that is recommended
relies on quantifiable information that has been gathered specific to a
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186 A cost -benefit analysis requires substantial research across all types of
costs. This means considering unpredictable costs and understanding
expense types and characteristics. This level of analysis only strengthens
the findings as more research is performed on the state of outcome for the
project that provides better support for strategic plan ning endeavours.
A cost -benefit analysis also requires quantifying non -financial metrics (i.e.
what is the financial benefit of increased employee satisfaction?).
Although this may be difficult to assess, it forces the analyst to consider
aspects of the pr oject that are more difficult to measure. The ultimate
result of a cost -benefit analysis is to deliver a simple report that makes it
easier to make decisions.
Disadvantage of the Cost -Benefit Analysis :
For projects that involve small - to mid -level capital expenditures and are
short to intermediate in terms of time to completion, an in -depth cost -
benefit analysis may be sufficient enough to make a well -informed,
rational decision. For very large projects with a long -term time horizon, a
cost-benefit analysis might fail to account for important financial concerns
such as inflation, interest rates, varying cash flows, and the present
value of money.
One of the benefits of using the net present value for deciding on a project
is that it uses an alternative rate of return that could be earned if the
project had never been done. That return is discounted from the results. In
other words, the project needs to earn at least more than the rate of return
that could be earned elsewhere or the discount rate.
However, wit h any type of model used in performing a cost -benefit
analysis, there are a significant amount of forecasts built into the models.
The forecasts used in any cost -benefit analysis might include future
revenue or sales, alternative rates of return, expected costs, and expected
future cash flows. If one or two of the forecasts are off, the cost -benefit
analysis results would likely be thrown into question, thus highlighting the
limitations in performing a cost -benefit analysis.
11.3.5 Return on Investment (R OI):
In business, your investments are the resources you put into improving
your company, like time and money. The return is the profit you make as a
result of your investments.
ROI is generally defined as the ratio of net profit over the total cost of
the investment :
ROI is most useful to your business goals when it refers to something
concrete and measurable, to identify your investment's gains and financial
returns. Analysing investmen ts in terms of monetary cost is the most
popular method because it’s the easiest to quantify, although it’s also
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187 The ROI metric or ROI figure is also applied across different types of
investments and i ndustries: return on equity, return on ad spend, return on
assets, social return on investment, etc.
11.3.6 Why is ROI Important ?
Calculating an ROI can help you understand how an investment directly
contributes to your business. This is a useful tool fo r evaluating your past
business decisions and informing future ones. You can also use
information from ROI calculations to compare new business opportunities
and decide which to pursue.
If a certain kind of investment returns a high net profit, you can foc us
more time and energy on similar investments. Investments that don’t
generate enough profit to cover their costs can indicate that you should try
a new strategy or invest in a different area of your business.
11.3.7 How to Calculate ROI :
There are multi ple methods for calculating ROI. The most common is net
income divided by the total cost of the investment, or ROI = Net income /
Cost of investment x 100.
As an example, take a person who invested $90 into a business venture
and spent an additional $10 re searching the venture. The investor's total
cost would be $100. If that venture generated $300 in revenue but had
$100 in personnel and regulatory costs, then the net profits would be $200.
Using the formula above, ROI would be $200 divided by $100 for a
quotient, or answer, of 2. Because ROI is most often expressed as a
percentage, the quotient should be converted to a percentage by
multiplying it by 100. Therefore, this particular investment's ROI is 2
multiplied by 100, or 200%.
Compare that to another e xample:
An investor put $10,000 into a venture without incurring any fees or
associated costs. The company's net profits were $15,000. The investor
made $5,000. It is significantly more than the $200 in net profits generated
in the first example. However, the ROI offers a different view: $15,000
divided by $10,000 equals 1.5. Multiplying that by 100 yields an ROI of
150%.
Although the first investment strategy produced fewer dollars, the higher
ROI indicates a more productive investment.
Another possible m ethod to calculate ROI is investment gain divided by
investment base, or ROI = Investment gain / Investment base . There
are numerous other ways to calculate ROI, so when discussing or
comparing ROIs between departments or businesses, it is important to
clarify which equation was used to determine the percentage. Each
equation may measure a specific set of investments. ROI is shown as a
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188 11.3.8 How t o Increase Your ROI :
Depending on the kinds of inves tments you want to make, the best way to
increase returns will change. However, there are a few universal strategies
you can try out before making investments to better your chances of
getting a high ROI.
Make analytics your friend :
Samantha’s social media spend is a good example of the importance of
using tools with advanced analytics capabilities. When considering an
investment requiring the use of a platform or exter nal software, pay
attention to the reporting features different providers offer. Statistics
like website traffic and customer engagement are particularly useful when
measuring the success of an investment.
Know your market :
Effectively connecting with your target audience is one of the best ways to
boost your ROI. Investments that wil l deepen your knowledge of your
target market or increase their engagement with your brand will likely
have high returns because these are the people who are most likely to buy
from you.
Examples of investments you can make to connect with your target mark et
include conducting marketing research and creating targeted ad
campaigns with your audience in mind.
Be willing to experiment :
The real test of any idea’s value will come in the market , so don’t be
afraid to try something that doesn’t come with a tried -and-true track
record. Start small with more experimental tactics —you can measure ROI
over a shorter period of time to test whether an investment is worth
expanding.
The more practice you have with thinking about your ROI, the more
refined your decision making will become. ROI is only a single
performance metric, but it’s one of the most essential tools for business
owners looking to get the most out of their investments.
11.3.9 What Are t he Benefits o f ROI?
Benefits of ROI ratios include the following:
 Generally easy to calculate : Few figures are needed to complete the
calculation, all of which should be available in financial statements or
balance sheets.
 Comparative analysis capability: Because of its widespread use and
its ease of calculation, more comparisons can be made for investment
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189  Measurement of profitability : ROI relates to net income for
investments made in a specific business unit. This provides a better
measure of profitability by company or team.
11.3.10 What Are the Limitations o f ROI?
ROI is one of the most common investment and profitability ratios used
today. However, it does have some drawbacks. These include the
following:
 Inability to consi der time in the equation : On the surface, the
higher ROI seems like the better investment. But an investment that
takes 10 years to produce a higher ROI pales in comparison to a
second investment that takes just one year to produce a slightly lower
ROI.
 ROI calculations can differ between businesses : Because there are
different equations to calculate ROI, not every business uses the same
one, making the comparison between investments irrelevant.
 Managers might only select investments with larger ROIs : Some
investments with lower ROIs may still increase the value of a
business. But suboptimal choices could lead to poor allocation of
resources.
 No way to account for nonfinancial benefits : Using the ROI for
new computers as an example, a business can use specif ic dollar
amounts to calculate the net profit and total costs to come up with
ROI. However, calculating the value of improved worker morale as a
result of getting new computers is difficult. Businesses can, however,
calculate ROIs for such nontangible bene fits by labelling these
calculations as soft ROIs, while the calculations made with tangible
dollar amounts are called hard ROIs.
11.4 SELF -ASSESSMENT QUESTION Fill in t he Blank :
1. ____________________ the systematic process of collecting
information and usi ng that information to improve your training.
2. An evaluation is made in the beginning of the training programme in
order to understand the expectations of the trainees from the training
programmes and the extent to which they have understood its
objective i s known as ____________________
3. Training and development segment wants to ensure that training is
progressing as expected is known as ____________________
4. The criteria used for assessing the impact of training programme
include Reaction, Learning, Behavi our and Results (RLBR) is known
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190 5. ____________________ measures the degree of satisfaction of
trainees with the training programme
6. ____________________ measures the degree to which trainees have
acquired new knowledge, skill or compe tencies.
7. A comparison of pre and post training behaviour may reveal the
impact of training on ____________________
8. The HR manager or the employee’s supervisor appraises the
employee’s skills and knowledge ____________________
9. The step which instruction i s started and usually consists of short tests
at regular intervals is called ____________________
10. ____________________ is more comprehensive than ROI, and
attempts to quantify both tangible and intangible (or “soft”) costs and
benefits.
11. __________________ __ is a calculation of the most tangible financial
gains or benefits that can be expected from a project versus the costs
for implementing the suggested program or solution.
12. ROI = Investment gain / ____________________
13. Initial stage is where the project planning takes place, including the
timeline, resources needed, constraints, personnel required, or
evaluation techniques is known as ____________________
Answer s:
1. Training evaluation
2. Pre-Training Evaluation
3. Intermediate Training Evaluation
4. Post-Training Evaluation
5. Reactions
6. Learning
7. behaviour modification.
8. Before Training.
9. During Training
10. Cost Benefit Analysis (CBA)
11. ROI
12. Investment base
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191 Questions:
1. What Is Training Evaluation?
2. What Are The Three Types Of Training Evaluation
3. Wha t Are The Steps In The Process Of Evaluating Training
4. Understanding Cost -Benefit Analysis
5. Advantages & Disadvantage Of Cost -Benefit Analysis
6. Understanding Return On Investment ROI
7. How To Calculate ROI
8. What Are The Benefits Of ROI?
9. What Are The Limitation s Of ROI?
11.5 SUMMARY Training evaluation can be defined as any attempt to obtain information
(feedback) on the effects of training program and to assess the value of
training in the light of that information for improving further training.
Generally fou r different criteria are used to evaluate training programme
namely reaction of trainees, knowledge acquired, behaviour modification
and other job performance parameters like reduced accidents, increased
productivity, lowered absenteeism leaping sales etc.
There are three types of Training Evaluation Pre -Training Evaluation,
Intermediate Training Evaluation and Post -Training Evaluation.
The criteria used for assessing the impact of training programme include
Reaction, Learning, Behaviour and Results (RLBR) .
There are Three steps in the process of evaluation training are given such
as Before Training, During Training and After Training
Cost Benefit Analysis (CBA) is more comprehensive than ROI, and
attempts to quantify both tangible and intangible (or “soft” ) costs and
benefits.
The Cost Benefit Analysis (CBA) process is sub – divided into five steps
such as Identify Project Scope, Determine the Costs, Determine the
Benefits, Compute Analysis Calculations and Make Recommendation and
Implement
ROI is a calcul ation of the most tangible financial gains or benefits that
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192 There are multiple methods for calculating ROI. The most common is net
income divided by the tota l cost of the investment, or ROI = Net income /
Cost of investment x 100.
Benefits of ROI ratios include the following Generally easy to calculate,
Comparative analysis capability and Measurement of profitability.
ROI is one of the most common investment a nd profitability ratios used
today. However, it does have some drawbacks. These include the
following Inability to consider time in the equation, ROI calculations can
differ between businesses, Managers might only select investments with
larger ROIs and No way to account for nonfinancial benefits.
11.6 KEYWORDS  Training evaluation the systematic process of collecting information
and using that information to improve your training .
 Pre-Training Evaluation Identify your respondents' prior knowledge
and under standing of the topic .
 Intermediate Training Evaluation Training and development
segment wants to ensure that training is progressing as expected.
 Post-Training Evaluation The criteria used for assessing the impact
of training programme include Reaction, Learning, Behaviour and
Results (RLBR).
 Reactions This measures the degree of satisfaction of trainees with
the training programme
 Learning It measures the degree to which trainees have acquired new
knowledge, skill or competencies.
 Behaviour a comparison of pre and post training behaviour may
reveal the impact of training on behaviour modification.
 Before Training Generally the HR manager or the employee’s
supervisor appraises the employee’s skills and knowledge before the
training programme.
 During Train ing This is the step which instruction is started. This
step usually consists of short tests at regular intervals.
 Cost Benefit Analysis (CBA) is more comprehensive than ROI, and
attempts to quantify both tangible and intangible (or “soft”) costs and
bene fits.
 Return Of Investment ROI is a calculation of the most tangible
financial gains or benefits that can be expected from a project versus
the costs for implementing the suggested program or solution.
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193 11.7 REFERENCE S  https://www.businessmanagementideas.com/human -resource -
management -2/training -evaluation/20353
 https://www.managementstudyguide.com/cost -benefit -analysis -for-
training.htm
 https://www.investopedia.com/terms/c/cost -benefitanalysis.asp
 https://mailchimp.com/marketing -glossary/roi/
 https://www.techtarget.com/searchcio/definition/ROI

*****

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194 12
MANAGEMENT DEVELOPMENT
Unit Structure
12.0 Objective
12.1 Introduction
12.2 Concept of Management Development
12.3 Need for Management Development
12.4 Characteristics and Purpose of Management Development
12.5 Basic Features and Primary Aims of Management Development
12.6 Principles of Management Development
12.7 Techniques of Management Development
12.8 Self-Assessment Question
12.9 Summary
12.10 Keywords
12.11 Reference
12.0 OBJECTIVE  Introduction to Management Development
 Concept of Man agement Development
 Need For Management Development
 Characteristics and Purpose of Management Development
 Basic Features and Primary Aims of Management Development
 Principles of Management Development
 Techniques of Management Development
12.1 INTRODUCTION Management development is a part of a large process of development and
learning which a significant area of human developments. In human
society there is a continuous growth which takes place through a
continuous process of exploration, discovery and acqu isition of
knowledge.
When we talk about management development, one is likely to overlook
the total process of development which takes into account the
development of all employee. It is an educational and theoretical
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195 The main aim of this education is to increase the ability of managers for
betterment. Management development consists of all the means by which
management learn to improve their behaviour and performance.
Those in the field of organiza tional behaviour tend to be over conscious of
the needs for management development without – paying significant
attention to ensure that the entire segment of industrial and business
activity is viewed as a development process and is attuned to the overall
objectives of the society.
It is true that the development of leadership constitutes an important area
and it has vital links in mobilizing the resources of an organization. It is
not possible to employ resources to organize an all -round developmental
activity immediately, but an organisation tries to apportion to its own
resources in such a long duration.
The concern for this stems from the basic necessity to groom those who
are in the activities of a larger segment of the industrial world are properly
and effectively trained. These men need to be given opportunities for
realizing their potential in the interest of an organization.
In India, where one -third of the population lives below the poverty line
and there is a high degree of illiteracy, there ar e insurmountable barriers in
the way of achieving development.
12.2 CONCEPT OF MANAGEMENT DEVELOPMENT “Executive or management development is a planned process of learning
and growth designed to bring behavioural change among the executives.”
It is contin uous process of learning. It implies that there will be a change
in knowledge and behavior of the individuals undergoing development
programme. The employee will be able to perform his present job better
and will increase his potential for future work.
Managers develop themselves by participating in formal training courses
organised by the organisation. They also make use of actual job
experience in learning new behavior and the organisation must provide
opportunities for development of its managers. But a n equal, but more
important, counterpart to the efforts of the organisation is those of the
individuals. Self -development is an important concept in the whole
programme of executive development.
Management development is a process in which managers workin g at
different levels learn and improve their ability, capability, knowledge and
skills for improving the performance of individual as well as organisation.
The effectiveness of managers at work contributes a lot to the success of
every organisation.
The new approach of human resource management is that money used in
development of employees and managers is considered as an investment
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196 opportunities to learn and improve their competen cies. This whole process
is known as management development.
The managerial staff is prepared to improve their performance on present
jobs and preparing them for further assignments also. Management
development is a systematic process of training and grow th by which
managerial personnel gain and supply skills, knowledge, attitudes and
insights to manage the work in their organisations effectively and
efficiently.
Management development programme includes the activities — short
courses, leadership courses, management education and training
programmes, coaching, guiding and mentoring. These programmes can be
conducted in -house or outside by consultants or experts.
12.3 NEED FOR MANAGEMENT DEVELOPMENT The growth and development of any organization depends on the quality
of workforce it has, and the quality of such workforce depends on the
quality of management personnel (that means skill, knowledge, ability,
attitudes of management people) of the company.
Since, procurement, motivation, development of workers are part of
managerial functions, qualitative functioning of such activities are
influenced greatly by degree and qualities of skill, ability, competencies
and attitudes of such managerial personnel.
Hence, management development programmes are needed to compensate
and strengthen the deficit areas of knowledge, skill, abilities of the
executives so that they can perform their present job well and also future
job when assigned in terms of objectives / strategies of the company.
However, the need for managem ent development can be ascertained from
the following:
Social Obligation:
Organization is a part of society. Society has expectations, demands for its
growth and development from societal members including organization/s
functioning in the society. Organ ization can fulfill societal demands /
requirement if managers are capable enough to analyse social obligations
to present cases as spokesperson of the society to the company, to develop
a bridge between company thinking and societal expectations, to make the
society aware of Contributions Company made for amelioration and well -
being of the members of the society.
Hence, management development is needed to prepare capable and
effective managers.
Effect of Globalization:
Because of globalization, multinatio nal corporations (MNCs) and trans -
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197 competition amongst the market players. In such a situation, it becomes
difficult for the domestic companies to survive in the context of quality
goods they supply and the price they fix for the customers.
It is, therefore, imperative need for the companies to have world class
workers for production of world class product at reasonable cost; and the
companies can have such dynamic workforce if, they have highly skilled,
committed, dynamic pool of management personnel who can prepare the
workers’ community according to need, requirement of the companies. So,
here is the necessity of management development to face the challenges
emanated from the globa lization.
Effective Functioning of Line Management:
Line management/technocrats are well conversant with technicalities of
production activities but, they may lack adequate skill, abilities in human
relations development and conceptual areas of the compan y. For effective
functioning of their work they need improvement, development of their
skills in those areas where they lack.
Hence, management development programmes are required to be
conducted to promote enhancement of human skill and conceptual skill o f
technocrats, line managers of organizations so that, they can perform their
job better in terms of need, requirement of the companies.
Excellent Quality of Work of Non -Technical Higher Management:
Technical skill is required for excellent performance by nontechnical
managers. Requirement of technical skill of management personnel varies
in degree considering grade/strata of the management to which they
belong. Higher level management may need some knowledge/skill in
technical areas and so, for better fun ctioning they need to acquire skill in
this area.
Management development programme designed to impart technical skill
to such non -technical higher management personnel may facilitate to
deliver excellent quality of work by them.
Use of Latest Technologies:
Every organization needs to use latest technologies in its operational and
service activities so that, quality goods at minimum cost can be produced
to face competition with the market players but, these latest technologies
cannot be effectively used if, the managers are not given proper training to
have acquaintances with technologies, its operative areas, use,
effectiveness, probable problems, etc.
Change in Economic Policy:
Change in economic policy creates a new business climate and work
culture in o rganization where re -inventing of management practices
appears to be of much necessity. New areas are required to be explored for
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198 quality in services and products needs to be emphasised; issues like
retention of customers and search out for new customer be prioritized.
For all these, executives need an enrichment of knowledge, specific
thought pattern, creative thinking, analytical ability, meaningful vision and
foresightedness, and this i s possible through organizing tailor -made
development programmes which may enable higher management to
explore new areas and to practice in the company to confront changes.
Smooth and Effective Functioning of Business Activities:
Workers perform business and industrial activities under the guidance and
supervision of management. Management personnel play the role of guide,
coach, motivator, leader of the people at work. Workers can be effective if
the decisions, directions, guidance of the management are p roper, perfect
and accurate.
So, for smooth, effective and uninterrupted functioning of business
activities managers should have leadership qualities, proper knowledge,
skill in decision making and also should introduce schemes like employee
involvement, e mpowerment and participation in organization. For all this,
management development programme should be of much use.
12.4 CHARACTERISTICS AND PURPOSE OF MANAGEMENT DEVELOPMENT Characteristics of Management Development :
Characteristics of Management Developm ent are as follows:
 It is an organised process of learning rather than a haphazard or trial
and error approach.
 It is a long term process as managerial skills cannot be developed
overnight.
 It is an ongoing exercise rather than a “one -shot” affair. It c ontinues
throughout an executive’s entire professional career because there is
no end to learning.
 Management development aims at preparing managers for better
performance and helping them to realise their full potential.
 Executive development is guided self-development. An executive can
provide opportunities for development of its present and potential
managers. The image for learning has to come from the executive
itself. Executive development is possible only when the individual has
the desire to learn and practice what he learns.
The organisation can provide the environment for development or
advancement but the initiative for development has to be taken by the
individual himself. Unless the person has the required potential and urge,
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199 necessary guidance to help him face the present job’s problems or to
prepare him for the higher jobs. Training is also necessary to prevent
obsolescence of knowledge and skills of individuals.
Executiv e development programmes seek to develop the overall
personality of the executives and not only the skills necessary to do the job
efficiently. The job of executive is a very challenging one. So, the
executive development programmes should be more concerne d with
conceptual and human skills of the executives. A comprehensive
development programme uses various learning aids to increase the
knowledge, decision making ability, skill in dealing with people and
maturity of the managers.
Purpose of Management Dev elopment:
The purpose or objective of Management Development programmes are
discussed below:
 To sustain better performance of managers throughout their careers.
 To improve the existing performance of managers at all levels.
 To encourage existing manage rs to increase their capacity to assume
and handle greater responsibility.
 To enable the organisation to have the availability of required number
of managers with the required skills to meet the present and
anticipated (future) needs of the organisation.
 To replace elderly executives who have risen from the ranks by highly
competent and academically qualified professionals.
 To provide opportunities to the executives to fulfill their career
aspirations.
 To ensure that the managerial resources of the orga nisation are
utilised optimally.
12.5 BASIC FEATURES AND PRIMARY AIMS OF MANAGEMENT DEVELOPMENT Generally, management development related to a systematic process of
learning and growth by which managerial personnel gain and also apply to
knowledge, skills, attitudes and insights to manage the work in their
organisations effectively and efficiently. It is an educational process
through which executives learn conceptual and theoretical knowledge and
managerial skills in an organised manner.
The main aim of f ormal education for manager is to increase his ability to
learn from experience. Management development involves relating
experience to learning.
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200 Basic Features of Management Development :
Basic features of Management Development has been explained in the
followings:
 Management development is a planned and organized process of
learning.
 It is an ongoing or never ending exercise. It continuous throughout an
executive’s entire professional career because there is no end to
learning.
 It is a long -term proc ess as managerial skills cannot be developed
overnight
 It is guided self -development. An organisation can provide full
opportunities for development of its present and potential managers.
 It aims at preparing managers for better performance and helping
them to realise their full potential.
The Primary Aims of Management Development :
The primary aims are:
 To ensure that the company is staffed both now and in the future with
a sufficient number of managers with necessary skills, experience and
ability to secure continued growth and profitability – the right man or
woman at the right time in the right place. Thus we will have a steady
source of competent people at all levels to meet organisational needs
at all times.
 To check that human resources of a comp any are being properly and
fully used, and that potential and talent in human terms are neither
wasted nor overlooked, and they are offered ample and timely scope
to grow, so that both individuals as well as organisational needs are
adequately met. This wi ll ensure optimum utilisation of human
capital.
 To provide an opportunity for staff within a company to prepare
themselves for higher assignments and to reach their maximum
capabilities.
The staff should be enabled to fulfil their career expectations by training
that will enable them to do a bigger and a richer job which they can get
through a sound promotion policy, viz., promotion from within.
In addition, there are many other objectives, such as to prevent managerial
obsolescence (becoming out -of-date), to prepare for new business and
expansions, to replace old executives with younger talents, to Indianize
management, to promote a high morale and good organisational climate,
to adapt quickly to changing conditions, to secure more harmonious
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201 12.6 PRINCIPLES OF MANAGEMENT DEVELOPMENT Based on research and experience, a number of principles have been
evolved which should serve as guides in creating and maintaining an
effective management development.
Such principles are as follows:
 All development is self -development : It means that people are
developed not so much by others as by themselves. This principle
highlights the importance of an individual candidate’s inner
motivation and basic abilities. The primary responsibility must rest
upon the person to be developed.
 Development is closely akin to education : Development is more
closely akin to education than it is to specific training in skills because
the development programme aims at overall growth of an individual
to enable him/her to achieve the desired objectives.
 Gearing to individual differences : Too much emphasis should not
be laid on uniformity of development efforts. Instead, development
efforts should be geared to individual differences. An i ndividual must
be helped, and the development programme should be so planned as
can create an environment in which self -development is stimulated
and facilitated.
 Long -range process : An executive cannot be developed just by
taking a course, holding a job, reading a book, or attending a seminar
or conference. Such development is rather a long -range process with
individual development programmes running into many years.
 Adequate facilities : For encouraging self -development, it is
necessary to create an effe ctive organisational climate, making all
developmental facilities available.
 Adequate rewards : The people who display interest and activity in
development should be rewarded appropriately.
 Effective immediate supervisor : The immediate supervisor exercise s
a key influence. The supervisor should emphasise on high -quality
performance, supportive coaching and proper counselling.
12.7 TECHNIQUES OF MANAGEMENT DEVELOPMENT Manager needs include managerial skills and needs. Managerial skills
include decision -maki ng skills and interpersonal skills. Manager needs
include job knowledge, organization knowledge, general knowledge,
specific individual needs and other needs. Various management
development techniques are grouped under two categories viz., manager
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202 There are mainly two types of techniques by which managers can acquire
the knowledge, skills and attitudes and make themselves competent
managers. One is through formal training and the other is through on -the-
job e xperiences.
On-the-job training is of utmost importance as the real learning takes place
only when the learner uses what he has learnt. The saying “An ounce of
practice is worth tons of theory” is true whoever said it. But it should also
be remembered tha t class -room training or pedagogical techniques have
also got their own importance in gaining new knowledge, and learning
new techniques, and broader concepts.
Learning is haphazard without background and, learning can never be
called true learning if it is just theory without practice. When on -the-job
training is properly balanced with the classroom training, the real learning
takes place.
The following are some of the important on -the-job and off -the-job
techniques of management development.
On-The-Job Techniques :
These are the most widely used techniques. No other technique may
interest the trainee so much as these do since the location of the learner is
not an artificial one as the classroom. The success of these techniques
depends on the immediate su pervisor and how good a teacher he is. On -
the-job techniques are especially useful for certain groups like scientific
and technical personnel.
Though the costs of training initially appear to be low they may turn out to
be high when wastages of all kinds are considered under this type of
training.
This method of learning in isolation may prove to be inadequate but in
combination with the other techniques will be excellent.
The important on -the-job training techniques are:
Coaching:
In coaching the trai nee is placed under a particular supervisor who acts as
an instructor and teaches job knowledge and skills to the trainee. He tells
him what he wants him to do, how it can be done and follows up while it
is being done and corrects errors.
“Coaching should be distinguished from counselling…. Counselling…
involves a discussion between the boss and his subordinates of areas
concerned with the man’s hopes, fears, emotions, and aspirations. It
reaches into very personal and delicate matters. To be done correctl y,
counselling demands considerable background and ability on the part of
the counsellor. If carried out poorly, it may do considerable damage.” munotes.in

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Management Development
203 The act of coaching can be done in several ways. The executive apart from
asking them to do the routine work m ay ask them to tackle some complex
problem by giving them chance to participate in decision -making.
One of the important limitations of this technique is that the individual
cannot develop much beyond the limits of his own boss’s abilities.
Job Rotation:
The transferring of executives from job to job and from department to
department in a systematic manner is called Job Rotation. When a
manager is posted to a new job as part of such a programme, it is not
merely an orientation assignment. He has to assum e the full responsibility
and perform all kinds of duties.
The idea behind this is to give him the required diversified skills and a
broader outlook, which are very important at the senior management
levels. It is up to the management to provide a variety of job experiences
for those who have the potential for higher ranks before they are
promoted.
Job rotation increases the interdepartmental cooperation and reduces the
monotony of work. It makes the executives in general management and
does not allow the m to confine themselves to their specialised field only.
Understudy:
“An understudy is a person who is in training to assume at a future time,
the full responsibility of the position currently held by his superior.” This
method supplies the organisation a person with as much competence as the
superior to fill his post which may fall vacant because of promotion,
retirement or transfer.
An understudy may be chosen by the department or its head. He will then
teach what all his job involves and gives him a f eel of what his job is. This
under study also learns decision -making as his superior involves him in
the discussion of daily operating problems as well as long -term problems.
The leadership skills can also be taught by assigning him the task of
supervising two or three people of the department.
Multiple Management:
Multiple Management is a system in which permanent advisory
committees of managers study problems of the company and make
recommendations to higher management. It is also called Junior -board of
executives system. These committees discuss the actual problems and
different alternative solutions after which the decisions are taken.
The technique of multiple management has certain advantages over the
other techniques.
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Training and Development
204 They are:
 Members have the o pportunity to acquire the knowledge of various
aspects of business.
 It helps to identify the members who have the skills and capabilities
of an effective manager.
 Members have the opportunity to participate in the group interaction
and thereby gain the p ractical experience of group decision -making.
 It is relatively an inexpensive method; and
 Considerable number of executives can be developed in a short span
of time.
On-the-Job Experience:
Managers learn and acquire various skills and knowledge by doing the job
assigned. This technique can be used along with other techniques of
management development.
Off-The-Job Techniques :
Because of the fact that on -the-job techniques have their own limitations,
these off -the-job techniques are considered important t o fill those gaps.
The following are some of the important off -the-job techniques:
The Case Study:
Case is a description of management problem/situation as viewed or
presented to a decision -maker. Cases are prepared on the basis of actual
business situa tions that happened in various organisations. The trainees are
given cases for discussing and deciding upon the case. Then they are
asked to identify the apparent and hidden problems for which they have to
suggest solutions.
The situation is generally des cribed in a comprehensive manner and the
trainee has to distinguish the significant facts from the insignificant,
analyse the facts, identify the different alternative solutions, select and
suggest the best. This whole exercise improves the participant’s d ecision -
making skills by sharpening their analytical and judging abilities.
Why Case Study?
 Enhances analytic, problem solving and critical thinking skills.
 Participants can master complex knowledge, skills and attitude areas.
 Active participation.
 Encourage learning process - Questioning, interpreting.
 Enhances team problem skills and interaction skills. munotes.in

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Management Development
205 Incident Method:
This method was developed by Paul Pigou’s. It aims to develop the trainee
in the areas of intellectual ability, practical judgment and social
awareness.
Incidents are prepared on the basis of actual situations which happened in
different organisations. Each employee in the training group is asked to
study the incident and to make short -term decisions in the role of a person
who has t o cope with the incident in the actual situation.
Later, the group studies and discusses the incident and takes decisions
relating to incident, based on the group interaction and decisions taken by
each member. Thus, this method is similar to a combinatio n of case
method and in -basket method.
Role Playing:
A problem situation is simulated by asking the participants to assume the
role of particular person in the situation. The participant interacts with
other participants assuming different roles. Mental set of the role is
described but no dialogue is provided.
The whole play may be tape -recorded and the trainee may thus be given
the opportunity to examine his or her own performance.
Role playing gives the participants vicarious experiences which are of
much use to understand people better. This method teaches human
relations skills through actual practice. The exemplary role playing
situations are: a grievance discussion, employment interview, a sales
presentation, etc.
In-Basket Method:
The trainees are first given background information about a simulated
company, its products, key personnel, various memoranda, requests and
all data pertaining to the firm. The trainee has to understand all this, make
notes, delegate tasks and prepare memos within a speci fied amount of
time.
Abilities that this kind of exercise develops are :
 Situational judgment in being able to recall details, establishes
priorities, interrelate items and determine need for more information.
 Social sensitivity in exhibiting courtesy in written notes, scheduling
meetings with personnel involved and explaining reasons for actions
taken.
 Willingness to make decision and take action.
Business Games:
Under this method, the trainees are divided into groups or different teams.
Each team has to discuss and arrive at decisions concerning such subjects munotes.in