Assignment T & D

8/9/2019 Assignment T & D

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1) What does training process, determine & explain training process.

Ans. There are six steps in the training process . All those involved in training

need to be aware of the key stages in the training process, often referred to

as the training cycle:

Steps in the Training Process

1. Organizational objectives

2. Assessment of Training needs

3. Establishment of Training goals

4. Devising training programme

5. Implementation of training programme

6. Evaluation of results

I. Organizational Objectives and Strategies:

The first step in the training process in an organization is the assessment

of its objectives and strategies. What business are we in? At what level of



quality do we wish to provide this product or service? Where do we want

to be in the future? It is only after answering these related questions that

the organization must assess the strengths and weaknesses of its human

resources.

II. Needs Assessment:

Needs assessment diagnosis present problems and future challenges to be

met through training and development? Organizations spend vast sums of

money (usually as a percentage on turnover) on training and

development. Before committing such huge resources, organizations that

implement training programs without conducting needs assessment may

be making errors.

Needs assessment occurs at two levels- group and individual. An

individual obviously needs training when his or her performance falls

short of standards, that is, when there is performance deficiency.

Inadequacy in performance may be due to lack of skill o r knowledge or

any other problem. The problem of performance deficiency caused by

absence of skills or knowledge can be remedied by training. Faulty

selection, poor job design, improving quality of supervision, or discharge

will solve the problem.

Assessment of training needs must also focus on anticipated skills of an

employee. Technology changes fast and new technology demands new

skills. It is necessary that the employee be trained to acquire new skills.

This will help him/her to progress in his or her career path. Training and

development is essential to prepare the employee to handle more

challenging tasks.

III. Training and Development objectives

Once training needs are assessed, training and development goals must be

established. Without clearly set goals, it is not possible to design a



training and development programme and, after it has been implemented

there will be no way of measuring its effectiveness. Goals must be

tangible, verifiable, and measurable. This is easy where skills¶ training is

involved. For example, the successful trainee will be expected to type 55

words per minute with two or three errors per page. Nevertheless, clear

behavioral standards of expected results are necessary so that the

programme can be effectively designed and resu lts can be evaluated.

IV. Designing Training and Development Programme

Every training and development programme must address certain vital

issues

1. Who participates in the programme?

2. Who are the trainers?

3. What methods and techniques are to be u sed for training?

4. What should be the level of training?

5. What learning principles are needed?

6. Where is the program conducted?

V. Methods and Techniques of training

A multitude of methods of training is used to train employees. Training

methods are categorized into two groups (i) on the job training and (ii)

off-the job methods.

On the job training: refers to methods that are applied in the workplace,

while the employees are actually working.

On-job training

Cannell (1997:28) defines on-the-job training as:

³Training that is planned and structured that takes place mainly at the

normal workstation of the trainee- although some instruction may be

provided in a special training area on site - and where a manager,



supervisor, trainer or peer colleague spends sign ificant time with a trainee

to teach a set of skills that have been specified in advance.´

Off-the ±job training: are used away from workplaces.

Vestibule

Lecture

Special study

Films

Television

Conference or discussion

Case study

Role playing

Simulation

Programmed instruction

Laboratory training

2) What need assessment? What are the causes & outcome of needs

assessment?

Ans. Needs assessment diagnosis present problems and future challenges

to be met through training and development? Organizations spend vast

sums of money (usually as a percentage on turnover) on training and

development. Before committing such huge resources, o rganizations that

implement training programs without conducting needs assessment may

be making errors.

Needs assessment occurs at two levels- group and individual. Anindividual obviously needs training when his or her performance falls

short of standards, that is, when there is performance deficiency.

Inadequacy in performance may be due to lack of skill or knowledge or

any other problem. The problem of performance deficiency caused by



absence of skills or knowledge can be remedied by training. Faulty

selection, poor job design, improving quality of supervision, or discharge

will solve the problem.

Assessment of training needs must also focus on anticipated skills of an

employee. Technology changes fast and new technology demands new

skills. It is necessary that the employee be trained to acquire new skills.

This will help him/her to progress in his or her career path. Training and

development is essential to prepare the employee to handle more

challenging tasks.

3) What is TNA ? explain

Ans. Training efforts must aim at meeting the requirements of the

organizations (long ± term) and the individual employees (short -term).

This involves finding answers to questions such as: Whether training is

needed? If yes, where it is needed? Which training is needed? Once we

identify training gaps within the organisation, it becomes easy to design an

appropriate training programme. Training needs can be identified through

the following types of analysis (Thayer & McGhee Model):

1) Organisational analysis: It involves a study of the entire organization

in terms of its objectives, its resources, the utilization of these resources,

in order to achieve stated objectives and its interaction pattern with

environment. The important elements that are closely examined in this

connection are:

Analysis of objectives:

This is a study of short term and long-term objectives and the strategies

followed at various levels to meet these objectives.



R esource utilisation analysis:

How the various organisational resources (human, physical and

financial) are put to use is the main focus of this study. The contributions

of various departments- are also examined by establishing efficiencyindices for each unit. This is done to find out comparative labour costs,

whether a unit is under manned or over manned.

Environmental scanning: Here the economic, political, socio-cultural

and technological environment of the organisation is examined.

Organisational climate analysis: The climate of an organisation

speaks about the attitudes of members towards work, company policies,

supervisors, etc. Absenteeism, turnover ratios generally reflect the

prevailing employee attitudes.

2) Task or role analysis: This is a detailed examination of a job, its

components, its various operations and conditions under which it has to

be performed. The focus here is on the roles played by an individual and

the training needed to perform such roles. The whole exercise is meant to

find out how the various tasks h be performed and what kind of skills,knowledge, attitudes are needed to the job needs. Questionnaires,

interviews, reports, tests, observation and methods are generally used to

collect job related information from time-to-time. After collecting the

information, an appropriate training program may be designed, paying

attention to (i) performance standards required of employees, (ii) the tasks

they have to discharge, (iii) the methods they will employ on the job and

(iv) how they have learned such methods, etc.

3) Manpower analysis: Here the focus is on the individual-in a given

job. There are three issues to be resolved through manpower analysis.

First we try to find, whether performance is satisfactory and training is

required. Second, whether the employee is capable of being trained and



the specific areas in which training is needed. Finally, we need to state

whether poor performances (who can improve with requisite training

inputs) on the job need to be replaced by those who can do the job. O ther

options to training such as modifications in the job or processes should

also be looked into. Personal observation, performance reviews,

supervisory reports, diagnostic tests help in collecting the required

information and select particular training options that try to improve the

performance individual workers.

How the various organisational resources (human, physical and financial)

are put to use is the main focus of this study. The contributions of various

departments- are also examined by establishing efficiency indices for

each unit. This is done to find out comparative labour costs, whether a

unit is under manned or over manned.

4) What do you understand by training design? How do we develop

training objective & what are the outcome of design?

Ans. The design of the training program can be undertaken only when a

clear training objective has been produced. The training objective clears

what goal has to be achieved by the end of training program i.e. what the

trainees are expected to be able to do at the end of their training.

Training objectives assist trainers to design the training program.

The trainer ± Before starting a training program, a trainer analyzes his

technical, interpersonal, judgmental skills in order to deliver quality

content to trainers.

The trainees ± A good training design requires close scrutiny of the

trainees and their profiles. Age, experience, needs and expectations of

the trainees are some of the important factors that affect training design.

Training climate ± A good training climate comprises of ambience, tone,

feelings, positive perception for training program, etc. Therefore, when the



climate is favorable nothing goes wrong but when the climate is unfavo rable,

almost everything goes wrong.

Trainees¶ learning style ± the learning style, age, experience, educational

background of trainees must be kept in mind in order to get the right pitch to the

design of the program.

Training strategies ± Once the training objective has been identified, the

trainer translates it into specific training areas and modules. The trainer prepares

the priority list of about what must be included, what could be included.

Training topics ± After formulating a strategy, trainer decides upon the

content to be delivered. Trainers break the content into headings, topics, ad

modules. These topics and modules are then classified into information,

knowledge, skills, and attitudes.

Sequence the contents ± Contents are then sequenced in a following manner:

y From simple to complex

y Topics are arranged in terms of their relative importance

y From known to unknown

y From specific to general

y Dependent relationship

Training tactics ± Once the objectives and the strategy of the training program

becomes clear, trainer comes in the position to select most appropriate tactics or

methods or techniques. The method selection depends on the following factors:

y Trainees¶ background

y Time allocated

y Style preference of trainer

y Level of competence of trainer

y Availability of facilities and resources, etc



Support facilities ± It can be segregated into printed and audio visual. The

various requirements in a training program are white boards, flip charts,

markers, etc.

Constraints ± The various constraints that lay in the trainers mind are:

Time Accommodation, facilities and their availability

Furnishings and equipments Budget

Design of the training, etc.





Thirdly, if the goal is set to be challenging and motivating, then the likelihood

of achieving those goals is much higher than the situation in which no goal is

set. Therefore, training objectives helps in increasing the probability that the

participants will be successful in training.

5) What are the training methods ? explain

Ans. There are various methods of training, which can be divided in to

cognitive and behavioural methods. Trainers need to understand the

pros and cons of each method, also its impact on trainees keeping their

background and skills in mind before giving training.

Cognitive methods are more of giving theoretical training to the trainees.

The various methods under Cognitive approach provide the rules for how

to do something, written or verbal information, demonstrate relationships

among concepts, etc. These methods are associated with changes in

knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:



LECTURES DEMONSTRATIONS DISCUSSIONS COMPUTER BASED TRAINING (CBT)

o INTELLEGENT TUTORIAL SYSTEM(ITS)

o PROGRAMMED INSTRUCTION (PI)

o VIRTUAL REALITY

Behavioural methods are more of giving practical training to the trainees. The

various methods under Behavioural approach allow the trainee to behaviour in a

real fashion. These methods are best used for skill development.

The various methods that come under Behavioural approach are:

GAMES AND SIMULATIONS

o BEHAVIOR-MODELING

o BUSINESS GAMES

o CASE STUDIES

o EQUIPMENT STIMULATORS

o IN-BASKET TECHNIQUE

o ROLE PLAYS

Both the methods can be used effectively to change attitudes, but through

different means.

Another Method is MANAGEMENT DEVELOPMENT METHOD ±

MANAGEMENT DEVELOPMENT ±

The more future oriented method and more concerned with education of the

employees. To become a better performer by education implies that

management development activities attempt to in still sound reasoning

processes.

Management development method is further divided into two parts:

ON THE JOB TR AINING ±



The development of a manager's abilities can take place on the job. The four

techniques for on the job development are:

y COACHING

y MENTORINGy JOB ROTATION

y JOB INSTRUCTION TECHNIQUE (JIT)

OFF THE JOB TR AINING ±

There are many management development techniques that an employee can take

in off the job. The few popular methods are:

SENSITIVITY TRAINING

TRANSACTIONAL ANALYSIS STRAIGHT LECTURES/ LECTURES SIMULATION EXERCISES

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Assignment T & D