Training and Development

Anubha Walia

Apart from lecture notes pl refer following books

Uday PareekhDharma Vira Agarwal

Anubha Walia9818446562

anubhawalia@gmail.com

Course Content – 40 hrs

1. 1. TRAINING AND DEVELOPMENT: TRAINING AND DEVELOPMENT: OVERVIEWOVERVIEW (2 HRS) (2 HRS) 16 feb16 feb Training and teachingTraining and teaching Learning about management issues and Learning about management issues and

conceptsconcepts Principles of learning and development – Principles of learning and development –

basic idea basic idea

2. 2. ADULT LEARNINGADULT LEARNING (1 HR) (1 HR) 17 feb 17 feb Concept of adult learningConcept of adult learning Transfer of learning: Mechanics, Transfer of learning: Mechanics,

facilitators, hurdles, overcoming obstacles. facilitators, hurdles, overcoming obstacles.

3. 3. TRAINING NEEDSTRAINING NEEDS (3 HRS) (3 HRS) 23-24feb 23-24feb Training needs classification; individual, Training needs classification; individual,

occupational, and organizational level occupational, and organizational level needsneeds

Identification of training needs Identification of training needs

2. 2. EFFECTIVE LEARNINGEFFECTIVE LEARNING (2 HRS) (2 HRS) Trainer’s skillsTrainer’s skills Role of management trainer in transfer of learningRole of management trainer in transfer of learning Role of trainer as a change agent.Role of trainer as a change agent.

5. 5. DESIGN OF A TRAINING PROGRAM DESIGN OF A TRAINING PROGRAM AND ITS EXECUTION AND ITS EXECUTION (8 HRS)(8 HRS) 2-3 mar 2-3 mar Training objectivesTraining objectives Decision about content of trainingDecision about content of training Training methods and choice of appropriate aidsTraining methods and choice of appropriate aids Parameters for assessment of training Parameters for assessment of training

effectivenesseffectiveness Steps involved in conducting an effective training Steps involved in conducting an effective training

programprogram

6.6.EVALUATION OF TRAININGEVALUATION OF TRAINING (2 HRS) (2 HRS) EEvaluate?valuate? Methods for evaluationMethods for evaluation Criteria for evaluationCriteria for evaluation

7. 7. INVENTORY OF TRAINING METHODSINVENTORY OF TRAINING METHODS (20 HRS)(20 HRS) LectureLecture Case analysisCase analysis Role playsRole plays Business / management games & simulationsBusiness / management games & simulations Experiential learning, including outdoorsExperiential learning, including outdoors Organizing / preparing training material, including Organizing / preparing training material, including

A.V. aids A.V. aids

8. 8. MARKETING OF TRAINING ACTIVITYMARKETING OF TRAINING ACTIVITY (2 (2 HRS)HRS) Marketing in house (internal customer)Marketing in house (internal customer) Marketing to external customers Marketing to external customers

40 hrs in 10 weeks….. April EOM40 hrs in 10 weeks….. April EOM

Training and Development

Training = Altering behaviourTraining = Altering behaviour Development = Increasing knowledgeDevelopment = Increasing knowledge Learning = Permanent change in behaviourLearning = Permanent change in behaviour

Training Need Training Need Job req – existing competenciesJob req – existing competencies

Development Need Development Need Desired Group dynamics – existing attitude of an Desired Group dynamics – existing attitude of an

individualindividual

Definitions-According to “Edwin B. Flippo;According to “Edwin B. Flippo;””Training is the act of increasing knowledge and Training is the act of increasing knowledge and

skill of an employee for doing a particular skill of an employee for doing a particular job.”job.”

According to Michael Armstrong;According to Michael Armstrong;““Training is the systematic development of the Training is the systematic development of the

knowledge,skills and attitudes required by an knowledge,skills and attitudes required by an individual to perform adequately a given task individual to perform adequately a given task or job.”or job.”

Training is basically a systematic Training is basically a systematic procedure for transferring procedure for transferring technical know-how to the technical know-how to the employees so as to increase their employees so as to increase their knowledge and skills for doing knowledge and skills for doing particular jobs. particular jobs.

What is training?

Difference TRAININGTRAINING DDeveloping people eveloping people

from the inside outfrom the inside out - so - so they achieve their they achieve their own own individual potentialindividual potential - - what they love and enjoy, what they love and enjoy, what they are most what they are most capable of, and strong at capable of, and strong at doing, rather than what doing, rather than what we try to make them be. we try to make them be.

Training is about the Training is about the organisation. organisation.

Training is (mostly) a Training is (mostly) a chore; people do it chore; people do it because they're paid tobecause they're paid to

LEARNINGLEARNING Learning' far better Learning' far better

expresses this than expresses this than 'training'.'training'.

Learning is about the Learning is about the person.person.

Learning is quite Learning is quite different. People respond different. People respond to appropriate learning to appropriate learning because they want to; because they want to; because it benefits and because it benefits and interests them; because interests them; because it helps them to grow it helps them to grow and to develop their and to develop their natural abilities; to make natural abilities; to make a difference; to be a difference; to be special.special.

Difference TRAININGTRAINING Training is something that Training is something that

happens at workhappens at work Also Also 'training' merely 'training' merely

describes, and commonly describes, and commonly represents, transfer of represents, transfer of knowledge or skill for knowledge or skill for organisational gainorganisational gain

Train the essential skills and Train the essential skills and knowledge of course, but knowledge of course, but most importantly focus on most importantly focus on facilitating learning and facilitating learning and development for the development for the personperson, beyond 'work skills' , beyond 'work skills' - help them grow and - help them grow and develop for life - help them develop for life - help them to to identify, aspire to, and identify, aspire to, and take steps towards take steps towards fulfilling their own fulfilling their own personal unique potentialpersonal unique potential. .

LEARNINGLEARNING Learning is something that Learning is something that

people pursue by choice at people pursue by choice at their own cost in their own their own cost in their own time. Does it not make time. Does it not make sense for employers to help sense for employers to help and enable that process? and enable that process? Of course it does.Of course it does.

'Learning' extends the idea 'Learning' extends the idea of personal development of personal development (and thereby organisational (and thereby organisational development) to beliefs, development) to beliefs, values, wisdom, values, wisdom, compassion, emotional compassion, emotional maturity, ethics, integrity - maturity, ethics, integrity - and most important of all, and most important of all, to helping others to to helping others to identify, aspire to and to identify, aspire to and to achieve and fulfil their own achieve and fulfil their own unique individual personal unique individual personal potential.potential.

Imply deeper knowledge and a Imply deeper knowledge and a longer timeframe. We often hear longer timeframe. We often hear the term “Lifelong learning," the term “Lifelong learning," but but notnot

Life long training???Life long training???

What is Teaching?

Difference TRAININGTRAINING TrainTrain are: are: To form by To form by

instruction, discipline, instruction, discipline, or drill or drill

To make prepared for To make prepared for a test of skill a test of skill

training focuses on training focuses on skillskill …..with the …..with the notion of exercises notion of exercises that we repeat until that we repeat until we "get" the skills we we "get" the skills we are trying to acquire are trying to acquire

TEACHINGTEACHING TeachTeach has many has many

alternate definitions, alternate definitions, including:including:

To cause to know To cause to know something something

To guide the studies of To guide the studies of To impart the To impart the

knowledge of knowledge of To instruct by precept, To instruct by precept,

example, or experience example, or experience

Difference COACHING Relationship

generally has a set duration

Generally more structured in nature and meetings are scheduled on a regular basis

Short-term (sometimes time-bounded) and focused on specific development areas/issues

MENTORING Ongoing relationship

that can last for a long period of time

Can be more informal and meetings can take place as and when the mentee needs some advice, guidance or support

More long-term and takes a broader view of the person

Difference COACHING

Focus is generally on development/issues at work

The agenda is focused on achieving specific, immediate goals

Coaching revolves more around specific development areas/issues

MENTORING Mentor is usually

more experienced and qualified than the ‘mentee’. Senior person in the org who can pass on knowledge, experience

Focus is on career and personal development

Agenda is set by the mentee, and guidance to prepare them for future roles

Guiding:Guiding: the process of directing an individual or a the process of directing an individual or a group along the path leading from present state to a group along the path leading from present state to a desired state desired state

Coaching:Coaching: helping another person to improve helping another person to improve awareness, to set and achieve goals in order to improve awareness, to set and achieve goals in order to improve a particular behavioural performance a particular behavioural performance

Teaching:Teaching: helping an individual or group develop helping an individual or group develop cognitive skills and capabilities cognitive skills and capabilities

Mentoring:Mentoring: helping to shape an individual’s beliefs and helping to shape an individual’s beliefs and values in a positive way; often a longer term career values in a positive way; often a longer term career relationship from someone who has ‘done it before’ relationship from someone who has ‘done it before’

Counselling:Counselling: helping an individual to improve helping an individual to improve performance by resolving situations from the past. performance by resolving situations from the past.

Training-

“ “ In future, the success of enterprises ‘ll In future, the success of enterprises ‘ll depend upon the revolutionary training depend upon the revolutionary training and development system in human and development system in human resource management.”resource management.”

“ “As we live and work in the world of As we live and work in the world of knowledge and skill, every human activity knowledge and skill, every human activity need up-to-date knowledge and required need up-to-date knowledge and required skills to perform it.”skills to perform it.”

Features of Training

Training enhances the skills and capabilities of Training enhances the skills and capabilities of the individuals in an organization.the individuals in an organization.

The need for training can be emphasized in The need for training can be emphasized in various work situations, such as in harnessing various work situations, such as in harnessing skills for existing jobs, planning out one’s future skills for existing jobs, planning out one’s future job profile, elevating employees performance job profile, elevating employees performance and so on.and so on.

For training to be successful, the employees For training to be successful, the employees have to be convinced of its utility and have to be convinced of its utility and effectiveness. effectiveness.

A successful training program improves the A successful training program improves the performance of an employee which in turn performance of an employee which in turn enhances organizational performance.enhances organizational performance.

Training program should attempt to bring about Training program should attempt to bring about positive changes in the-knowledge ,skills and positive changes in the-knowledge ,skills and attitude of the workforce.attitude of the workforce.

ADULT LEARNINGADULT LEARNING Pedagogy – Child to LeaderPedagogy – Child to Leader Andragogy – Adult to LeaderAndragogy – Adult to Leader

ADULT LEARNINGADULT LEARNING Adult must want to LearnAdult must want to Learn Adult Learn only what they feel they need to Adult Learn only what they feel they need to

LearnLearn Adult Learn by doingAdult Learn by doing Adult learn through the application of past Adult learn through the application of past

experienceexperience Adult learn in an informal environmentAdult learn in an informal environment Adult learn best through a variety of training Adult learn best through a variety of training

methodsmethods

IDEA/CONCEPTIDEA/CONCEPT

EVALUATE EVALUATE AND EVOLVEAND EVOLVE

DISCUSS & DISCUSS & CHALLENGECHALLENGE

REVISE / APPLYREVISE / APPLY

Types of Learning Types of Learning ATTITUDEATTITUDE KNOWLEDGEKNOWLEDGE SKILLSSKILLS

CONCEPT - CONCEPT - ASKASK

KEY ATTRIBUTES OF ADULT KEY ATTRIBUTES OF ADULT LEARNING PROCESS IN TRAININGLEARNING PROCESS IN TRAINING

Evolutionary ProcessEvolutionary Process Product of collaborationProduct of collaboration Unique to an IndividualUnique to an Individual Takes place at subconscious levelTakes place at subconscious level Intellectual and Emotional elementsIntellectual and Emotional elements Does not progress at Uniform PaceDoes not progress at Uniform Pace

WAYS IN WHICH PARTICIPANT LEARNWAYS IN WHICH PARTICIPANT LEARN

Affirmation or endorsement of existing Affirmation or endorsement of existing LearningLearning

Building on present level of CompetenciesBuilding on present level of Competencies Development of New Knowledge and Development of New Knowledge and

competenciescompetencies Learning after going through De-learning Learning after going through De-learning

TRAINING NEED ANALYSISTRAINING NEED ANALYSIS

Training – defined as the process of bringing Training – defined as the process of bringing the manpower of an org to the desired the manpower of an org to the desired

level of performance, behavior and attitude level of performance, behavior and attitude from the existing level of performance, from the existing level of performance,

behavior and attitude.behavior and attitude.

NEED – When there is GAPNEED – When there is GAP

AA ASK ASK

GAPGAP

SS TNATNA

KK AA

RequiredRequired SS

KK

AvailableAvailable

Why Training Need AriseWhy Training Need Arise

EXPECTEDEXPECTED

ACTUAL ACTUAL

When Training Need arisesWhen Training Need arises

Actual vs Expected is not metActual vs Expected is not met

Motivation and Morale is LowMotivation and Morale is Low

Special Need – Innovation –ISOSpecial Need – Innovation –ISO

When staff themselves communicateWhen staff themselves communicate

Updating staff as per industry scenarioUpdating staff as per industry scenario

Promotion or succession Promotion or succession

ASKASK

FORECASTFORECAST

ExpansionExpansion Seasonal VariationSeasonal Variation

Re-organizationRe-organization Change in LayoutChange in Layout

New MethodNew Method AttritionAttrition

New EquipmentNew Equipment New ProductNew Product

RetirementRetirement PromotionPromotion

FAULT CORRECTION – FAULT CORRECTION – Customer Complaint, Wastage, Abuse of equipment, High Rejection, Customer Complaint, Wastage, Abuse of equipment, High Rejection,

Inaccurate data, Production hold up, Disregard safety rulesInaccurate data, Production hold up, Disregard safety rules

WHOM WHOM TO TRAINTO TRAIN

Top / Top / Strategic LevelStrategic Level

Management LevelManagement Level

Supervisory LevelSupervisory Level

Operational LevelOperational LevelPl share Practical Examples

Determination of Training NeedDetermination of Training Need

- Org having Training setupOrg having Training setup- Org Do Not have training setup Org Do Not have training setup

Than how to do TNAThan how to do TNA- Make an inventory – quality n quantityMake an inventory – quality n quantity- Make forecast of future requirement – Make forecast of future requirement –

wastage – resignation transfer retirementwastage – resignation transfer retirement- Talent – within and outside orgTalent – within and outside org- Prepare strategy for development - futurePrepare strategy for development - future

When to Assess Needs?When to Assess Needs?

When Work Changes – Promotion, Method, When Work Changes – Promotion, Method, ToolsTools

When Capabilities changes – New When Capabilities changes – New

When the work Environment changes – When the work Environment changes – Mission, goal, budget, law, regulationMission, goal, budget, law, regulation

TNATNA

Current LevelCurrent LevelDiscrepancyDiscrepancy RevealsReveals IMMEDIATEIMMEDIATE

Actual Level of Actual Level of TRAININGTRAININGPerformancePerformance

DiscrepancyDiscrepancy RevealsReveals LONG LONG RangeRange

Projected Level of Projected Level of TRAININGTRAININGPerformancePerformance

Approaches to Training NeedApproaches to Training Need

Direct Approach – Ask empDirect Approach – Ask emp

Professional Approach – ConsultantProfessional Approach – Consultant

Secret Shopper Approach – Sample Secret Shopper Approach – Sample

Public SeminarPublic Seminar

Online LearningOnline Learning

Consultants – customizedConsultants – customized

Do It YOURSELF Do It YOURSELF

Need of TrainingNeed of Training

Present and Future needPresent and Future need

Qualitative n QuantitativeQualitative n Quantitative

NEED ASSESSMENT NEED ASSESSMENT

Thyer & McGhee ModelThyer & McGhee Model

What is the Context?

Who Needs the Training?

In What Do They Need Training?

Organization Analysis

Task / Role AnalysisPerformance

Analysis

Level of TrainingLevel of Training

Individual-Individual- Company Company

Group and Team LevelGroup and Team Level

Organisation Level - Organisation Level - CompanyCompany

Job Level- Job Level- CompanyCompany

Country LevelCountry Level

Regional LevelRegional Level

Global LevelGlobal Level

OrganizationOrganizationGoal & ObjectiveGoal & Objective

HRIS DATAHRIS DATA

Efficiency & Effective IndexEfficiency & Effective Index

Management requestManagement request

Change in SystemChange in System

MBOMBO

Performance DataPerformance Data

From where u can analyse needFrom where u can analyse need

TASK / JOB AnalysisTASK / JOB Analysis

Job DescriptionJob Description

Job SpecificationJob Specification

Performance StandardPerformance Standard

Analysis of operating problemsAnalysis of operating problems

Asking question about jobAsking question about job

Person AnalysisPerson Analysis

Performance Appraisal dataPerformance Appraisal data

Work SamplingWork Sampling

InterviewInterview

KASOCKASOC(Knowledge, Ability, Skill or other competency)(Knowledge, Ability, Skill or other competency)

Attitude surveyAttitude survey

Self efficacy measureSelf efficacy measure

Critical IncidentsCritical Incidents

Analysis PerformanceAnalysis Performance

Is It Is It NN IgnoreIgnore

YY

Is it due to lack Is it due to lack

of Knowledgeof Knowledge

Provide Provide KnowledgeKnowledge

informationinformation

Is it due to skill Is it due to skill deficiencydeficiency

Provide opp to Provide opp to practicepractice

Consider Consider

FeedbackFeedback

PracticePractice

TrainingTraining

CoachingCoaching

Provide opp to Provide opp to practicepractice

Is is due to Is is due to ConditionCondition

Examine Examine

Reward / Reward / PunishmentPunishment

GrievanceGrievanceAre there Are there obstacle to obstacle to performanceperformance

Remove Remove obstacleobstacle

Revisit Revisit performance, performance, targets, and targets, and develop break develop break thoughthough

After Need Training policy………?

Every organization hasEvery organization has well established and well established and prescribed training policy for the training of employees.prescribed training policy for the training of employees.

TRAINING POLICY INCLUDES…..?TRAINING POLICY INCLUDES…..? This policy depicts the top management’s philosophy This policy depicts the top management’s philosophy

regarding training of employees.regarding training of employees. This training policy includes the rules and This training policy includes the rules and

regulations,procedure,budget,standards and conditions regulations,procedure,budget,standards and conditions regarding training.regarding training.

This policy depicts the intention of the company to train This policy depicts the intention of the company to train and develop its personnel.and develop its personnel.

It provide guidelines for training programme.It provide guidelines for training programme.

After PolicyAfter Policy

OBJECTIVE OF TRAININGOBJECTIVE OF TRAINING Employees learn best when they understand Employees learn best when they understand

the objective of the training program.the objective of the training program. The The objectiveobjective refers to to the purpose and refers to to the purpose and

expected outcome of training activities.expected outcome of training activities. Training objectives based on the training Training objectives based on the training

needs analysis help employees understand needs analysis help employees understand why they need the training.why they need the training.

ObjectivesObjectivesOperational Operational (Enhance sales, reduce cost)(Enhance sales, reduce cost)

Performance Performance (Individual performance)(Individual performance)

Instructional Instructional (After training program evaluation)(After training program evaluation)

Reaction analysis Reaction analysis (During training, subjective)(During training, subjective)

Personal Growth Personal Growth (Stimulating feeling-self (Stimulating feeling-self

confidence, competence, development)confidence, competence, development)

Innovation or Change Innovation or Change Larger effectLarger effect

ObjectiveObjectiveCognitive : The acquisition of Cognitive : The acquisition of

knowledge / understanding of knowledge / understanding of conceptconcept

Psychomotor : The proactice and Psychomotor : The proactice and acquisition of new skills and acquisition of new skills and behaviourbehaviour

Afftective : The development of Afftective : The development of awareness of attitude, emotion, awareness of attitude, emotion, feelings and preference.feelings and preference.

Importance of training objective The resources are always limited and training objectives The resources are always limited and training objectives

actually lead the design of training program.actually lead the design of training program. It provides the clear guidelines and develops the training It provides the clear guidelines and develops the training

program in in less time because objectives focus specifically program in in less time because objectives focus specifically on needs.on needs.

Training objectives tell the trainee that what is expected out of Training objectives tell the trainee that what is expected out of him at the end of training program.him at the end of training program.

Training objectives are of great significance from a no. of Training objectives are of great significance from a no. of stakeholders’ perspectives-stakeholders’ perspectives-

1.1. TrainerTrainer2.2. TraineeTrainee3.3. DesignerDesigner4.4. Evaluator Evaluator

ExampleExampleBy the end of this prog, participants will be able toBy the end of this prog, participants will be able to

Cognitive : TO write , to define, to name, to Cognitive : TO write , to define, to name, to list etclist etc

Psychomotor : TO operate, to illustrate, to Psychomotor : TO operate, to illustrate, to use, to executeuse, to execute

Afftective : TO appreciate, to differentiate, to Afftective : TO appreciate, to differentiate, to demonstrate….demonstrate….

Action verbs to be usedAction verbs to be used

(to know, to learn, to undestand are non (to know, to learn, to undestand are non action verbaction verb

Misconception in Training

Training is not valuable.Training is not valuable. Training is an expense, not an investment.Training is an expense, not an investment. Anybody can be a trainer.Anybody can be a trainer. The training department is a good place to The training department is a good place to

put poor performers.put poor performers. Training is the responsibility of the trainers.Training is the responsibility of the trainers.

REVISIONREVISION

TrainingTraining DevelopmentDevelopment

FocusFocus CurrentCurrent FutureFuture

Use of work Use of work experiencesexperiences

LowLow HighHigh

GoalGoal Preparation for current jobPreparation for current job Preparation for changesPreparation for changes

ParticipationParticipation RequiredRequired VoluntaryVoluntary

Subject for trainingSubject for training

1Leadership1Leadership 7Stress Management7Stress Management2Communication2Communication 8Customer retention8Customer retention3Selling skills3Selling skills 9Feedback skills9Feedback skills4Managing change4Managing change 10Body Language10Body Language5Thank you5Thank you 11-7 highly effective 11-7 highly effective

peoplepeople6Jack Welch and 6Jack Welch and 12Presentation skills12Presentation skillsWarren Buffet approachWarren Buffet approach

Presentation on 23-24, 30-31 AprilPresentation on 23-24, 30-31 AprilCarry 30% wtg in marksCarry 30% wtg in marks

We DID TNA, Policy, OBJ TNA – based on Org, Job and PerformanceTNA – based on Org, Job and Performance

Org – Specific area within orgOrg – Specific area within org Job-Performing task more effectivelyJob-Performing task more effectively Performance-ASK to be upgradedPerformance-ASK to be upgraded

Policy-Management responsibity, rules, Policy-Management responsibity, rules, regulation and procedureregulation and procedure

Obj- operational (enhance sale, reduce cost), Obj- operational (enhance sale, reduce cost), performance (efficiency and quality), Reaction, performance (efficiency and quality), Reaction, Personal growth, Innovation or change.Personal growth, Innovation or change.

FOLLOWED BY Preparing T&D BudgetPreparing T&D Budget Deciding Venue Deciding Venue

On the JobOn the Job Off the JobOff the Job

Method and Tech to be usedMethod and Tech to be used Evaluation Evaluation

BUDGET Allocation of funds for carrying out Allocation of funds for carrying out

trainingtraining

Venue On The JobOn The Job

Plant itself / Company precinctsPlant itself / Company precincts

Off the Job – external university, college, Off the Job – external university, college, professional meeting, workshop, convention, professional meeting, workshop, convention, conference, seminarconference, seminar

Method and technique Brain StormingBrain Storming Group ExerciseGroup Exercise VideoVideo DiscussionDiscussion Ques AnsQues Ans PracticePractice Demonstration….Demonstration….

Evaluation Objective have been achievedObjective have been achieved Judging Reaction Judging Reaction Measuring how far training was effectiveMeasuring how far training was effective Evaluating new and different behavior Evaluating new and different behavior Measuring result or change in term of Measuring result or change in term of

cost, grievance, quality and production.cost, grievance, quality and production.

Designing ProgramDesigning Program

Designing of Training Prog CHECKLISTCHECKLIST

Who would be participantsWho would be participants Objective of the programObjective of the program Content and Structure of the programContent and Structure of the program What is expected Out come of programWhat is expected Out come of program Who will be TrainerWho will be Trainer What training Methods to be usedWhat training Methods to be used Venue, Date, timeVenue, Date, time Program scheduleProgram schedule Lesson Plan, Program leader GuideLesson Plan, Program leader Guide

Designing EXAMPLE Subject Work Ethics and Joy of workSubject Work Ethics and Joy of work

Objective : To bring home the ethical Objective : To bring home the ethical concept of KARMA (Work) from GITA, more concept of KARMA (Work) from GITA, more so in the present battle of business in a so in the present battle of business in a competitive environment (Be the master of competitive environment (Be the master of excellence and not the slave of reward)excellence and not the slave of reward)

To make them realise their role & identity as To make them realise their role & identity as a partner of the business entp to make their a partner of the business entp to make their work as source of pleasure.work as source of pleasure.

Designing EXAMPLE Subject Work Ethics and Joy of workSubject Work Ethics and Joy of work

Objective : To bring home the ethical Objective : To bring home the ethical concept of KARMA (Work) from GITA, more concept of KARMA (Work) from GITA, more so in the present battle of business in a so in the present battle of business in a competitive environment (Be the master of competitive environment (Be the master of excellence and not the slave of reward)excellence and not the slave of reward)

To make them realise their role & identity as To make them realise their role & identity as a partner of the business entp to make their a partner of the business entp to make their work as source of pleasure.work as source of pleasure.

Designing EXAMPLE ContentContent

Right attitude toward workRight attitude toward work Dignity of workDignity of work Sincere effortSincere effort Why we work the rationalWhy we work the rational What is Joy of workWhat is Joy of work When work become burden or pleasureWhen work become burden or pleasure Golden rule of Joy of workGolden rule of Joy of work Your pledgeYour pledge

Designing EXAMPLE MethodologyMethodology

Discovery learning from GITADiscovery learning from GITA BrainstormingBrainstorming ExerciseExercise Role playRole play Q and AQ and A

Designing EXAMPLE Outcome of Training ProgramOutcome of Training Program

Develop an awareness about conceptDevelop an awareness about concept Individual Action PlanIndividual Action Plan Will enjoy work and be sincereWill enjoy work and be sincere

Designing EXAMPLE MonitoringMonitoring

Peer senior will give individual feedback for Peer senior will give individual feedback for there positive behaviour and reinforce after a there positive behaviour and reinforce after a month.month.

Lesson PlanDAY 1

TIME TOPIC CONTENTDelivery Methodology

09.00-09.30

IntroductionIntroducing of team members and program leader; Training objectives

Participative lecture

09.30-10.30 Cash Process

Sox Process Flow; Basic inputs on cash management

Presentation;inter group quiz

10.30-11.00 Impact of Cash on BBM Gurunath Lecture

11.00-11.30 Best Practices JayaramParticipative lecture

11.30-11.45Cash & RegulationsCash ReturnsCommon errors identified during auditAML & Fraud Prevention

01.00-01.30

01.30-03.00Soiled/Mutilated & Forged notes Arunachalam

visit to icmc; demonstration &

simulation

LUNCH

TEA BREAK

11.45-01.00Venkatraman

Chandrachudan

Presentation & Participative

lecture

PLG – Program Leader GuideExample - CASH

IntroductionLearning ObjectiveCash ProcessCommon ErrorCash RegulationFraud PreventionReflectionFeedback

Managing Stress Objective : To make aware about Objective : To make aware about

phenomenon of stress, its disastrous phenomenon of stress, its disastrous impact on there performance, career, life impact on there performance, career, life and how to cope with it, with special and how to cope with it, with special reference to work related stress.reference to work related stress.

To familiarize them with how to contribute To familiarize them with how to contribute in building a stress free environment in building a stress free environment through self management to optimize through self management to optimize their performance.their performance.

Content What is StressWhat is Stress The root cause of stressThe root cause of stress Stressful thoughtStressful thought Physical symtom of stresPhysical symtom of stres Effect of stressEffect of stress Stress free life- HowStress free life- How Improvement in thought processImprovement in thought process Stress management techniqueStress management technique Your action planYour action plan

Methodology Illustration and demonstrationIllustration and demonstration Practice and feel exercisePractice and feel exercise BrainstormingBrainstorming DiscussionDiscussion Individual exerciseIndividual exercise

Outcome / Result Developing awareness about the concept Developing awareness about the concept

of stress and its root causeof stress and its root cause Will be able to manage stress through Will be able to manage stress through

improvement in thought processimprovement in thought process Develop individual action plan for coping Develop individual action plan for coping

up with the stressup with the stress

Effective TrainerEffective Trainer

Qualities of effective Trainer Passion for TrainingPassion for Training Ability to hold attention of traineeAbility to hold attention of trainee Thorough knowledgeThorough knowledge Encourage and elicit participationEncourage and elicit participation Manage timeManage time Be humorous and RespectfulBe humorous and Respectful Open to feedbackOpen to feedback Listening skillsListening skills Good CommunicatorGood Communicator Effective use of aidEffective use of aid Planner, Flexible, Cool tempramentPlanner, Flexible, Cool temprament

Attribute of Trainer Personal Qualification ( Mental, Physical, Personal Qualification ( Mental, Physical,

Emotional, Ethical and Personal Emotional, Ethical and Personal characteristics)characteristics)

Professional Qualification (Job Professional Qualification (Job Knowledge, Professional skill, Knowledge, Professional skill, Professional training)Professional training)

Personal Mental – Mental –

sharp intellect, good judgment, good sharp intellect, good judgment, good analytical approach, keen understanding of analytical approach, keen understanding of people, interest values of particpants, skills people, interest values of particpants, skills in getting along with the group, very much in getting along with the group, very much alert and receptive to learning new alert and receptive to learning new technologies, good instructor, capacity to technologies, good instructor, capacity to pursude, win over respect of others, well pursude, win over respect of others, well adapt in peaking and writingadapt in peaking and writing

Personal Physical – Physical –

Training requires great hard workTraining requires great hard work

Must be able to exhibit vibrating energyMust be able to exhibit vibrating energy

Enthusiasm to meet any challenge and Enthusiasm to meet any challenge and difficult situation.difficult situation.

T&D needs both physical and mental strain, T&D needs both physical and mental strain, therefore without physical vitality and mental therefore without physical vitality and mental resilience it may not be possibleresilience it may not be possible

Personal Emotional – Emotional –

Self composedSelf composed

Exhibit emotional maturity both in expression Exhibit emotional maturity both in expression and doingand doing

High degree of tolerance.High degree of tolerance.

Should be in high spiritShould be in high spirit

Should not loose temperShould not loose temper

Give best performance in his jobGive best performance in his job

Self confidence and strong convictionSelf confidence and strong conviction

Personal Ethical – Ethical –

Display fair mindednessDisplay fair mindedness

Should have impartial attitudeShould have impartial attitude

No favor'sNo favor's

Give due credit where its dueGive due credit where its due

Personal Personal Characteristics – Personal Characteristics –

Should not be rigidShould not be rigid

Flexible in his approachFlexible in his approach

Should be able to adjust himself in changed Should be able to adjust himself in changed situationsituation

Cooperative, sympathetic and helpfulCooperative, sympathetic and helpful

Professional Job Knowledge – Job Knowledge –

Deep knowledge Deep knowledge

ConversantConversant

Well aware company policy procedureWell aware company policy procedure

Should act as a change agentShould act as a change agent

Professional Professional skills – Professional skills –

Special attitude and ability to lectureSpecial attitude and ability to lecture

Well versed with modern techniqueWell versed with modern technique

Capability of developing couse, content, Capability of developing couse, content, program, LP, PLGprogram, LP, PLG

Should be able to evaluate Should be able to evaluate

Professional Professional Training and experience – Professional Training and experience –

Sound backgroundSound background

Good skillsGood skills

Constantly upgrade himself through Constantly upgrade himself through refresher coursesrefresher courses

Specialized work experienceSpecialized work experience

Experience in on the jobExperience in on the job

Formalized experience in human relation.Formalized experience in human relation.

Methods of TrainingMethods of Training

Various Methods

INFORMATIONAL – primarily INFORMATIONAL – primarily informational, one way informational, one way communicationcommunication

EXPERIMENTAL – learner interact EXPERIMENTAL – learner interact with instructor, a computer, or other with instructor, a computer, or other trainee to practice skills.trainee to practice skills.

INFORMATIONAL

LectureUses Benefits Limitation

Gaining new knowledge

Equally good as TV

Learners are passive

Introductory material

Low cost Poor transfer

Reaches large audience

Depends in lecture ability

Audience is often comfortable with it

Is not tailored to individual trainee

AUDIO VISUALUses Benefits Limitation

Gaining new knowledge

Can reach large audience at one

time

Is not tailored to individual trainee

Gaining attention

Versatility Passive learner

Can reduce trainer, travel and

facility costAudience is often comfortable with it

INFORMATIONAL

Independent study

Uses Benefits LimitationGaining new knowledge

Allow trainees to go at own pace

Expensive to develop liabrary

materialCompleting

degreeMinimize cost of

developmentPerformance

depends on trainee motivation

Continuous education

Is not applicable to all job

INFORMATIONAL

E LearningUses Benefits Limitation

Gaining new knowledge

Convenient Expensive to develop

Pre training preparation

Allows trainees to go at there own

pace

Not applicable for all task

Provide immediate feedfack

Does not lead to higher performance

than lecture

INFORMATIONAL

ExperimentalExperimental ON THE JOB

Uses Benefits Limitation

Learning Job skills

Good transfer Depends on Trainer

Apprentice training

Limited trainer cost May be costly due to mistake

Job rotation High trainee motivation since

training is relevant

May have frequent

interruption due to job demand

ExperimentalE-Learning

Uses Benefits Limitation

Gaining New Knowledge

Self Paced and Convenient

Trainees may have difficulty using

computer

Drill and Practice

Standardised, Good Retention

Limited opp for interaction

Individualised Learning

Feedback is given

Less useful for interpersonal and psychmotor task

ExperimentalSIMULATOR

Uses Benefits Limitation

Produces real world conditions

Effective for learning and

transfer

Costly to develop

For physical and cognitive training

Present realistic challenge

Sickness can occur

For Team Training Requires good fidelity

ExperimentalGAMES

Uses Benefits Limitation

Decision making skills

Resembles the job tasks

Highly competitive

Management training

Provide feedback

Time consuming

Interpersonal skills

Present realistic

challenge

May stifle creativity

ExperimentalCASE STUDY

Uses Benefits Limitation

Decision Making skills

Decision making practice

Must be updated

Analytical skills

Real world training material

Criticized as being unable to teach

mgmt skillsCommunicati

on skillsActive learning Trainer often

dominates discussion

Illustrate diversity of

solution

Good for problem

solving skills

ExperimentalROLE PLAY

Uses Benefits Limitation

For Changing attitude

Gain experince of

other role

Initial resistance of trainee

Practice skills Active learning

Trainee may not take it seriously

Analyse Interpersonal

problems

Close to reality

Experimental

Uses Benefits Limitation

To teach Interpersonal

skills

Allow practice

Time consuming

To teach cognitive

skills

Provide feedback

May be costly to develop

To teach training skills

Retention is improved

Behaviour Modelling

LECTURE METHOD Traditional Method / Oldest Traditional Method / Oldest One way communicationOne way communication Lack of InteractionLack of Interaction Effective when seek to transmit Effective when seek to transmit

information or intellect understandinginformation or intellect understanding Trainer becomes center of attraction Trainer becomes center of attraction Talent of Trainer can engage participants Talent of Trainer can engage participants

with communication skillswith communication skills

WHY & WHEN TO USE When large group is there and When large group is there and

participation is not possibleparticipation is not possible Bridge the gap between lectures and Bridge the gap between lectures and

reading by themselvesreading by themselves No guarantee that method stimulates No guarantee that method stimulates

thinking or actively involves participants thinking or actively involves participants therefore most difficult method.therefore most difficult method.

The onus lies with Trainer.The onus lies with Trainer. It calls for motivation and commitmentIt calls for motivation and commitment

Cont… Does not allow two way communicationDoes not allow two way communication Develops a sense of dependence on the Develops a sense of dependence on the

trainer.trainer. Lack of involvement of the participant Lack of involvement of the participant

leaves the trainer without the feedback.leaves the trainer without the feedback. Requires high level of skill, knowledge Requires high level of skill, knowledge

and aptitude.and aptitude. Good lecturing and good presentationGood lecturing and good presentation

ADVANTAGE Can reinforce

trainers credibility and authority

Info is concentrated and organized

Efficient: lot of info can be shared

Can be personalized and customized

DISADVANTAGE One Way Depends on

trainer for effectiveness

Words and figs can easily be garbled.

CHECKLIST

Trainer Role – Initiator, Main speaker, Trainer Role – Initiator, Main speaker, option of involving questionoption of involving question

Building Group – The group is prepared Building Group – The group is prepared for lecture.for lecture.

Participant role – Style of speaker, good Participant role – Style of speaker, good listenerlistener

Facilities & resources – Room should be Facilities & resources – Room should be comfortable, chart, flips, pen……comfortable, chart, flips, pen……

Time Allocation – depends on subjectTime Allocation – depends on subject

CASE STUDY Very popular Very popular Transmitting of knowledge through Transmitting of knowledge through

involvement of the participantsinvolvement of the participants Used as an exercise in decision making Used as an exercise in decision making

or problem solving.or problem solving. Helps participant to thinkHelps participant to think

Guidelines for using

Imp to know objective of the sessionImp to know objective of the session Through knowledge of the topic should Through knowledge of the topic should

be there.be there. The case study should be based on The case study should be based on

genuine data and situationgenuine data and situation The trainer should be aware of the actual The trainer should be aware of the actual

outcome in order to enable to compare outcome in order to enable to compare and contrast after findings.and contrast after findings.

Guidelines for writing case study

Can be done yourselfCan be done yourself Can be delegated-imp objective should Can be delegated-imp objective should

be kept in mindbe kept in mind The case must relate to overall work The case must relate to overall work

situation, participants skills exp and situation, participants skills exp and knowledgeknowledge

Good communication and writing skills Good communication and writing skills and should be in past tense for and should be in past tense for protection.protection.

ADVANTAGE Can focus the

discussion and learning experience

Can gain a shared understanding of on the job training

Provide real world experience

DISADVANTAGE Impose time

limitation for reading and discussion

Difficult to develop and in corporate all the necessary details.

Only build and demonstrate understanding and not skills

Checklist – Case Study

Trainer role – Initiate and guide Trainer role – Initiate and guide discussion, clarifies, expected learning discussion, clarifies, expected learning outcomes, highlights the learning.outcomes, highlights the learning.

Climate building – methods procedure Climate building – methods procedure norms should be familiarized well, good norms should be familiarized well, good time time

Participant role – actively involved in Participant role – actively involved in analyzing the case, assisting for analyzing the case, assisting for understandingunderstanding

Checklist – contd…

Facilities, recourses and equipments – Facilities, recourses and equipments – Case sheet should be well made, room Case sheet should be well made, room should be spaced.. Black board, flip should be spaced.. Black board, flip charts..charts..

Time allocation – approx 2 hoursTime allocation – approx 2 hours

ROLE PLAY

Valuable training methodValuable training method It’s a conscious attempt to bring out dynamic It’s a conscious attempt to bring out dynamic

and intricacies of various roles performed in and intricacies of various roles performed in real life.real life.

Its not theoreticalIts not theoretical Provides opportunity for participation, Provides opportunity for participation,

involvement and action learning.involvement and action learning. Engendering (produce) behavioral science.Engendering (produce) behavioral science. Provides a useful experience in self expression Provides a useful experience in self expression

and interpersonal communication.and interpersonal communication.

CASE STUDY

Real life situation, problems concerning org and individual

Presents the problem for analysis and discussion

Focus more on cognitive learning and thinking

Less involvement of participants

Deals with analysis and response.

ROLE PLAY

Same real life situation

Interactive style Emphasis both on

cognitive and affective development

Greater involvement Stresses the

importance of behavior & reaction

Types of Role Plays

Simple Role Play – Simplest form, group Simple Role Play – Simplest form, group performs in front of group and act as performs in front of group and act as observer too, opportunity for participant observer too, opportunity for participant to develop sensitivity to the feeling of to develop sensitivity to the feeling of othersothers

Multiple role Plays – Various group, Multiple role Plays – Various group, same exercise, experience same same exercise, experience same situation, play role simultaneously, situation, play role simultaneously, discussiondiscussion

OBSERVATION Process observation Process observation (Leadership that emerged in a (Leadership that emerged in a

group, process of decision making, indicate who took group, process of decision making, indicate who took initiative, describe how conflicts emerged and initiative, describe how conflicts emerged and resolved, list factor that influenced action)resolved, list factor that influenced action)

Content observation Content observation (role of different role player, (role of different role player,

issue emerged and response by group, conflict issue emerged and response by group, conflict resolution, negotiation skill of different role player)resolution, negotiation skill of different role player)

Whom to observeWhom to observe Procedure for observationProcedure for observation Recording the observation (observation sheet)Recording the observation (observation sheet) Presenting the observationPresenting the observation

CHECKLIST – Role play Trainer role – Preparation, brief the Trainer role – Preparation, brief the

participant, active involvement in the participant, active involvement in the exercise, Monitor the progress of the exercise, Monitor the progress of the exercise, discussing highlightsexercise, discussing highlights

Preparing group – Adequate time should Preparing group – Adequate time should be given, procedure norms, acquainted be given, procedure norms, acquainted with how role will be played.with how role will be played.

Participant role – full involvement, Participant role – full involvement, provide assistance.provide assistance.

Contd..

Facilities and resources – appropriate Facilities and resources – appropriate material to be distributed, space material to be distributed, space required, large room, blackboard, flip required, large room, blackboard, flip chart….chart….

Time allocation – Min 1-2 hrs approxTime allocation – Min 1-2 hrs approx

MANAGEMENT GAMES Related to specific aspect of businessRelated to specific aspect of business Bring together various elements of Bring together various elements of

practical decision making.practical decision making. Games concentrate on general Games concentrate on general

management principles ie planning, management principles ie planning, decision making, decision making,

Design and Methodology Trainer should be well aware about Trainer should be well aware about

objectiveobjective Should also know what sequence to be Should also know what sequence to be

followed for a balance between cognitive followed for a balance between cognitive and experimental learning.and experimental learning.

Trainer should well aware how game Trainer should well aware how game worksworks

Game must have depthGame must have depth

Contd… Inter-relationship between functional area Inter-relationship between functional area

of a business are translated into of a business are translated into mathematical relationships.mathematical relationships.

Time available to the team for making Time available to the team for making decisions is normally related to decisions is normally related to complexity of gamecomplexity of game

Avoid any kind of distractionAvoid any kind of distraction The term and language used should be The term and language used should be

same used in training progsame used in training prog

GROUP DISCUSSION Popular methodPopular method AdaptabilityAdaptability Standalone method or in combination Standalone method or in combination Large group or sub groupLarge group or sub group Aims at structured but informal exchange Aims at structured but informal exchange

of knowledge and idea.of knowledge and idea. Result in change in behavior and action if Result in change in behavior and action if

participant willing to learn.participant willing to learn.

Objective Process oriented – prompting interactionProcess oriented – prompting interaction Result oriented – specific outcomeResult oriented – specific outcome Generate ideas by examining issues in Generate ideas by examining issues in

greater depthgreater depth Develop skills in interpersonal groupDevelop skills in interpersonal group Effective means of changing attitudeEffective means of changing attitude

Limitation of GD If group is large all the members may not If group is large all the members may not

get the opportunity to participate and get the opportunity to participate and contribute to the discussioncontribute to the discussion

If the task is not clear defined, the If the task is not clear defined, the discussion may lack focus and discussion may lack focus and unproductiveunproductive

Difficulties can arise if the leader in Difficulties can arise if the leader in unskilled in guiding the discussion unskilled in guiding the discussion

Some members may dominateSome members may dominate

BRAINSTORMING Specialized form of discussion Specialized form of discussion Unstructured way of generating idea Unstructured way of generating idea Possible to generate more ideas Possible to generate more ideas

collectively than sum of the ideas collectively than sum of the ideas

Objective Generating wide range of solutions in solving a Generating wide range of solutions in solving a

problem, stimulating creativity in the groupproblem, stimulating creativity in the group Developing a positive attitude among the Developing a positive attitude among the

participant by encouraging to listen them participant by encouraging to listen them carefullycarefully

Encouraging shy participants to share ideas Encouraging shy participants to share ideas and views without getting negative reactionand views without getting negative reaction

Creating effectivenessCreating effectiveness

Steps in Brainstorming Generate of IdeasGenerate of Ideas Amending ideasAmending ideas Posting all ideas on flip chartPosting all ideas on flip chart Analyzing ideasAnalyzing ideas Action planningAction planning

Models of training-

Training is a transforming process that requires some Training is a transforming process that requires some input and it turn it produce output in the form of input and it turn it produce output in the form of knowledge, skills and attitudes.knowledge, skills and attitudes.

The three models of training are-The three models of training are-

1.1. The system modelThe system model

2.2. Instructional system development modelInstructional system development model

3.3. Transitional modelTransitional model

The system model – ADDIE MODEL

It It consists of five phasesconsists of five phases which should be repeated which should be repeated on a regular basis to make further improvements. the on a regular basis to make further improvements. the training should achieve the purpose of helping the training should achieve the purpose of helping the

employeesemployees to perform their work to required to perform their work to required standards. The steps are-standards. The steps are-

ANALYSE

DESIGN

DEVELOP

EVALUATE

IMPLEMENT

1.1. ANALYSE-ANALYSE-Analyze and identify the training needs-what Analyze and identify the training needs-what do they need to learn.do they need to learn.

2.2. DESIGN-DESIGN-It requires developing the objective of training, It requires developing the objective of training, identifying the learning steps, sequencing and identifying the learning steps, sequencing and structuring the contents.structuring the contents.

3.3. DEVELOP-DEVELOP-Listing the activities in the training program Listing the activities in the training program that ‘ll assist the participants to learn, examining training that ‘ll assist the participants to learn, examining training material, selecting delivery method, validating material, selecting delivery method, validating information to be imparted to.information to be imparted to.

4.4. IMPLEMENT-IMPLEMENT-It’s the hardest part of the system It’s the hardest part of the system because one wrong step can lead to the failure of whole because one wrong step can lead to the failure of whole training program.training program.

5.5. EVALUATE-EVALUATE-Evaluating each phase to make sure it has Evaluating each phase to make sure it has achieved its aim in terms of subsequent work achieved its aim in terms of subsequent work performance.performance.

Before – During - After Before Before

Analyse material and Learner infoAnalyse material and Learner info Prepare Site – U, V, Cluster form, o, Prepare Site – U, V, Cluster form, o,

Classroom, TheaterClassroom, Theater

During During Establish and maintain credibility (Personal Establish and maintain credibility (Personal

conduct, content expertise, practise)conduct, content expertise, practise) Managing Learning EnvironmentManaging Learning Environment Communication skillsCommunication skills Presentation skillsPresentation skills

Before – During - After

Questioning skillsQuestioning skills Provide clarity & feedbackProvide clarity & feedback Use training methods appropriatelyUse training methods appropriately Use effective mediaUse effective media Evaluate learners performanceEvaluate learners performance

AfterAfter Evaluate delivery Evaluate delivery Evaluate informationEvaluate information

Instructional system development model

This model was made to This model was made to answer the training answer the training problems. In it training problems. In it training objectives are designed on objectives are designed on the basis of job the basis of job responsibilities and job responsibilities and job description. And on the basis description. And on the basis of designed of designed objective ,performance is objective ,performance is measured. The ISD model is measured. The ISD model is a continuous process that a continuous process that lasts throughout the training lasts throughout the training program. This model program. This model comprises of five stages-comprises of five stages-

PLANNING

DEVELOPMENTEXECUTION

ANALYSIS

FEEDBACK

1.1. ANALYSIS-ANALYSIS-This phase consist of training need This phase consist of training need assesment,job analysis and target audience analysis.assesment,job analysis and target audience analysis.

2.2. Planning-Planning-This phase consist of setting goal of the This phase consist of setting goal of the learning,outcome,types of training material, media learning,outcome,types of training material, media selection, methods of evaluating the trainee, trainer selection, methods of evaluating the trainee, trainer and the training program.and the training program.

3.3. DEVELOPMENT-DEVELOPMENT-This phase translates design This phase translates design decisions into training material. it consists of decisions into training material. it consists of developing course material, including developing course material, including handouts,workbooks,visual aids etc.handouts,workbooks,visual aids etc.

4.4. EXECUTION-EXECUTION-it focuses on logistical arrangements, it focuses on logistical arrangements, such as arranging such as arranging speakers,equipments,benches,podiums,food facilities, speakers,equipments,benches,podiums,food facilities, cooling lighting ,parking and other training accessories.cooling lighting ,parking and other training accessories.

5.5. EVALUATION-EVALUATION-evaluating whole process.evaluating whole process.

Transitional model of training

Transitional model focuses on the Transitional model focuses on the organization as a whole. the other organization as a whole. the other loop describes the vision, mission and loop describes the vision, mission and values of the organization on the values of the organization on the basis of which training model i.e. basis of which training model i.e. inner lop is executed.inner lop is executed.

MISSION

VALUES

VISIONIMPLEMENT

PLAN

OBJECTIVE

EVALUATE

1.1. VISION-VISION-It focuses on the milestones that the It focuses on the milestones that the organization would like to achieve after the defined organization would like to achieve after the defined point of time. A vision statement tell that where the point of time. A vision statement tell that where the organization sees itself few years down the line.organization sees itself few years down the line.

2.2. MISSION-MISSION-explain the reason of organizational explain the reason of organizational existance.the reason of developing a mission existance.the reason of developing a mission statement is to motivate, inspire and inform the statement is to motivate, inspire and inform the employees regarding the organization.employees regarding the organization.

3.3. VALUES-VALUES-vision is the translation of vision and mission vision is the translation of vision and mission into communicable ideals. it reflects the deeply hold into communicable ideals. it reflects the deeply hold values of the organization. foe example-social values of the organization. foe example-social responsibility, excellent customer serviceresponsibility, excellent customer service

Reasons for Training

TurnoverTurnover Change in programChange in program Needs of organization or personnelNeeds of organization or personnel Cost effectivenessCost effectiveness Employee promotion and advancementEmployee promotion and advancement

Components of training-

Components of training includes-Components of training includes-

“ “ALL THAT MAKE-UP A TRAINING ALL THAT MAKE-UP A TRAINING PROGRAMME.”PROGRAMME.”

Important components are-Important components are-

Trained &

Professionaltrainer

Willing trainee

Training procedureIncluding

feedback andevaluation

Training materials

Posters, picturesCharts,slides

Graphs,equipments

Venue &The duration

of The training

Different methods

Of trainingAnd courses

Top mgt.’sSupport

andcommitment

Training policy

Components Of

training

Some important points regarding training….?

In the organization employee training and In the organization employee training and development is essential part of planning development is essential part of planning activity so that learning and growth can take activity so that learning and growth can take place in the organization.place in the organization.

Employees should get opportunity of training. Employees should get opportunity of training. It should not be based on favoritism.It should not be based on favoritism.

There should be sufficient budget for training There should be sufficient budget for training and development programme.and development programme.

Its importance should be recognized and never Its importance should be recognized and never be underestimated as sheer waste of time.be underestimated as sheer waste of time.

The learner should be motivatedThe learner should be motivated

It should be an endless activity for all.It should be an endless activity for all.

It should be structured and be managed in such It should be structured and be managed in such a way that learning takes place properly.a way that learning takes place properly.

It should hold humanistic values. it means It should hold humanistic values. it means it should not be imposed, not criticized, no it should not be imposed, not criticized, no negative reinforcement be give negative reinforcement be give

it should be participative. it should be participative.

It should be evaluated in terms of It should be evaluated in terms of practicality, acquiring of skills, usefulness practicality, acquiring of skills, usefulness in job, in terms of cost,time,in terms of in job, in terms of cost,time,in terms of effectiveness and changed behavior.effectiveness and changed behavior.

………………………………………………………………………………………………....

Purpose of training programs…

1.Improving employee performance-1.Improving employee performance- AsAs it bridges the gap between the actual it bridges the gap between the actual

and expected performance of the employees.and expected performance of the employees.

2.Updating employee skills-to 2.Updating employee skills-to adopt any technological advances.adopt any technological advances.

3.Avoiding managerial obsolescence3.Avoiding managerial obsolescence

4.Retaining and motivating employees4.Retaining and motivating employees

5.Creating an efficient and effective 5.Creating an efficient and effective organizationorganization

6.It helps organization to absorb 6.It helps organization to absorb changes taking place in the changes taking place in the environment and reduce resistance to environment and reduce resistance to change.change.

7.Training increases the productivity and 7.Training increases the productivity and level of performance of employees.level of performance of employees.

8.It aims to improve the quality of task.8.It aims to improve the quality of task.

9.To train employees in a particular 9.To train employees in a particular culture of the company.culture of the company.

Importance of training-

Trained workers can work more efficiently.Trained workers can work more efficiently.

There will be fewer accidents. as training There will be fewer accidents. as training improves the knowledge of employees improves the knowledge of employees regarding the use of machines and regarding the use of machines and equipments.equipments.

Wastage is eliminated to a large extent as Wastage is eliminated to a large extent as they use tools, machines in a proper way.they use tools, machines in a proper way.

Training can contribute to higher production, Training can contribute to higher production, fewer mistakes, greater job satisfaction and fewer mistakes, greater job satisfaction and lower labor turnover.lower labor turnover.

It makes the relationship between management It makes the relationship between management and employee cordial.and employee cordial.

It helps in introducing and adopting latest It helps in introducing and adopting latest technology in order to absorb change.technology in order to absorb change.

Training helps an employee to move from Training helps an employee to move from one organization to another easily. he can one organization to another easily. he can be more mobile and pursue career goals be more mobile and pursue career goals easily.easily.

Training makes employees more loyal to Training makes employees more loyal to an organization. they will be less inclined an organization. they will be less inclined to leave the unit where there are growth to leave the unit where there are growth opportunities. training enables employees opportunities. training enables employees to secure promotions easily. they can to secure promotions easily. they can realize their career goals comfortably. realize their career goals comfortably.

Economical supervision-as there is Economical supervision-as there is less requirement for supervision for less requirement for supervision for trained employees.trained employees.

Uniform procedures-with the help of Uniform procedures-with the help of training the best available methods training the best available methods can be standardized and made can be standardized and made available to all employeesavailable to all employees

BENEFITS of training-

1.1. Meeting Manpower need (Do it yourself)Meeting Manpower need (Do it yourself)

2.2. Reducing Learning timeReducing Learning time

3.3. Improves PerformanceImproves Performance

4.4. Reduce WastageReduce Wastage

5.5. Less AbsenteeismLess Absenteeism

6.6. Fewer accident – Trained vs UntrainedFewer accident – Trained vs Untrained

7.7. Benefits to employeeBenefits to employee

EVALUATION WHY RESULT BASED TRAININGWHY RESULT BASED TRAINING

It should not be undertaken unless result It should not be undertaken unless result can be measuredcan be measured

Prog design should include at least one Prog design should include at least one method of evaluationmethod of evaluation

Each training staff member should have Each training staff member should have some responsibility for evaluationsome responsibility for evaluation

Management should be involved in all Management should be involved in all phases of HRDphases of HRD

Participants understand their role to achieve Participants understand their role to achieve resultresult

PURPOSE AND USE

To determine success in accomplishing To determine success in accomplishing prog objectiveprog objective

To identify strength and weakness in To identify strength and weakness in training progtraining prog

To compare the cost to the benefit of prog To compare the cost to the benefit of prog I.e ROII.e ROI

To decide who should participate in future To decide who should participate in future progprog

To test the clarity and validate, cases and To test the clarity and validate, cases and exerciseexercise

PURPOSE AND USE

To identify which participants were To identify which participants were most successful with the progmost successful with the prog

To gather data to assist in marketing To gather data to assist in marketing future programfuture program

To determine if the program was To determine if the program was appropriate for the specific needappropriate for the specific need

KIRK PATRICK MODEL The most knownThe most known Developed by KirkpatrickDeveloped by Kirkpatrick Four level approachFour level approach Assists in determining the types of dataAssists in determining the types of data

Reaction – Were the participant pleased with Reaction – Were the participant pleased with the program the program (material, content, methodology, instructor)(material, content, methodology, instructor)

Learning – What participant Learned Learning – What participant Learned (test, skill practice)(test, skill practice)

Behavior – Any change based on what they Behavior – Any change based on what they learned learned (superior, peer sub-ordinate, self assessment )(superior, peer sub-ordinate, self assessment )

Result – Positive affect to org Result – Positive affect to org (cost saving, quality change)(cost saving, quality change)

Philip 5 Level Model Reaction and Planned action – Measure Reaction and Planned action – Measure

participants reaction to the programparticipants reaction to the program Learning – Measure ASK changeLearning – Measure ASK change Job Application – Measure change in Job Application – Measure change in

behavior on the jobbehavior on the job Business results – Measure business Business results – Measure business

impactimpact Return on Investment – Measure Return on Investment – Measure

monetary value of result n cost of progmonetary value of result n cost of prog

REFLECTION Learning from the Learning from the

T& D LECTURET& D LECTURE

How you are going How you are going to apply this to apply this learning in learning in

Personal growth Personal growth andand

Professional Professional growthgrowth

ThankThank YouYou