All Unit Notes of Training and Development

1. UNIT – 2 NEED ANALYSIS
INTROUDCTION TO NEED ANALYSIS:
Today's work environment requires employees to be skilled in performing complex tasks in an efficient, cost-effective, and safe manner. Training (a performance
improvement tool) is needed when employees are not performing up to a certain standard or at an expected level of performance. The difference between actual the
actual level of job performance and the expected level of job performance indicates a need for training. The identification of training needs is the first step in a
uniform method of instructional design.
A successful training needs analysis will identify those who need training and what kind of training is needed. It is counter-productive to offer training to
individuals who do not need it or to offer the wrong kind of training. A Training Needs Analysis helps to put the training resources to good use.
NEED ASSESSMENT PORCESS:
MEANING:
A needs assessment is the process of identifying and determining how to bridge the gap between an organization's current and desired state. More specifically, the
process outlines which processes a team should prioritize, improve or provide resources to meet its goals.
PROCESS:
1. Determine Agency Benefits of Needs Assessment- this part of the process will sell and help the decision makers and stakeholders understand the concept of the
needs assessment. Needs assessment based on the alignment of critical behaviors with a clear agency mission will account for critical occupational and
performance requirements to help your agency:
a)eliminate redundant training efforts, b) substantially reduce the unnecessary expenditure of training dollars, and c) assist managers in identifying performance
requirements that can best be satisfied by training and other developmental strategies. To go beyond learning and actually achieve critical behaviors the agency will
also need to consider how required drivers will sustain desired outcomes.

2. 2. Plan- The needs assessment is likely to be only as successful as the planning.
 Set goals/objectives for the needs assessment
 Evaluate organizational (agency) readiness and identify key roles
 Evaluate prior/other needs assessments
 Prepare project plan
 Inventory the capacity of staff and technology to conduct a meaningful training skills assessment and analysis
 Clarify success measures and program milestones
3. Conduct Needs Assessment
 Obtain needs assessment data (e.g., review strategic plans, assess HR metrics, review job descriptions, conduct surveys, review performance appraisals)
 Analyze data
 Define performance problems/issues: occupational group/individuals
 Describe critical behaviors needed to affect problems/issues
 Determine and clarify why critical behaviors do not currently exist
 Research integrated performance solutions
 If training is the best solution, determine best training and development approach
Key steps include:
 Identify key stakeholders
 Solicit support
 Describe desired outcomes that will contribute to mission objectives

3. Then, it is more likely that an accurate identification of whom, if anyone, needs training and what training is needed. Sometimes training is not the best solution, and it is
virtually never the only solution. Some performance gaps can be reduced or eliminated through other management solutions, such as communicating expectations, providing
a supportive work environment, and checking job fit. These interventions also are needed if training is to result in sustained new behaviors needed to achieve new
performance levels, for an individual, an occupation, or an entire organization.
TYPES OF NEED ANALYSIS:
 Organizational Analysis. An analysis of the business needs or other reasons the training is desired. An analysis of the organization's strategies, goals, and objectives.
What is the organization overall trying to accomplish? The important questions being answered by this analysis are who decided that training should be conducted, why
a training program is seen as the recommended solution to a business problem, what the history of the organization has been with regard to employee training and other
management interventions.
 Person Analysis. Analysis dealing with potential participants and instructors involved in
the process. The important questions being answered by this analysis are who will receive the training and their level of existing knowledge on the subject, what their
learning style is, and who will conduct the training. Do the employees have required skills? Are there changes to policies, procedures, software, or equipment that
require or necessitate training?
 Work analysis / Task Analysis. Analysis of the tasks being performed. This is an analysis of the job and the requirements for performing the work. Also known as a task
analysis or job analysis, this analysis seeks to specify the main duties and skill level required. This helps ensure that the training which is developed will include
relevant links to the content of the job.
 Performance Analysis. Are the employees performing up to the established standard? If
performance is below expectations, can training help to improve this performance? Is there a Performance Gap?
 Content Analysis. Analysis of documents, laws, procedures used on the job. This analysis answers questions about what knowledge or information is used on this job.

4. information comes from manuals, documents, or regulations. It is important that the content of the training does not conflict or contradict job requirements. An experienced
worker can assist (as a subject matter expert) in determining the appropriate content.
 Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective in
its usage.
 Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective training results in a return of value to the organization that is greater than the
initial investment to produce or administer the training.
ORGANIZATIONALANALYSIS:
MEANING:
Organizational analysis is the process of appraising the growth, personnel, operations, and work environment of an entity. Undertaking an organizational analysis is
beneficial, as it enables management to identify areas of weakness and then find approaches for eliminating the problems.
METHODS OF ORGANIZATIONALANALYSIS:
SWOT Model
SWOT model lets one to move forward by specifying an objective while identifying the strengths and weaknesses. However, that the business possesses along with the
opportunities and threats which it may meet in the times upcoming. The SWOT model can be used for assessing the right time and space to make a company’s next
product launch more dramatic. Nor for deciding the next target market. Even a new training program depending on the current situation of the workers and the objectives.
Strategic Triangle Model
Just as the name suggests, this model uses three key points. These are, the objectives, the operational capacity as well as the support. As its basis to make the process of
analysis for an organization, a quite easy task. Moreover, the objectives are, what they sound, the mission which

5. the business owner has in their minds for the cause of their brand. The operational capacity deals with the main workforce like workers, their experience level. As well as
their capability of tackling with the changing times etc. In the end, the support means the environment in which the company’s working. As well as different kinds of
assistance. Mainly the financial support through various sources. The alignment of all the three points signalizes a good strategy.
Rational Model
The rational model breaks an organization into smaller chunks for the purpose of increasing both its productivity as well as efficiency. It all goes under the light of
Friedrich W. Taylor’s structural perspective, that lets one to believe an organizational structure is just like a mechanical body. Likewise consisting of smaller parts where
productivity of each and every part counts. Though leads to the overall productivity of the mechanical structure. The same principle has the Ford motor company so big and
successful to a level, where it is now. This model is quite a game changer if one is trying to increase the overall output of the system. Considerably, in minimum possible
time.
McKinsey 7S Model
Just like the triangle model, which was based on just three points. This 7S model puts its foundation over 7 points i.e. structure, strategy, systems, staff, style, skill and shared
values. According to the model, the first three elements i.e. systems, strategy, and structure are classified as “hard” elements. That can easily be identified, analyzed and
described, but are not easily controllable. Whereas, the next four are separated as “easy” elements to identify, analyze and control. Even though they are tougher to be
identified, analyzed and described. However, controlling them is quite easier as compared to the hard ones. Moreover, all the elements are interdependent on each other.
Even a single disturbance can cause gigantic disruptions in the working capabilities.
Natural System Model
Natural system model works in a totally opposite realm as that of the rational model. Since it uses nature as its inspiration, where any negative action disturbs the
equilibrium conditions. The same goes for the model therefore, it focuses on the activities. Along with actions that can put adverse negative effects on the efforts of the
brand to achieve its goals.

6. Cognitive Model
In the cognitive model of organizational analysis, personal factors i.e. cognitive, behavioral. Although many others interact in a bidirectional manner with the environmental
situations. Therefore, it is important to keep an eye on them. Furthermore, personal goals for staff and managers are also supposed to be among the factors. Actually that pave
up the way to success, for the organization.
Meta Model
While splitting the organizational analysis into four different levels. Terrence Deal and Lee Bolman, decided to put all the plus points of all other organizational analysis
models in one place. Though by keeping in view the theorized blindness of the models, when they act individually. That’s the reason for the model to be named as Meta
Model. This model makes use of four frames for the splitting purposes.
Structural frame deals with the hierarchy within the organization depending upon the roles and their importance. This frame is based on the assumption that the problems are
outcomes of the situations. Where one role holder tries to overlap the other’s responsibilities. This is just like the rational model and Taylor’s statement.
Human resource frame considers the sole purpose of the organizations to benefit the society. In other words, they are one of the main places for development and growth.
Although, both in terms of the skill set that exists at the time being and the one gathered through training. This frame uses the sociotechnical model of organizational analysis.
As its basis and puts forward the assumption that the problems are the creation of the non-motivational situations which one faces in his life.

7. PERSON ANALYSIS AND TASSK ANALYSIS: PERSONALANALYSIS:
MEANING:
Person analysis is a phase of training needs analysis directed at identifying which individuals within an organization should receive training and what training they should
receive. A person analysis identifies individuals who are not meeting the desired performance requirements or goals.
BENEFITS OF PERSONALANALYSIS:
Undertaking psychometric tests
A good starting point would be to undertake some psychometric tests where you will answer a number of questions and be provided with a report and your results.
Psychometric tests involve a series of structured questions that provide a measurement of aspects of your personality. They can help to identify your strengths, weaknesses,
motivations and possibly also suggest alternative careers suited to your personality characteristics. Psychometric tests are objective and often used in the recruitment process
by employers to assess whether your skills, knowledge and personality fit within the role and organization. It can be useful to undertake these so that you can gain an
understanding of what type of role and organization you are best suited to.
Creating your own essentials and desirables
Employers will often give you a list of essential and desirable criteria on a job description. You can treat your self-analysis in a similar way by writing your own list of
essential and desirable criteria. By listing your essential and desirable criteria you can ensure that you conduct a focused job search and only apply for suitable positions.

8. TASK ANALYSIS:
MEANING:
Task analysis is the analysis of how a task is accomplished, including a detailed description of both manual and mental activities, task and element durations, task frequency,
task allocation, task complexity, environmental conditions, necessary clothing and equipment, and any other unique factors involved in or required for one or more people to
perform a given task. Information from a task analysis can then be used for many purposes, such as personnel selection and training, tool or equipment design, procedure
design (e.g., design of checklists, or decision support systems) and automation. Though distinct, task analysis is related to user analysis.
BENEFITS OF TASK ANALYSIS:
1. Improves comprehension by simplifying complex tasks: More complicated tasks typically require a variety of different steps. This can make it
increasingly difficult for employees to remember all of the steps they must carry out in order to complete a process. Keep in mind that employees are dealing with busy
schedules and other work responsibilities. A task analysis breaks even the most complicated procedures down to its most basic components, making it easier for
corporate learners to master each step before moving on to the next. They can take their time absorbing and retaining the information without having to worry about all of
the stages at once. It also displays the relationship between all of the steps and highlights their importance. Essentially, a task analysis makes employees aware of why
they need to complete each step to the best of their ability and what can happen if they do not.
2. Reduces on-the-job mistakes: A task analysis increases productivity, streamlines work processes, and clarifies every aspect of a task. This,
inevitably, reduces the number of errors that are made in the workplace. If an organization takes the time to, in essence, dissect their processes and break them down into
easily digestible elements, then employees have the opportunity to explore every component at length. If they are struggling with a specific step they can pinpoint what
they are doing wrong and how they can improve, without having to

9. first identify which step is causing the issue. For example, an employee who cannot complete a computer repair can view the complete list of steps and figure out where he
is faltering. He can then receive the support he needs to practice that step until mastering it.
3. Identify which skills and resources are required for the process: Aside from the steps that are involved, a task analysis can also identify what skills and
resources are needed to complete the process. Many online training initiatives focus on the stages of the task, but fail to give the employees the tools they need to carry out
these steps successfully. For instance, if you want them to be able to carry out a sales transaction you must ensure that they know how to use the terminal, communicate
with customers, and have basic accounting skills. Through a task analysis you can narrow down these essential resources and skill sets and then integrate them into your
online training course. Therefore, your employees have all of the knowledge they require to do their job effectively.
4. Improve existing processes and procedures: Many organizations use task analysis to create online training for current processes. However, it also gives you the
opportunity to improve the procedures that you currently have in place and identify their weaknesses. If you find that a specific task is outdated or not making the best use
of resources, then you can modify or add steps, rearrange the stages of the process, or even eliminate the procedure altogether. In fact, all organizations should make this a
top priority when conducting a task analysis.
5. Helps to develop new tasks that may be more productive: If you discover that a task is not living up to expectations, a task analysis can help you develop
new processes that improve productivity.
6. Reduces the risk of compliance fees: There are some compliance procedures, such as those regulated by the state or country that can incur hefty fines and penalties. A
task analysis can help you avoid these fees by improving task mastery and keeping your employees well informed. In fact, it may be wise to conduct a periodic task
analysis for compliance online training, just to be on the safe side. This will help you stay current and integrate any new components that were recently added.

10. UNIT – 3
TRAINING DESIGN AND IMPLEMENTATION
TRAINING DESIGN:
Training design or instructional design is the process of creating a blueprint for the development of instruction. Steps in the model are analysis, design, development,
implementation a devaluation.
TRAINING IMPLEMENTATION:
The implementation phase is where the training program comes to life. Organizations need to decide whether training will be delivered in-house or externally coordinated.
DESIGNING TRAINING PROGRAMMES:
1. Assess training needs: The first step in developing a training program is to identify and assess needs. Employee training needs may already be established in the
organization’s strategic, human resources or individual development plans. If you’re building the training program from scratch (without predetermined objectives), you’ll need
to assess which areas to focus on.
2. Set organizational training objectives: The training needs assessments (organizational, task & individual) will identify any gaps in your current training initiatives and
employee skill sets. These gaps should be analyzed, prioritized, and turned into the organization’s training objectives. The ultimate goal is to bridge the gap between current and
desired performance through the development of a training program. At the employee level, the training should match the areas of improvement, which can be comprehensively
identified through 360 feedback and evaluations.
3. Create training action plan: The next step is to create a comprehensive action plan that includes learning theories, instructional design, content, materials and other training
elements. Resources and training delivery methods should also be detailed. While developing the program, the level of training and participants’ learning styles need to also be
considered. Many companies pilot their initiatives and gather feedback to make adjustments well before launching the program company-wide.

11. 4. Implement training initiatives: The implementation phase is where the training program comes to life. Organizations need to decide whether training will be delivered
in-house or externally coordinated. Program implementation should consider employee engagement and learning KPI goals, as well as thoroughly planning the scheduling
of training activities and any related resources (facilities, equipment, create questionnaire process etc.). The training program is then officially launched, promoted and
conducted. During training, participant progress should be monitored to ensure that the program is effective.
5. Evaluate & revise training: As mentioned in the last segment, the training program should be continually monitored. In the end, the entire program should be evaluated
to determine if it was successful and met training objectives. Feedback should be obtained from all stakeholders to determine program and instructor effectiveness, plus
knowledge or skill acquisition. Analyzing this feedback alongside an employee performance review will allow the organization to identify any weaknesses in the program. At
this point, the training program or action plan can be revised if objectives or expectations are not being met.
TRAINING DESIGN PROCESS:
1. Training Assessment: In this phase, you will work with business owners to assess goals of the training. The question here pertains with the kind of delivery
method to be used, whether web-based training or instructor-led training. Other related questions may be:
 Who will be your audience?
 What are their patterns of learning?
 What is the deadline to produce desired results?
2. Training Design: After assessing the questions and finding their answers, the job of training designer will start. He begins by laying out the training content and
prepare the design document. Although, this document will not contain the actual content, it will have:
 The content outline
 Media notes, and
 Any groupings that you may find relevant to training, such as assessments or quizzes

12. 3. Training Development: At this stage, you need to develop storyboards and graphic designs for training. Graphics will help elaborate technical content and enhances
learning. In this phase, the most important task is to write the content. For web-based learning, you need to have some amount of text beforehand, to upload it on the
website before the actual training. After the development of content, send it to business owners for approval. For instructor-lead training, the entire content is checked using
all the necessary equipment’s. You may want to suggest a suitable training venue or a seminar room for rent to conduct employee training.
4. Training Implementation: After the approval of content, the training is in the launching phase. But before that, you need to distribute copies of the training content to all
the training facilitators for review and testing.
 Distribute manuals, software and books to concerned people
 Complete registration and course scheduling
 Arrange transportation for trainers and trainees, if necessary
5. Training Evaluation: This phase is related to every phase and involves feedback from the people related to the training process. Feedback from business owners, project
managers, instructional designers and participants helps training developers and trainers to improve flaws and prepare further courses. Evaluation helps determine the
sufficiency of training material as well.

13. TRAINING METHODS
On-the-job training or internal training: These methods are generally applied in the workplace while employees are working. This form helps develop the occupational
skills necessary to manage an organization and fully understand its products and services and how they are designed and carried out.
Apprenticeship programs: People seeking to enter the skilled trades to become, for example, plumbers, electricians, Ironworkers are often required to undergo
apprenticeship training before they are accepted to journeyman status. Typically this apprenticeship period is from two to five years. During this period, the trainee is
paid less than a qualified worker. These programs put the trainee under the guidance of a master worker.

14. Job instruction training (JIT)
JIT consists of four basic steps;
1. preparing the trainees by telling them about the job and overcoming their uncertainties;
2. presenting the instruction, clearly giving essential information;
3. having the trainees try out the job to demonstrate their understanding; and
4. On their own, placing the workers into the job with a designated resource person is ready to provide the required assistance.
Planned progression: It is a technique that gives employees a clear idea of their path of development. They know where they stand and where they are going. They must know
the requirements for advancement and the means of achieving it.
Job rotation: It involves periodically moving people from one job to another. The purpose of job rotation is to broaden the knowledge of managers or potential managers. It
also increases their experiences. Trainees learn about the different enterprise functions by rotating into different positions.
Creation of assistant – to positions: Assistant-to positions are frequently created to broaden the viewpoints of trainees by allowing them to work closely with experienced
managers who can give special attention to the development needs of trainees. Managers can provide selected assignments to test the judgment of trainees. This approach can
be efficient when superiors are also qualified trainers who can guide and develop trainees until they are ready to assume full responsibilities as managers.
Temporary promotions: Individuals are frequently appointed as acting managers when, for example, the permanent manager is on vacation, is ill, or is making an
extended business trip, or even when a position is vacant. When the acting manager makes decisions and assumes full responsibility, the experience can be valuable. In
this way, managerial people can be trained up well.

15. Committees and junior boards: These give trainees opportunities to interact with experienced managers. The trainees become acquainted with a variety of issues that concern the
whole organization. They learn about the relationships among different departments and the problems created by the interaction of these organizational units. Trainees may submit
reports and proposals to the committee or the board and demonstrate their analytical and conceptual abilities.
Coaching: On-the-job training is a never-ending process. An excellent example of on-the-job training is athletic coaching. To be effective, which is the responsibility of every line
manager, must be done in a climate of confidence and trust between the superior and the trainees. Patience and wisdom are required of superiors who must delegate authority and
recognize and praise for jobs well done. Effective coaching will develop the strengths and potentials of subordinates and help them overcome their weakness. Coaching requires
time, but if done well, it will save time and money and will prevent costly mistakes by subordinates; thus, in the long run, it will benefit all – the superior, the subordinates, and the
enterprise.
Off-the-job training or external training: Off-the-job training is sometimes necessary to get people away from the work environment to a place where the frustrations and buzz of
work are eliminated. Training is generally given in the form of lectures, discussions, case studies, and demonstrations. This enables the trainee to study theoretical information or be
exposed to new and innovative ideas.
Lectures: The lecture is one of the oldest forms of training, second to demonstrate. In the early days, knowledge was transferred through demonstrations. The lecture may be
printed or oral. It is best used to understand a topic or influence attitudes through education or training about a topic. The lecture is merely telling someone about something. There
are variations of a lecture format.
Straight lecture: It is an extensive presentation of information, which the trainee attempts to absorb. The lecture is typically thought of as a person (trainer) speaking to a group
about a topic. It is a short version of a lecture. It has the same features as the lecture but usually lasts less than twenty minutes if done orally. During a straight lecture, the trainee
does little except listen, observe and perhaps take notes.

16. Discussion method: The discussion method uses a lecture to provide trainees with information supported, reinforced and expanded through interactions between the trainees and
trainers. It provides a two-way flow of communication. Knowledge is communicated from the trainer to the trainees. Quick feedback is ensured. A better understanding is
possible. Questioning can be done by both the trainer and the trainees.
Demonstrations: A demonstration is a visual display of how to do something or how something works. To be effective, a demonstration should, at a minimum, be accompanied
by a lecture and preferably by a discussion.
Seminars and conferences: Conference programs may be used in internal or external training. During conference programs, managers or potential managers are exposed to the
ideas of speakers who are experts in their fields. A careful selection of topics and speakers will increase the effectiveness of this training device. Conferences can be made more
successful by including discussions. Two-way communications allow participants to ask for clarification of specific topics that are particularly relevant to them.
Reading, television, and video instructions: Another approach to training and development is the planned reading of relevant and current management literature. This is
essentially self-development. A manager may be aided by the training department, which offers develops a reading list of valuable books.
Business simulation: Any training activity that explicitly places the trainee in an artificial environment that closely mirrors actual working conditions can be considered a
simulation. Training games and simulations are designed to reproduce or simulate processes, events, and circumstances in the trainee’s job.
Cases presentation: Case studies attempt to simulate decision-making situations that trainees might find on the job. The trainee is usually presented with a written history, key
elements, and a real or imaginary organization or subunit problem. A series of questions usually appears at the end of the case.

17. Equipment simulators: Equipment simulators are mechanical devices that require the trainee to use the same procedures, movements, or decision process they would use with
equipment back on the job. Simulators train airline pilots, air traffic controllers, taxi drivers, etc. it is important that simulators be designed to replicate, as closely as possible, the
physical aspects of the equipment operating environment trainees will find on their job site.
Business games: Business Games are simulations that attempt to represent the way industry, company, and a subunit of a company function. They are based on a set of
relationships, rules, and principles derived from theory or research. However, they can also reflect the actual operations of a given department in a specific company. Trainees are
provided with information describing a situation and are asked to make decisions about what to do. The system then provides feedback about the impact of their decisions, and
they are asked to make other decisions.
Experimental exercise: Experimental exercises are usually short, structured learning experiences where individuals learn by doing. For example, an experimental exercise could
create a conflict situation where employees have to experience a conflict personally and work out its resolution. After completing the exercise, the trainer typically discusses what
happened and introduces the theoretical concepts to help explain the members’ behavior during the exercise.
Role-playing: Role-playing is a training technique in which trainees act out roles or parts in a realistic management situation. The aim is to develop trainees’ skills in areas like
leadership and delegating. It is an enactment or simulation of a scenario in which each participant is given a part to act out. Trainees are provided with a description of the context-
usually a topic area, a general description of the situation, a description of their roles, and the problem they face. Role plays may be structured and spontaneous.
(I) Structured role: Structured role-plays provide trainees with more detail about the situation and more detailed descriptions of each character’s attitudes, needs, opinions, and so
on.
(II) Spontaneous role: Spontaneous role plays are loosely constructed interactions in which one participant plays himself while the others play people with whom the first trainee
interacted in the past.

18. Behavior modeling: Behavior modeling uses the tendency for people to observe others learn how to do something new. This technique is most frequently used in combination with
some other techniques. The modeled behavior is typically videotaped and then watched by the trainees.
Computer modeling: Complex computer modeling simulates the work environment by programming a computer to imitate some of the realities of the job. It is widely used by
airlines in the training of pilots.
Vestibule training: In vestibule training, employees learn their jobs with the requirement they will be using, but the training is conducted away from the workplace. While
expensive, vestibule training allows employees to get a full feel for doing tasks without real-world pressures.
Sensitivity Training (T-groups): Sensitivity training, also called T-group, is basically a technique for management development. It is concerned with the real problems existing
within the group itself. It is not an imagined problem living outside the organization.
Computer-based training: Many companies are implementing computer-based training as an alternative to classroom training to accomplish the goal.
E – LEARNING - MEANING:
A learning system based on formalized teaching but with the help of electronic resources is known as E-learning. While teaching can be based in or out of the classrooms, the use
of computers and the Internet forms the major component of E-learning.
IMPORTANT TYPES OF E – LEARNING:
I. Informal Learning:
II. Self-Paced Learning:

19. iii.Leader-Led Learning: Unlike self-paced learning, this type of e-learning always involves an instructor, coach, or facilitator. There are two basic forms- (a) learners
access real-time (synchronous) materials via
iv.Performance Support Tools: This is an umbrella term for online materials that learners access for help in performing a task, especially related to software. Performance
support tools normally lead the user through the steps required to perform a task.
BENEFITS OF E – LEARNING:
i.Creates interactions that stimulate understanding and the recall of information when learners exchange questions during online discussions.
ii.Accommodates different types of learners and fosters learning through a variety of activities
that apply different learning styles.
iii.Fosters self-paced learning so learners can learn at the rate they prefer.
iv.Provides convenient access to learning material any time, any place.
v.Reduces travel time and travel costs.
vi.Encourages learners to browse for information through hyperlinks to sites on the World Wide Web.
vii.Allows learners to select targeted and appropriate material on the Web.
viii.Provides context-sensitive help through performance support tools.
ix.Develops technical abilities required to use the Internet.
x.Encourages learners to take responsibility for their learning and builds self- confidence.

20. DEVELOPING EFFECTIVE TRAINERS:
STEPS TO DEVELOPA GOOD EFFECTIVE TRAINER:
Trainers are Strategic Thinkers and Partners
A trainer is a strategic thinker. A strategic thinker possesses strong business acumen and has a good grasp of how the training process directly affects the business.
Strategic thinking is not only restricted to being a part of training manager skills but is also one of the attributes of a good trainer as well. An understanding of revenue, cost,
margins, ROI (return on investment), and staffing would definitely give a trainer better insight on how his or her role affects the organization. In addition, another one of the
qualities of a good trainer is that he or she is a strategic partner. There is a strong need for a trainer to develop networking skills. Do take note that a trainer doesn’t only work
with learners.
Trainers are well-versed in Instructional Design
One of the best qualities of a good trainer is that they are well-versed in the instructional design process. Aside from being included in the list of skills of a training
manager, instructional design (or ID) is also a big part of a trainer’s repertoire of competencies.
So, what are training skills needed for ID, exactly? A working knowledge of Training Needs Analysis (or TNA) and the application of the inductive learning process through
different adult learning methodologies are required.
Trainers are Project Managers
Once the instructional design and all its intricacies have been accomplished, the time has come to implement the learning program! Doing so requires a bit of project
management, because the trainer, most of the time, not only has to teach the course but also has to plan the program’s implementation and organize the required resources.
Being able to manage projects is also one of the outstanding qualities of a good trainer. This then points back to key point #1. Involving key stakeholders and getting
everyone’s support for the initiative demands dependable strategic partnering skills.

21. Trainers are Facilitators of Change and Learning
As mentioned above, a trainer’s main duty is to facilitate classes; but contrary to common belief, this just takes advantage of about twenty percent of a trainer’s skillset. While it
is always a given that classroom facilitation is, in itself, part of the qualities of a good trainer, what’s more important though is that a trainer is expected to be a facilitator of
change – or even better, an advocate of change. With today’s adaptive global workforce and dynamic business environment, changes are constant. Processes and knowledge that
were the standards a few days ago can become obsolete and defunct in the blink of an eye. What is considered as the guiding principles and industry standards today, might be
different tomorrow.
Trainers are Evaluators
This is probably one of the most overlooked qualities of a good trainer. The skills required for trainers regarding evaluations include, but are not limited to: conducting surveys,
creating effective tests, and assessing learners through observable behavioral changes. Moreover, checking performance trends and computing for a learning program’s ROI
(return on investment) are also parts of the evaluator skillset. Creating evaluations and analyzing data play big parts in the roles and responsibilities of a trainer. These two not
only help the trainer determine learning needs but can also help establish the success (or failure) of a training program.

22. UNIT – 4
APPROACHES TO MANAGEMENT DEVELOPMENT
1. The Empirical or Case Approach Management by Custom School: This is based on the belief that, experience is the best guide to knowledge. This approach analyses
management by studying the case histories of successful managers. A study of the successes and failures of outstanding managers is made. Whenever a problem arises, the
managers would seek guidance by referring to the experience of those managers who would have solved similar problems.
2. The Interpersonal Behaviour Approach (Behaviour School): Since management involves getting things done through people, this approach concentrates on the human
aspects of management. This school believes that when people work together to
accomplish objectives, people should understand one another.
3. The Group Behaviour Approach (Social School): This approach is concerned primarily with the behaviour among individuals. Persons belonging to a particular social
group have common feelings and attitudes and they form an informal organization.
4. The Operational Approach (Management Process School): This approach views management as an activity based on certain unique management functions. Management
is regarded as a process for getting things done through the functions of planning, organizing, staffing, leading and controlling. It involves coordination of human and
material resources.
5. The Decision Theory Approach: This approach concentrates on the decision making function of management. According to this, the central focus of management is on
decision making. The decision of what to achieve, and

23. 6. The Communication Centre Approach: This approach views management as a centre receiving information, processing it and disseminating it thus emphasizing the
role of communication in management of business.
7. Systems Approach to Management (Systems Management School): This approach regards an enterprise as a system. A system is composed of related and
interdependent elements forming a unitary whole. Every system is made up of several subsystems.
8. The Mathematical or ‘Management Science’ Approach: This school believes that managing or planning or decision-making can be expressed in mathematical symbols
and relationship. Modern managers face problems arising out of increase in the size and complexity of organizational structures.
METHODS OF DEVELOPMENT:
Cause and Effect (or Effect and Cause): Do you see a potential cause-and-effect relationship developing in your draft? The cause-and- effect pattern may be used to identify
one or more causes followed by one or more effects or results. Or you may reverse this sequence and describe effects first and then the cause or causes. For example, the
causes of water pollution might be followed by its effects on both humans and animals. You may use obvious transitions to clarify cause and effect, such as “What are the
results? Here are some of them…” or you might simply use the words cause, effect, and result, to cue the reader about you’re about the relationships that you’re establishing.
Here’s an example article from the New York times, “Rough Times Take Bloom Off a New Year’s Rite, the Rose Parade,” that explores the cause and effect relationship (from
2011) between Pasadena’s budgetary challenges and the ability of their Rose Parade floats to deck themselves out in full bloom.

24. Problem-Solution
At some point does your essay explore a problem or suggest a solution? The problem-solution pattern is commonly used in identifying something that’s wrong and in
contemplating what might be done to remedy the situation. There are probably more ways to organize a problem-solution approach, but but here are three possibilities:
 Describe the problem, followed by the solution.
 Propose the solution first and then describe the problems that motivated it.
 Or a problem may be followed by several solutions, one of which is selected as the best.
When the solution is stated at the end of the paper, the pattern is sometimes called the delayed proposal. For a hostile audience, it may be effective to describe the problem, show
why other solutions do not work, and finally suggest the favored solution. You can emphasize the words problem and solution to signal these sections of your paper for your
reader.
Here’s an example article from the New York Times, “Monks Embrace Web to Reach Recruits,” that highlights an unexpected approach by a group of Benedictine monks in
Rhode Island; they’ve turned to social media to grow their dwindling membership.

25. Chronology or Narrative: Do you need to develop support for a topic where telling a story can illustrate some important concept for your readers? Material arranged
chronologically is explained as it occurs in time. A chronological or narrative method of development might help you find a way to add both interest and content to your
essay. Material arranged chronologically is explained as it occurs in time. This pattern may be used to establish what has happened. Chronology or narrative can be a great way
to introduce your essay by providing a background or history behind your topic. Or you may want to tell a story to develop one or more points in the body of your essay. You
can use transitional words like then, next, and finally to make the parts of the chronology clear.
Here’s an example article from the Center for Media Literacy (originally published in the journal Media & Values): “From Savers to Spenders: How Children Became a
Consumer Market.” To encourage his readers to think about why and how children are being marketed to by advertisers, the author uses a historical chronology of how the
spending habits of children changed over a number of decades.
Comparison and Contrast: Are you trying to define something? Do you need your readers to understand what something is and what it is not? The comparison-and-contrast
method of development is particularly useful in extending a definition, or anywhere you need to show how a subject is like or unlike another subject. For example, the
statement is often made that drug abuse is a medical problem instead of a criminal justice issue. An author might attempt to prove this point by comparing drug addiction to
AIDS, cancer, or heart disease to redefine the term “addiction” as a medical problem. A statement in opposition to this idea could just as easily establish contrast by explaining
all the ways that addiction is different from what we traditionally understand as an illness. In seeking to establish comparison or contrast in your writing, some words or terms
that might be useful are by contrast, in comparison, while, some, and others.

26. DESIGNING DEVELOPMENT PROGRAMME:
Step 1: Define Your Training: As your organization prepares a training program, it’s important to ask the following questions: Who? What? When? Where? Why?
How? Knowing the answers to these questions will provide the focus and clarity that you need. Let’s review them here:
 Who are you training? Are you training new employees, seasoned veterans who are having difficulties with a few areas of their work, or an entire division?
 What topic or area requires training? Is it a new job responsibility, new equipment, or a new area of coverage?
 Where is the training going to take place? Will it take place in a classroom or at the site where the person is having difficulties?
 When will you provide the training? Will it take place during the shift, before or after the shift is over, or on a weekend?
 Why are you conducting a training session? Why is it important to the organization and staff? Employees need to understand why they must participate.
 How are you going to provide this training? Will you institute all three adult styles of training (audio, visual, and kinetic)? Will staff members train others to ensure
repetition, or will an outside expert handle the training? One current trend in training is online learning. Online learning platforms have a place, but nothing beats
having an instructor-led program whenever possible. Interaction with the instructor allows for questions and a deeper understanding of the material, if it is not
fully understood.
Step 2: Prepare Your Training: Any training professional knows that it takes time to prepare. Some leading experts say it can take between five and 10 hours of
preparation time for every one hour of training time.

27. Step 3: Practice Your Training
One reason many trainers fail is because they are unprepared and forget to practice. Without practice you don’t have an idea of how your material comes off to others.
There are many practice techniques, including practicing in the privacy of your home or office, in front of a mirror or someone who will critique your performance, or by
recording yourself in action. However you decide to practice, it is important to be cognizant of your pace, tone, inflection, and use of filler words (ahs, ums, etc.). Take a look
at the presentation as a whole, right down to your mannerisms and the clothes you plan to wear. As a trainer, you’re putting on a performance. The training room is your stage
and the trainees are your audience. Make sure they’re getting their money’s worth.
Step 4: Deliver Your Training
Consider how you plan to deliver your material for your particular audience. Are you teaching classes that last all day? Remember: People need to get up and stay active to
learn. Are you utilizing PowerPoint presentations with bullets to point out areas of emphasis? Are you performing hands-on presentations so each trainee will be able to
participate? Whatever forms of presentation you choose to use, ensure you keep the target audience in mind and the various ways each trainee may learn best.
Step 5: Confirm Your Training
Once you have completed the training, how do you know if the trainees understand the materials? One such way to evaluate this is to give a written exam. This ensures the
students have a solid understanding of the curriculum. Other tests may ask participants to perform the tasks in a hands- on manner to ensure a proper working knowledge of
the procedure. This concept is known as a performance-based evaluation.
Step 6: Audit Trainee Performance
By implementing a quality audit system, you can hone in on your training needs, your performance as a trainer, and the success of your trainees. Many excellent quality-audit
systems are out there,

28. TEAM BUILDING EXERCISES:
7 KEY TIPS TO CREATE SUCCESSFUL TEAM BUILDING ACTIVITIES
1. Host Such Activities during Working Hours
A lot of employees value their off-hours and find it difficult to lose their "personal time." As such, if you're planning to host any team-building activity in your workplace, then
schedule it during work hours. You can put aside one or two hours for hosting team-building exercises. Another great way to bolster the effectiveness of such activities is to plan
them over lunch or snacks. This would be a great way to increase the number of employees participating in the activities. Also, when anything involves "FOOD," it becomes
delightful.
2. Focus on Key Areas of Development
One of your key objectives behind creating team enhancing activities should be to address the areas where your workforce might be lagging. These can be anything like -
 Lack of workplace communication
 Improper task allocation within themselves
 Neglecting new joiners and their ideas
 Irregular time management, etc.
Such problems restrain your teams from delivering their best performance. Usually, issues like these are overlooked when there’s a large workforce. However, with time these
things turn into major roadblocks that are not desired in a healthy workplace. Organizing team activities frequently is a great opportunity to address such issues even before they
become a problem.

29. 3. Take Suggestions and Feedbacks
Taking suggestions and feedback from your employees is another important thing you must pay attention to when hosting team activities. It’ll make you understand where your
initiative is heading and whether there's anything that you can do to make it better. As an HR manager, you're responsible for keeping the morale high. It would be much more
effective if the suggestions for the team exercises came from the employees themselves. Based on their recommendations, you should then create activities feasible for every
employee. It’ll not only improve the participation rates but will also uplift the team morale for giving the best performance. Also, once the exercise is over, gather feedback from
employees about it and what they learned from it.
4. Set out the Goals Clearly
It will help if you communicate each activity's goals to your employees before they start with their task at hand. All the participating employees must know how the challenge they
are given is going to help them. Doing this is very important. Once your employees know the end goal, they can collectively formulate a strategy to achieve it. Further, it instills
a sense of transparency amongst all the members enhancing their team spirit.
5. Design it To Be Collaborative, Not Competitive
Creating team-building activities aims to strengthen the collaboration and not give rise to internal competitions. But to jinx up, the team-building experience employers
often involve too much gasification turning the collaborative task into a competition. Employees who are already divided into teams tend to do everything to beat their
peers. This should be avoided at all costs. And the HR managers should also take measures to prevent this while creating any team-building activity.
6. Include Volunteer Activities
Another thing that you can do to create a great team-building activity is to make volunteering a part of it. People like it when they have a chance to do something that benefits
society. Even your employees can engage in voluntary activities that involve working as a team.
This could be like visiting local animal shelters or nursing homes and taking up the chores there as a part of the activity. Doing so will make them feel good, and also, it'll help
them learn a few things about teamwork while they solve real-life problems.

30. 7. Shuffle Team Members Often
Initially, when you create any team activity, you can let your employees decide their teammates and divide them into small groups. You can keep the same arrangement for
a few events, but eventually, you must shuffle team members. It will help your employees get to know their peers from different departments and learn their way of work.
This is also a great way to help your employees evolve from their present status and build better connections with everyone in the workplace.

31. UNIT – 5
EVALUATION OF TRAINING AND DEVELOPMENT
MEANING:
Training evaluation is the systematic process of collecting information and using that information to improve your training. Evaluation provides feedback to help you identify if
your training achieved your intended outcomes, and helps you make decisions about future trainings.
BENEFITS OF EVALUATING TRAINING AND DEVELOPMENT:
 Accountability: Training evaluation brings in greater accountability by ensuring that training programs comply with all the competency gaps, and there is no compromise on
deliverables.
 Transparency in Feedback: Evaluation of training programs also acts as a proper feedback mechanism for the trainer and the overall training process. Since evaluation mostly
assesses individuals at the level of their work, it makes it simpler to understand the loopholes of the training so that required changes in the methodology can be implemented.
 Cost-Efficiency: Evaluation of training and development ensures that the training programs bring in cost-efficiency in the system by effectively improving the work quality and
development of new employee skills within a certain budget.
OVERVIEW:
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 program, 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.

32. Since organizations spend a large amount 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 organization would be interested in knowing whether the new skills are being put to use at the workplace or in other words whether the effectiveness of the worker is
enhanced. Similarly in case of behavioral training, the same would be evaluated on whether there is change in the behavior, attitude and learning ability of the participants.
EVALUATION PROCESS:
STEP 1: CLARIFY WHAT IS TO BE EVALUATED
Step 1 addresses whether an evaluation should be carried out given available information and current context. Begin with a clear description of what is to be evaluated (e.g. program,
policy, or health communication initiative) so that it can be shared. Consider developing a logic model that includes goals, activities, outputs, and outcome objectives.
STEP 2: ENGAGE STAKEHOLDERS
Purpose: to build support for the evaluation by engaging stakeholders this step involves identifying key stakeholders, understanding their interests and expectations, and engaging
them in a review of objectives to develop evaluation questions. Consider making a list of organizations and/or people with an interest in the evaluation. Define stakeholder
information needs and intended use of the evaluation.
STEP 3: ASSESS RESOURCES AND EVALUABILITY
Purpose: to assess available resources for evaluation and whether the program is ready to be evaluated. Evaluation can be time-consuming and expensive. Do an honest assessment
of resources to avoid constraints later. Resources include funds, time, in-kind support, approval processes (e.g., ethics) and timeline for implementation and completion. When
assessing evaluability consider whether: there is clarity on the program to be evaluated and why you are doing an evaluation the evaluation will be useful leadership buy-in
is high and will shape programs adequate resources are available timing is right First, use this information to make a decision about whether conducting the evaluation is
feasible and necessary. Then, use the information to further define your evaluation.

33. STEP 4: DETERMINE YOUR EVALUATION QUESTIONS
Purpose: to help identify and determine questions to meet your evaluation goals. Involve as many stakeholders as possible to ensure all needs are met. Consider: logic model
contents, stage of development (e.g., planning, implementation, or completion stage), evaluations already completed, decisions needed, stakeholder interests, and resources.
Consider type of evaluation needed. Formative evaluation is typically used in development and planning of a strategy. Process evaluation addresses the extent to which an
intervention is implemented as planned and reaching intended populations. Outcome evaluation measures a program’s success in meeting its goals and objectives.
STEP 5: DETERMINE APPROPRIATE METHODS OF MEASUREMENT AND PROCEDURES
Develop a data collection plan that includes: what to measure (indicators), when to collect data (before/after/both), how to collect data (qualitative/quantitative/both) and from
whom to collect data (specific sub-groups/representative sample of population of interest). Think about the ethical issues involved in data collection (e.g. anonymity of data,
confidentiality, and informed consent) and take appropriate steps.
STEP 6: DEVELOP EVALUATION PLAN
Evaluation plans detail how programs, policies, or health communication initiatives will be monitored and evaluated, and how results will be used, providing transparency to
stakeholders and funders. A data collection matrix can be part of your evaluation plan. A matrix generally includes information gathered from previous steps: evaluation
questions and link to logic model (if applicable), indicators, methods, data sources, timelines, roles and responsibilities, and how data will be analyzed (optional). In Step 9 you
will develop your dissemination plan, which can be added to the evaluation plan once completed.
STEP 7: COLLECT DATA
Develop data collection tools (survey, interview guide, etc.) and procedures and train data collectors. Consider whether incentives are appropriate and brainstorm ways to
enhance response rates. To ensure validity, pilot test tools and procedures and closely monitor data gathered.

34. STEP 8: PROCESS DATAAND ANALYZE RESULTS
Implement strategies to review data quality during and after data collection. During data collection, look closely at the first wave of responses and number of ‘no response’ or
refusals, and keep data collectors and the evaluation lead connected. After data collection, enter data and double check quality and consistency of entry, sort to find missing,
high or low values (quantitative), and check content by reviewing transcripts entered (qualitative). Organize data in a format that can be summarized and interpreted. Analyze
by conducting statistical analysis of quantitative data; identify themes in qualitative data. This is a technical step - enlist expert support when possible. This sets the stage for
interpretation.
STEP 9: INTERPRET AND DISSEMINATE RESULTS
Anchor the interpretation to the original evaluation questions. Create a list of recommended actions that address your outcomes, and use this information to create the materials
to communicate your findings. Presentation of findings can take many forms such as a written report, slide show presentation, and/or as a short informational video. Visual
aids can be powerful methods for communicating evaluation results. Make results available to various stakeholders and audiences. Tailor what is disseminated to their
specific interest in the evaluation and how they plan to use the results.
STEP 10: APPLY EVALUATION FINDINGS
Review recommendations with stakeholders to identify actionable outcomes and discuss what has been learned from conducting the evaluation and next steps to incorporate
results. Prioritize actions and develop an action plan as a group. Consider evaluating your evaluation (meta-evaluation). You may ask stakeholders to reflect on the process
and/or the outcomes, to improve the process moving forward

35. OUTCOME OF EVALUATING TRAINING AND DEVELOPMENT:
Level 1: Reaction: You want people to feel that training is valuable. Measuring how engaged they were, how actively they contributed, and how they reacted to the
training helps you to understand how well they received it. It also enables you to make improvements to future programs, by identifying important topics that might
have been missing.
Level 2: Learning: Level 2 focuses on measuring what your trainees have and haven't learned. In the New World version of the tool, Level 2 also measures what they
think they'll be able to do differently as a result, how confident they are that they can do it, and how motivated they are to make changes.
Level 3: Behavior: This level helps you to understand how well people apply their training. It can also reveal where people might need help. But behavior can only
change when conditions are favorable. Imagine that you're assessing your team members after a training session. You can see little change, and you conclude that they
learned nothing, and that the training was ineffective.
Level 4: Results: At this level, you analyze the final results of your training. This includes outcomes that you or your organization have decided are good for business
and good for your team members, and which demonstrate a good return on investment (ROI). (Some adapted versions of the model actually
have a Level 5, dedicated to working out ROI.) Level 4 will likely be the most costly and time- consuming.

36. EVALUATION DESIGN:
MEANING:
An evaluation design is a structure created to produce an unbiased appraisal of a program's benefits. The decision for an evaluation design depends on the evaluation
questions and the standards of effectiveness, but also on the resources available and on the degree of precision needed.
TYPES OF EVALUATION DESIGN:
1. Pre-experimental designs: Pre-experimental designs are the simplest type of design because they do not include an adequate control group. The most common pre-
experimental design is the pretest/posttest design. A pre- and post-intervention design involves collecting information only on program participants. This information is
collected at least twice: once before participants receive the treatment (baseline information) and immediately after participants receive the treatment.
2. Experimental designs: If you need more substantial evidence, the pretest/posttest design is not recommended. The best evidence can be achieved through an experimental
design, the “golden standard” in program evaluation and research. A good experimental design can show a causal relationship between participation in your program and
key student outcomes. The key to this design is that all eligible program participants are randomly assigned to the treatment or control group. When random assignment is
used, it is assumed that the participants in both the control and treatment groups have similar attributes and characteristics. The purpose of a true experimental design is to
control bias. In a true experiment, differences in the dependent variables can be directly attributable to the changes in independent variable and no other variables.
3. Quasi-experimental designs: If you are implementing a program in which random assignment of participants to treatment and control groups is not possible, a quasi-
experimental design may be your best bet. A quasi-experimental design is very similar to an experimental design except it lacks random assignment. Depending on treatment
and comparison group equivalency, evidence generated from these designs can be quite strong. To conduct a quasi-experimental design, you will need to identify a suitable
comparison group (i.e., a group of individuals or families that are similar to those participating in your program and can monitored and tracked as comparison group).

37. 4.Ex post facto designs: If you are unable to conduct and experimental or quasi-experimental design and already have access to good, organized, and detailed student
data, you may want to consider and ex post facto research design. Ex post facto (“after the fact”) designs, also called causal-comparative designs, are non-experimental
research designs that seek to determine the cause among existing differences.
CHALLENGES IN TRAINING AND DEVELOPMENT:
1. Dealing with Change: Organizational change is challenging and more common than ever. Dealing with changes due to mergers, acquisitions, technology, budgets,
and staffing is the top challenge cited by Learning and Development (L&D) professionals.
2. Developing Leaders: Many work environments are faced with leadership development challenges. It is crucial for organizations to develop leaders in every
level—from the front lines to the CEO—to support its success.
3. Engaging Learners: L&D professionals must communicate the value of learning and development. Too often, other urgent tasks or priorities seem to win out. It’s
a challenge to get learners to attend, actively participate, and follow-through.
4. Delivering Consistent Training: When a company is global or geographically dispersed, it increases the difficulty of providing consistent training. The most
common challenges of training and development include geographic limitations, increased costs, language barriers, translation issues.
5. Tracking Skills Application: Discovering the “stickiness,” or sustainability of a training program is challenging at best. L&D professionals must find and
implement an effective way to ensure skills are learned and applied in the real work environment.

38. 6. Instilling Conflict Management Skills: Training learners about handling conflict can be difficult. Conflict management is a
critical skill and can deeply affect an organization’s success when it is lacking. Conflict can increase turnover, decrease employee
morale, and impact the longevity and well-being of a business.
7.Quantifying Training Effectiveness: It is important for many L&D professionals to provide a quantitative assessment of how training programs are
impacting their organization. It is challenging to figure out which metrics to use, how to incorporate them into post-training assessments, how and when to
follow up, and how to adjust future training based on the results.
8.Improving Learning Effectiveness: Training learners effectively is important. There are so many topics to cover and many require unique delivery
methods in order for solid skill development to occur. It is important to ask the right questions and identify the desired outcomes when planning each
training session.
9.Demonstrating Value to Leadership: It is the task of senior leadership to determine which activities are worth funding. It is paramount for L&D
professionals to demonstrate bottom-line value in order to get buy-in from leaders. Keeping corporate training and development as a top priority in an
organization is challenging.
10.Adapting Training to Millennials: Traditional training methods may not work with Millenials. This generation may be technologically proficient,
but they also tend to lack important skills such as communication, diplomacy, and relationship building. It can also be difficult to provide training to
multiple generations.