PROJECT REPORT ONTRAINING AND DEVELOPMENTSubmitted by:Barkha L.BarewarReasearcherGuided by:Prof. Shilpa ChouhanB.Sc , MBA

KIRSANS MISSION INSTITUTE OF MANAGEMENTGOREGAON {GANKHERA}

KIRSANS MISSION INSTITUTE OF MANAGEMENTGOREGAON {GANKHERA}

Name : Barkha BarewarQualification : MBA 2nd yr B.ScSpecialization : Major :HR Minor: Marketing Year : 2013-14Title of project : Training and developmentName of supervisor : Prof. Shilpa Chouhan

For Supervisor :Synopsis : ApprovedNot ApprovedComments :

Signature of Supervisor Signature of Researcher

Table of ContentNo.Content

1.Introduction

2. Research Methodology

3.Objective of Study

4.Scope of Study

5.Sampling

6.Type of Research

7. Limitation of Study

8.Scheme of chapterisation

9. Bibliography

CERTIFICATE

This is certified that this report submitted by Miss BARKHA L. BAREWAR student of final year MBA as a part of Final Year Project Work as prescribed by the Kirsans Mission Institute of Management for the subjects H.R. TRAINING & DEVELOPMENT and that, I instructed / guide her for the said work from time to time and I found it to be satisfactorily progressive.And that the said work has been assessed by me and I am satisfied that the name is up to standard envisage for the level of the course And that the said work may be promote to external examiner.

____________ ___________

(Project Guide)

_________________ ________________ (Internal Examiner) (External Examiner)

ACKNOWLEDGEMENT

I take an immense pleasure in submitting this report of project on H.R. Training & Development successfully. If helped us to check the feasibility of the theories learnt within the Kirsans mission institute of management.

It is indeed a moments of greats pleasure & immense satisfaction for me to express a sense of profound gratitude & is debtebness to all the people who have contributed in making my projects an enriching experience. I am very thankful to my project guide prof. Shilpa Chouhan & respected Prof. Dilip Kolhe and all the staff member who inspired me and provided continuous help and meticulous attention during the project with immense respect and deep gratitude i express my sincere acknowledge to them.

EXECUTIVE SUMMARY

Every organization needs tohave welltrained andexperienced people toperformthe activities that have to be done. If current or potential job occupants can meet these requirements, training is not important. When this not the case, it is necessary to raise the skills levels and increase the versatility and adaptability of employees. Itisbeingincreasingcommonfor individualtochangecareersseveraltimesduringtheirworking lives. The probabilityof any young person learning a job todayand having those skills go basically unchanged during the forty or so years if his career is extremely unlikely, may be even impossible. In a rapid changing society employees training is not only an activity that an organization must commit resources to if it is to maintain a viable and knowledgeable workforce.The entireprojecttalksaboutthe trainingand developmentintheoreticalaswellasnewconcepts, which are in trend now. Here we have discussed what would be the input of training ifwe ever gofor and howcan it begood to anyorganization in reapingthe benefitsfromthe money invested in terms like (ROI )i.e. return on investment. What are the ways we can identify the training need of any employees and how to know what kind of training he can go for? Training being in different aspect likes integrating it with organizational culture. The best and latest available trends in training method, the benefits which we can derive out of it. How the evaluation should be done and how effective is the training all together. Some of the companiespracticing training in unique manner a lesson for other to follow as to how train and retain thebest resource in the world to reap the best out of it. Development is integral part of training if somebody is trained properly and efficiently the developments of that individual and the company for whom he is working. Here we discussed about development ofemployees, how muchto identify the needs, andafter developing howto develop executive skill to sharpen their knowledge. Learning should be continues process and one should not hesitate to learn any stage. Training and Development process is taken time to time to make their workforceSkillful . The process is very useful for them.

INTRODUCTION: The HR functioning is changing with time and with this change, the relationship between the training function and other management activity is also changing. The training and development activities are now equally important with that of other HR functions. Gone are the days, when training was considered to be futile, waste of time, resources, and money. Now a days, training is an investment because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. If training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively carried out HRM. Training actually provides the opportunity to raise the profile development activities in the organization.

To increase the commitment level of employees and growth in quality movement (concepts of HRM), senior management team is now increasing the role of training. Such concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses.

HR role is now:1. Active involvement in employee education.2. Rewards for improvement in performance.3. Rewards to be associated with self esteem and self worth.4. Providing pre-employment market oriented skill development education and post employment support for advanced education and training.5. Flexible access i.e. anytime, anywhere training.

Research Methodology

Objectives of the Project ReportTraining and Development of Employees Finding is the main objective of this project report and some of the sub-objective in this report. They are : To know the effectiveness of the training programme conducted by the company. To know whether employees are aware about their responsibilities and authorities or not. To improve Organizational Climate and increase the morale of employees. To know whether training programme is conducted successfully or not. To know about the work culture of the organization.

Scope of Study :This study has got importance to understand the whole concept of Training and Development of employees. This procedure is applicable to all employees. Company's personnel involved in quality system.

Universe of Study: Adani power Plant , Tirora

Sampling :Sample have been taken from Adani power plant , Tirora & for the purpose 30 employees have been taken.

Type of Research :Discriptive Reasearch :This is intended to describe certain factors that management is likely to be interested in such as market condititions, customers feelings or opinion towards a particular company, purchasing as so forth. Limitation of Study : Restricted area of research. Sample size is small. Duration of the research was insufficient. Some people were not cooperative.

Scheme Of Chapterisation :1. Introduction2. Objective3. Research methodology4. Company Profile5. Data Analysis6. Conclusion7. Suggestion8. Bibliography

Company profile :

Adani power plant, TiroraType : Public Company Industry : EnergyParent Company : Adani Power Ltd.Headquarter : Ahmdabad, IndiaChairman : Gautam AdaniCEO : Vineet JainProduct : Electrcity generation , transmission & distributiion, Energy Trading Capacity : 3300 MW(5 *660 MW) Website : adanipower.com

EMPLOYEE TRAININGAND DEVELOPMENT PROGRAMME

TRAINING AND DEVELOPMENT DEFINED AS

It is concerned with the structure and delivery of acquisition of knowledge to improves the efficiency and effectiveness of organization.

It is concerned with improving the existing skills and exploring the potential skills of the individual i.e. upgrading the employees skills and extending their knowledge. Therefore, training is a key to optimizing utilization human intellectual technological and entrepreneurial skills.

Training and Development referred to as:

Acquisition and sharpening of employees capabilities that is required to perform various obligations, tasks and functions. Developing the employees capabilities so that they may be able to discover their potential and exploit them to full their own and organizational development purpose Developing an organizational culture where superior subordinate relationship, team work, and collaboration among different sub units are strong and contribute to organizational wealth, dynamism and pride to the employees.

DEVELOPMENT DEFINEDIt helps the individual handle future responsibilities, with less emphasis on present job duties.

INTRODUCTION OF TRAINING

It is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of employees. Training is activity leading to skilled behavior. Its not what you want in life, but its knowing how to reach it Its not where you want to go, but its knowing how to get there Its not how high you want to rise, but its knowing how to take off It may not be quite the outcome you were aiming for, but it will be an outcome Its not what you dream of doing, but its having the knowledge to do it It's not a set of goals, but its more like a vision Its not the goal you set, but its what you need to achieve it

Training is about knowing where you stand (no matter how good or bad the current situation looks) at present, and where you will be after some point of time.Training is about the acquisition of knowledge, skills, and abilities (KSA) through professional development.

IMPORTANCE OF TRAINING AND DEVELOPMENT

Optimum Utilization of Human Resources -Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals.

Development of Human Resources - Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the employees in attaining personal growth.

Development of skills of employees - Training and Development helps in increasing the job knowledge and skills of employees at each level. It helps to expand the horizons of.

Productivity Training and Development helps in increasing the productivity of the employees that helps the organization further to achieve its long-term goal.

Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization.

Organization Climate Training and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.

Quality Training and Development helps in improving upon the quality of work and work-life.

Healthy work environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal.

Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence.

Morale Training and Development helps in improving the morale of the work force.

Image Training and Development helps in creating a better corporate image.

Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation.

Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organizational policies

Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

TRAINING & DEVELOPMENT TRAINING CONSULTING AND TRAINING & DEVELOPMENT SERVICES

We carry out all services relating to Training and Development programs for our client organisations like:

-Training needs analysis and development needs analysis

-Designing a training strategy to underpin corporate strategy

-Audit of the training function

-Designing learning and development systems tailored to the company's specific needs

-Evaluating the effectiveness of training programmes

-Prioritizing of the training budget

-Surveys in the area of corporate training

TRAINING AND HUMAN RESOURCE MANAGEMENT

The HR functioning is changing with time and with this change, the relationship between the training function and other management activity is also changing. The training and development activities are now equally important with that of other HR functions. Gone are the days, when training was considered to be futile, waste of time, resources, and money. Now a days, training is an investment because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. If training is not considered as a priority or not seen as a vital part in the organization, then it is difficult to accept that such a company has effectively carried out HRM. Training actually provides the opportunity to raise the profile development activities in the organization.

To increase the commitment level of employees and growth in quality movement (concepts of HRM), senior management team is now increasing the role of training. Such concepts of HRM require careful planning as well as greater emphasis on employee development and long term education. Training is now the important tool of Human Resource Management to control the attrition rate because it helps in motivating employees, achieving their professional and personal goals, increasing the level of job satisfaction, etc. As a result training is given on a variety of skill development and covers a multitude of courses.

MODELS OF TRAINING Training is a sub-system of the organization because the departments such as, marketing & sales, HR, production, finance, etc depends on training for its survival. Training is a transforming process that requires some input and in turn it produces output in the form of knowledge, skills, and attitudes (KSAs).

THE TRAINING SYSTEM

A System is a combination of things or parts that must work together to perform a particular function. An organization is a system and training is a sub system of the organization. The System Approach views training as a sub system of an organization. System Approach can be used to examine broad issues like objectives, functions, and aim. It establishes a logical relationship between the sequential stages in the process of training need analysis (TNA), formulating, delivering, and evaluating. There are 4 necessary inputs i.e. technology, man, material, time required in every system to produce products or services. And every system must have some output from these inputs in order to survive. The output can be tangible or intangible depending upon the organizations requirement. A system approach to training is planned creation of training program. This approach uses step-by-step procedures to solve the problems. Under systematic approach, training is undertaken on planned basis. Out of this planned effort, one such basic model of five steps is system model that is explained below.

Organization are working in open environment i.e. there are some internal and external forces, that poses threats and opportunities, therefore, trainers need to be aware of these forces which may impact on the content, form, and conduct of the training efforts. The internal forces are the various demands of the organization for a better learning environment; need to be up to date with the latest technologies.

THE 3 MODELS OF TRAINING ARE:

1. Systematic Model.2. Instructional System Development Model.3. Transitional Model.

1. Systematic Model Training

The system model consists of five phases and should be repeated on a regular basis to make further improvements. The training should achieve the purpose of helping employee to perform their work to required standards. The steps involved in System Model of training are as follows:

Analyze and identify the training needs i.e. to analyze the department, job, employees requirement, who needs training, what do they need to learn, estimating training cost, etc The next step is to develop a performance measure on the basis of which actual performance would be evaluated.

Design and provide training to meet identified needs. This step requires developing objectives of training, identifying

Develop- This phase requires listing the activities in the training program that will assist the participants to learn, selecting delivery method, examining the training material, validating information to be imparted to make sure it accomplishes all the goals & objectives.

Implementing is the hardest part of the system because one wrong step can lead to the failure of whole training program.

Evaluating each phase so as to make sure it has achieved its aim in terms of subsequent work performance. Making necessary amendments to any of the previous stage in order to remedy or improve failure practices.

2. Instructional System Development Model(ISD)Model Instructional System Development model or ISD training model was made to answer the training problems. This model is widely used now-a-days in the organization because it is concerned with the training need on the job performance. Training objectives are defined on the basis of job responsibilities and job description and on the basis of the defined objectives individual progress is measured. This model also helps in determining and developing the favorable strategies, sequencing the content, and delivering media for the types of training objectives to be achieved.

The Instructional System Development model comprises of five stages:1. ANALYSIS This phase consist of training need assessment, job analysis, and target audience analysis.

2. PLANNING This phase consist of setting goal of the learning outcome, instructional objectives that measures behavior of a participant after the training, types of training material, media selection, methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e. selection of content, sequencing of content, etc.

3. DEVELOPMENT This phase translates design decisions into training material. It consists of developing course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc, course material for the trainee including handouts of summary.

4. EXECUTION This phase focuses on logistical arrangements, such as arranging speakers, equipments, benches, podium, food facilities, cooling, lighting, parking, and other training accessories.

5. EVALUATION The purpose of this phase is to make sure that the training program has achieved its aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses and making necessary amendments to any of the previous stage in order to remedy or improve failure practices.

3. The ISD model is a continuous process that lasts throughout the training program. It also highlights that feedback is an important phase throughout the entire training program. In this model, the output of one phase is an input to the next phase.

3. TRANSITIONAL MODEL

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

Vision focuses on the milestones that the organization would like to achieve after the defined point of time. A vision statement tells that where the organization sees itself few years down the line. A vision may include setting a role model, or bringing some internal transformation, or may be promising to meet some other deadlines.

Mission explain the reason of organizational existence. It identifies the position in the community. The reason of developing a mission statement is to motivate, inspire, and inform the employees regarding the organization. The mission statement tells about the identity that how the organization would like to be viewed by the customers, employees, and all other stakeholders.

Values is the translation of vision and mission into communicable ideals. It reflects the deeply held values of the organization and is independent of current industry environment. For example, values may include social responsibility, excellent customer service, etc.

The mission, vision, and values precede the objective in the inner loop. This model considers the organization as a whole. The objective is formulated keeping these three things in mind and then the training model is further implemented.

IMPORTANCE OF TRAINING OBJECTIVE Training objectives are one of the most important parts of training program. While some people think of training objective as a waste of valuable time. The counter argument here is that resources are always limited and the training objectives actually lead the design of training. It provides the clear guidelines and develops the training program in less time because objectives focus specifically on needs. It helps in adhering to a plan.

Training objective tell the trainee that what is expected out of him at the end of the training program. Training objectives are of great significance from a number of stakeholder perspectives,1.Trainer2.Trainee 3.Designer 4.Evaluator

Trainer The training objective is also beneficial to trainer because it helps the trainer to measure the progress of trainees and make the required adjustments. Also, trainer comes in a position to establish a relationship between objectives and particular segments of training.

Trainee The training objective is beneficial to the trainee because it helps in reducing the anxiety of the trainee up to some extent. Not knowing anything or going to a place which is unknown creates anxiety that can negatively affect learning. Therefore, it is important to keep the participants aware of the happenings, rather than keeping it surprise.

Secondly, it helps in increase in concentration, which is the crucial factor to make the training successful. The objectives create an image of the training program in trainees mind that actually helps in gaining attention.

Thirdly, if the goal is set to be challenging and motivating, then the likelihood of achieving those goals is much higher than the situation in which no goal is set. Therefore, training objectives helps in increasing the probability that the participants will be successful in training.

Designer The training objective is beneficial to the training designer because if the designer is aware what is to be achieved in the end then hell buy the training package according to that only. The training designer would then look for the training methods, training equipments, and training content accordingly to achieve those objectives. Furthermore, planning always helps in dealing effectively in an unexpected situation. Consider an example; the objective of one training program is to deal effectively with customers to increase the sales. Since the objective is known, the designer will design a training program that will include ways to improve the interpersonal skills, such as verbal and non verbal language, dealing in unexpected situation i.e. when there is a defect in a product or when a customer is angry. Therefore, without any guidance, the training may not be designed appropriately.

Evaluator It becomes easy for the training evaluator to measure the progress of the trainees because the objectives define the expected performance of trainees. Training objective is an important to tool to judge the performance of participants.

Benefits of training and development to the business: Trained workers can work more efficiently. They use machines, tools, and materials in a proper way. Wastage is thus eliminated to a large extent. There will be fewer accidents. Training improves the knowledge of employees regarding the use of machines and equipment. Hence, trained workers need not be put under close supervision, as they know how to handle operations properly. Trained workers can show superior performance. They can turn out better performance. They can turn out better quality goods by putting the materials, tools and equipment to good use. Training makes employees more loyal to an organization. They will be less inclined to leave the unit where there are growth opportunities Benefits of training and development to the employees: Training makes an employee more useful to a firm. Hence, he will find employment more easily. Training makes employees more efficient and effective. By combining materials, tools and equipment in a right way, they can produce more with minimum effort. Training enables employees to secure promotions easily. They can realize their career goals comfortably. Training helps an employee to move from one organization to another easily. He can be more mobile and pursue career goals actively. Employees can avoid mistakes, accidents on the job. They can handle jobs with confidence. They will be more satisfied on their jobs. Their morale would be high. Thus, training can contribute to higher production, fewer mistakes, greater job satisfaction and lower labor turnover. Also, it can enable employees to cope with organizational, social and technological change. Effective training is an invaluable investment in the human resources of an organization. Learning Principles: The Philosophy of Training Training is essential for job success. It can lead to higher production, fewer mistakes, greater job satisfaction and lower turnover. These benefits accrue to both the trainee and the organization, if managers understand the principles behind the training process. To this end, training efforts must invariably follow certain learning-oriented guidelines. Modelling Modeling is simply copying someone else's behavior. Passive classroom learning does not leave any room for modeling. If we want to change people, it would be a good idea to have videotapes of people showing the desired behavior. The selected model should provide the right kind of behavior to be copied by others. A great deal of human behaviour is learned by modelling others. Children learn by modelling parents and older children, they are quite comfortable with the process by the time they grow up. As experts put it. "managers tend to manage as they were managed" . Motivation For learning to take place, intention to learn is important. When the employee is motivated, he pays attention to what is being said, done and presented. Motivation to learn is influenced by the answers to questions such as: How important is my job to me? How important is the information? Will learning help me progress in the company? etc. People learn more quickly when the material is important and relevant to them. Learning is usually quicker and long-lasting when the learner participates actively. Most people, for example, never forget how to ride a bicycle because they took an active part in the learning process.

ReinforcementPositive reinforcement consists of rewarding desired behaviors. If a behavior is rewarded, it probably will be repeated. People avoid certain behaviors that invite criticism and punishment. A bank officer would want to do a postgraduate course in finance, if it earns him increments and makes him eligible for further promotions. Both the external rewards (investments, praise) and the internal rewards (a feeling of pride and achievement) associated with desired behaviors compel subjects to learn properly. To be effective, the trainer must reward desired behaviors only. If he rewards poor performance, the results may be disastrous: good performers may quit in frustration, accidents may go up, and productivity may suffer. The reinforcement principle is also based on the premise that punishment is less effective in learning than reward. Punishment is a pointer to undesirable behaviors. When administered, it causes pain to the employee. He may or may not repeat the mistakes. The reactions may be mild or wild. Action taken to repeal a person from undesirable action is punishment. If administered properly, punishment may force the trainee to modify the undesired or incorrect behaviors. FeedbackPeople learn best if reinforcement is given as soon as possible after training. Every employee wants to know what is expected of him and how well he is doing. If he is off the track, somebody must put him back on the rails. The errors in such cases must be rectified immediately. The trainee after learning the right behaviour is motivated to do things in a 'right' way and earn the associated rewards. Positive feedback (showing the trainee the right way of doing things) is to be preferred to negative feedback (telling the trainee that he is not correct) when we want to change behaviour. Spaced PracticeLearning takes place easily if the practice sessions are spread over a period of time. New employees learn better if the orientation programme is spread over a two or three day period, instead of covering it all in one day. For memorizing tasks, 'massed' practice is usually more effective. Imagine the way schools ask the kids to say the Lord's prayer aloud. Can you memorise a long poem by learning only one line per day? You tend to forget the beginning of the poem by the time you reach the last stanza. For 'acquiring' skills as stated by Mathis and Jackson, spaced practice is usually the best. This incremental approach to skill acquisition minimises the physical fatigue that deters learning.

Whole LearningThe concept of whole learning suggests that employees learn better if the job information is explained as an entire logical process, so that they can see how the various actions fit together into the 'big picture'. A broad overview of what the trainee would be doing on the job should be given top priority, if learning has to take place quickly. Research studies have also indicated that it is more efficient to practice a whole task all at once rather than trying to master the various components of the task at different intervals. Active Practice'Practice makes a man perfect': so said Bacon. To be a swimmer, you should plunge into water instead of simply reading about swimming or looking at films of the worlds' best swimmers. Learning is enhanced when trainees are provided ample opportunities to repeat the task. For maximum benefit, practice sessions should be distributed over time.

Applicability of TrainingTraining should be as real as possible so that trainees can successfully transfer the new knowledge to their jobs. The training situations should be set up so that trainees can visualise - and identify with - the types of situations they can come across on the job. EnvironmentFinally, environment plays a major role in training. It is natural that workers who are exposed to training in comfortable environments with adequate, well spaced rest periods are more likely to learn than employees whose training conditions are less than ideal. Generally speaking, learning is very fast at the beginning. Thereafter, the pace of learning slows down as opportunities for improvement taper off. Areas of TrainingThe Areas of Training in which training is offered may be classified into the following categories.

KnowledgeHere the trainee learns about a set of rules and regulations about the job, the staff and the products or services offered by the company. The aim is to make the new employee fully aware of what goes on inside and outside the company. Technical SkillsThe employee is taught a specific skill (e.g., operating a machine, handling computer etc.) so that he can acquire that skill and contribute meaningfully. Social SkillsThe employee is made to learn about himself and others, and to develop a right mental attitude towards the job, colleagues and the company. The principal focus is on teaching the employee how to be a team member and get ahead. TechniquesThis involves the application of knowledge and skill to various on-the-job situations. In addition to improving the skills and knowledge of employees, training aims at moulding employee attitudes: When administered properly, a training programme will go a long way in obt8ining employee loyalty. Management DevelopmentManagement development is a long term educational process utilizing a systematic and organized procedure by which managerial personnel get conceptual and theoretical knowledge . It refers not to technical knowledge and skill in operation but to philosophical and theoretical educational concepts. It involves broader education and its purpose is long term development. Thus, management by which the managers develop their abilities to manage.

Training Need Analysis(TNA)

An analysis of training need is an essential requirement to the design of effective training. The purpose of training need analysis is to determine whether there is a gap between what is required for effective performance and present level of performance.

Why training need analysis?

Training need analysis is conducted to determine whether resources required are available or not. It helps to plan the budget of the company, areas where training is required, and also highlights the occasions where training might not be appropriate but requires alternate action. Training Need arises at three levels:

Corporate need and training need are interdependent because the organization performance ultimately depends on the performance of its individual employee and its sub group.

Organizational Level Training need analysis at organizational level focuses on strategic planning, business need, and goals. It starts with the assessment of internal environment of the organization such as, procedures, structures, policies, strengths, and weaknesses and external environment such as opportunities and threats.

After doing the SWOT analysis, weaknesses can be dealt with the training interventions, while strengths can further be strengthened with continued training. Threats can be reduced by identifying the areas where training is required. And, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the HR department of the company requires to be involved in strategic planning. In this planning, HR develops strategies to be sure that the employees in the organization have the required Knowledge, Skills, and Attributes (KSAs) based on the future KSAs requirements at each level.

Individual Level Training need analysis at individual level focuses on each and every individual in the organization. At this level, the organization checks whether an employee is performing at desired level or the performance is below expectation. If the difference between the expected performance and actual performance comes out to be positive, then certainly there is a need of training.

However, individual competence can also be linked to individual need. The methods that are used to analyze the individual need are: Appraisal and performance review Peer appraisal Competency assessments Subordinate appraisal Client feedback Customer feedback Self-assessment or self-appraisal

Operational Level Training Need analysis at operational level focuses on the work that is being assigned to the employees. The job analyst gathers the information on whether the job is clearly understood by an employee or not. He gathers this information through technical interview, observation, psychological test; questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and keep changing over the time. Employees need to prepare for these changes. The job analyst also gathers information on the tasks needs to be done plus the tasks that will be required in the future.Based on the information collected, training Need analysis (TNA) is done.

Facilities for TrainingTraining facilities includes those amenities acquired to perform training related functions, but can also include non- training activities.1. Classrooms: A classroom is a room in which training or learning activities can take place. Types of classrooms which are used for training are as follows : Auditorium: Large sized rooms designed for lecture style instruction and training. Auditoriums may be equipped with partitions to create smaller training venues. Conference Rooms: Multiple purpose medium sized instruction rooms. Depending on the seating configuration the rooms may accommodate lecture style instruction or encourage interaction in the form of round table discussions and teleconferences. Seminar Rooms : Multiple purpose , small-sized instruction rooms, usually used to accommodate a small number of people within close proximity. Computer Training room : Rooms equipped with computer workstation and internet access for each student.2. Breakout Rooms : Breakout Rooms are small rooms measuring about 200 to 300 square feet located adjacent to training hall.3. Transportation : Make sufficient arrangements for the transportation of trainees and trainers . The problem of transportation should not be allowed to disrupt the training schedule.

4. Other facilities : Other facilities include Sufficient election material, forms and equipment for participative use during the training session. Spare staff procedures manuals and workbooks . Writing materials , including large sheets of paper for presentation of result of any group exercises. Name tags for all participants . Access food and drink , especially for longer sessions.

Types of TrainingThere are many approaches to training. We focus here on the types of training that are commonly employed in present-day organisations. Skills training: Skill training is most common in organisations. The process here is fairly simple. The need for training in basic skills (such as reading, writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others) is identified through assessment. Specific training objectives are set and training content is developed to meet those objectives. Several methods are available for imparting these basic skills in modern organisations (such as lectures, apprenticeship, on-the-job, coaching etc.). Before employing these methods, managers should: explain how the training will help the trainees in their jobs. relate the training to the trainees' goals. respect and consider participant responses and use these as a resource. encourage trainees to learn by doing. give feedback on progress toward meeting learning objectives. Refresher training: Rapid changes in technology may force companies to go in for this kind of training. By organising short-term courses which incorporate the latest developments in a particular field, the company may keep its employees up-to-date and ready to take on emerging challenges. It is conducted at regular intervals by taking the help of outside consultants who specialise in a particular descriptive.

Cross-functional Training: Cross-functional Training involves training employees to perform operations in areas other than their assigned job. There are many approaches to cross functional training. Job rotation can be used to provide a manager in one functional area with a broader perspective than he would otherwise have. Departments can exchange personnel for a certain period so that each employee understands how other departments are functioning. High performing workers can act as peer trainers and help employees develop skills in another area of operation. Cross functional training provides the following benefits to an organization. (and the workers as well) (1) Workers gain rich experience in handling diverse jobs; they become more adaptable and versatile (2) they can better engineer their own career paths (3) they not only know their job well but also understand how others are able to perform under a different set of constraints (4) A broader perspective increases workers' understanding of the business and reduces the need for supervision (5) when workers can fill in for other workers who are absent, it is easier to use flexible scheduling, which is increasingly in demand as more employees want to spend more time with their families. Eli Lilly and Company (India), for example, encourages cross-functional movements to make the organisation equally attractive to both specialists and generalists.

Team Training: Team training generally covers two areas; content tasks and group processes. Content tasks specify the team's goals such as cost control and problem solving. Group processes reflect the way members function as a team - for example how they interact with each other, how they sort out differences, how they participate etc. Companies are investing heavy amounts, nowadays, in training new employees to listen to each other and to cooperate. They are using outdoor experiential training techniques to develop teamwork and team spirit among their employees (such as scaling a mountain, preparing recipes for colleagues at a restaurant, sailing through uncharted waters, crossing a jungle etc.). The training basically throws light on (i) how members should communicate with each other (ii) how they have to cooperate and get ahead (iii) how they should deal with conflict-full situations (iv) how they should find their way, using collective wisdom and experience to good advantage. Creativity training: Companies like Mudra Communications, Titan Industries, Wipro encourage their employees to think unconventionally, break the rules, take risks, go out of the box and devise unexpected solutions. Postpone judgment: Don't reject any idea Create alternative frames of reference Break the boundary of thinking Examine a different aspect of the problem Make a wish list of solutions Borrow ideas from other fields Look for processes to change or eliminate Think up alternative methods Adopt another person's perspective Question all Assumptions.

In creativity training, trainers often focus on three things: (a) Breaking away: In order to break away from restrictions, the trainee is expected to (i) identify the dominant ideas influencing his own thinking (ii) define the boundaries within which he is working (iii) bring the assumptions out into the open and challenge everything (b) Generate new ideas: To generate new ideas, the trainee should open up his mind; look at the problem from all possible angles and list as many alternative approaches as possible. The trainee should allow his mind to wander over alternatives freely. Expose himself to new influences (people, articles, books, situations), switch over from one perspective to another, -arrange cross fertilization of ideas with other people and use analogies to spark off ideas. (c) Delaying judgement: To promote creative thinking, the trainee should not try to kill off ideas too quickly; they should be held back until he is able to generate as many ideas as possible. He should allow ideas to grow a little. Brainstorming (getting a large number of ideas from a group of people in a short time) often helps in generating as many ideas as possible without pausing to evaluate them. It helps in releasing ideas, overcoming inhibitions, cross fertilising ideas and getting away from patterned thinking. Diversity Training: Diversity training considers all of the diverse dimensions in the workplace race, gender, age, disabilities, lifestyles, culture, education, ideas and backgrounds - while designing a training programme. It aims to create better cross-cultural sensitivity with the aim of fostering more harmonious and fruitful working relationships among a firm's employees. The programme covers two things: (i) awareness building, which helps employees appreciate the key benefits of diversity, and (ii) skill building, which offers the knowledge, skills and abilities required for working with people having varied backgrounds. Literacy Training: Inability to write, speak and work well with others could often come in the way of discharging duties, especially at the lower levels. Workers, in such situations, may fail to understand safety messages, appreciate the importance of sticking to rules, and commit avoidable mistakes. Functional illiteracy (low skill level in a particular content area) may be a serious impediment to a firm's productivity and competitiveness. Functional literacy programmes focus on the basic skills required to perform a job adequately and capitalise on most workers' motivation to get help in a particular area. Tutorial programmes, home assignments, reading and writing exercises, simple mathematical tests, etc., are generally used in all company in-house programmes meant to improve the literacy levels of employees with weak reading, writing or arithmetic skills. Training MethodsTraining methods are usually classified by the location of instruction. On the job training is provided when the workers are taught relevant knowledge, skills and abilities at the actual workplace; off-the-job training, on the other hand, requires that trainees learn at a location other than the real work spot. Some of the widely used training methods are listed below. On the Job1. Job Instruction Training (JlT) The JIT method (developed during World War II) is a four-step instructional process involving preparation, presentation, performance try out and follow up. It is used primarily to teach workers how to do their current jobs. A trainer, supervisor or co-worker acts as the coach. The four steps followed in the JIT methods are: 1. The trainee receives an overview of the job, its purpose and its desired outcomes, with a clear focus on the relevance of training. 2. The trainer demonstrates the job in order to give the employee a model to copy. The trainer shows a right way to handle the job. 3. Next, the employee is permitted to copy the trainer's way. Demonstrations by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job. 4. Finally, the employee does the job independently without supervision.

Merits: Trainee learns fast through practice and observation. It is economical as it does not require any special settings. Also, mistakes can be corrected immediately. The trainee gains confidence quickly as he does the work himself in actual setting with help from supervisor. It is most suitable for unskilled and semi-skilled jobs where the job operations are simple; easy to explain and demonstrate within a short span of time. Demerits: The trainee should be as good as the trainer if the trainer is not good, transference of knowledge and skills will be poor. While learning, trainee may damage equipment, waste materials, cause accidents frequently, Experienced workers cannot use the machinery while it is being used for training.

2. Coaching:Coaching is a kind of daily training and feedback given to employees by immediate supervisors. It involves a continuous process of learning by doing. It may be defined as an informal, unplanned training and development activity provided by supervisors and peers. In coaching, the supervisor explains things and answers questions; he throws light on why things are done the way they are; he offers a model for trainees to copy; conducts lot of decision making meetings with trainees; procedures are agreed upon and the trainee is given enough authority to make divisions and even commit mistakes. Of course, coaching can be a taxing job in that the coach may not possess requisite skills to guide the learner in a systematic way. Sometimes, doing a full day's work may be more important than putting the learner on track. When to use coaching usefully? Coaching could be put to good use when: an employee demonstrates a new competency an employee expresses interest in a different job within the organisation an employee seeks feedback an employee is expressing low morale, violating company policies or practices or having performance problems an employee needs help with a new skill following a formal training programme.

Effective working, obviously, requires patience and communication skills. It involves: explaining appropriate ways of doing things making clear why actions were taken stating observations accurately offering possible alternatives / suggestions following up

3. Mentoring :Mentoring is a relationship in which a senior manager in an organisation assumes the responsibility for grooming a junior person. Technical, interpersonal and political skills are generally conveyed in such a relationship from the more experienced person. A mentor is a teacher, spouse, counsellor, developerr of skills and intellect, host, guide, exemplar, and most importantly, supporter and facilitator in the realisation of the vision the young person (protege) has about the kind of 1ife he wants as an adult. The main objective is to help an employee attain psychological maturity and effectiveness and get integrated with the organisation. In a work situation, such mentoring can take place at both formal and informal levels, depending on the prevailing work culture and the commitment from the top management. Formal mentoring can be very fruitful, if management invests time and money in such relationship building exercises.

Career functions: Career functions are those aspects of the relationship that enhance career advancement. These include: 1. Sponsorship: Where mentors actively nominate a junior person (called 'mentee') for promotions or desirable positions. 2. Exposure and visibility: Where mentors offer opportunities for mentees to interact with senior executives, demonstrate their abilities and exploit their potential. 3. Coaching: Mentors help mentees to analyse how they are doing their work and to define their aspirations. Here mentors offer practical advice on how to accomplish objectives and gain recognition from others. 4. Protection: Mentors shield the junior person from harmful situations/seniors. 5. Challenging assignments: Mentors help mentees develop necessary competencies through challenging job assignments and appropriate feedback. Mentors create opportunities clients to prove their worth to demonstrate clearly what they have to offer. Psychological functions: Psychological functions are those aspects that enhance the mentees sense of competence, and identify effectiveness in a professional role. These include: 6. Role modeling: Mentors offer mentees a pattern of values and behaviours to imitate 7. Acceptance and confirmation: mentors offer support, guidance and encouragement to mentees so that they can solve the problems independently and gain confidence in course of time. Mentors also help people to learn about the organisation's culture and understand why things are done in certain ways. 8. Counseling: Mentors help mentees work out their personal problems, learn about what to do and what not to do, offer advice on what works and what doesn't, and do everything to demonstrate improved performance and prepare themselves for greater responsibility. 9. Friendship: Mentors offer practical help and support to mentees so that they can indulge in mutually satisfying social interactions (with peers, subordinates, bosses and customers)

Mentoring in India is based on the time-honoured guru-shishya relationship where the guru would do everything to develop the personality of the shishya, offering emotional support, and guidance. Companies like TISCO, Neyveli Lignite Corporation, Polaris, Coca-Cola India have used mentoring systems to good effect in recent times (Economic Times, 25 Oct., 2002). Organisations like General Electric, Intel, Proctor & Gamble have given a lot of importance to mentoring programmes, going even gone to the extent of penalising senior managers if they fail to develop leadership skills among subordinates. Of course, mentoring is not without its problems. Mentors who are dissatisfied with their jobs and though who teach or narrow or distorted view of events may not help a protege's development. Not all mentors are well prepared to transfer their skills and wisdom to their junior colleagues. When young people are bombarded with conflicting viewpoints - about how things should go - from a series of advisors, they may find it difficult to get ahead with confidence. Mentoring can succeed if (i) there is genuine support and commitment from top management (ii) mentors take up their job seriously and transfer ideas, skills and experiences in a systematic way and (iii) mentees believe in the whole process and carry out things in an appropriate manner.

4. Job Rotation :Job rotation may pose several problems, especially when the trainees are rolled on various jobs at frequent intervals. In such a case, trainees do not usually stay long enough in any single phase of the operation to develop a high degree of expertise. For slow learners, there is little room to integrate resources properly. Trainees can become confused when they are exposed to rotating managers, with contrasting styles of operation. Today's manager's commands may be replaced by another set from another manager! Further, job rotation can be quite expensive. A substantial amount of managerial time is lost when trainees change positions, because they must be acquainted with different people and techniques in each department. Development costs can go up and productivity is reduced by moving a trainee into a new position when his efficiency levels begin to improve at the prior job. Inexperienced trainees may fail to handle new tasks in an efficient way. Intelligent and aggressive trainees, on the offer hand, may find the system to be thoroughly boring as they continue to perform more or less similar jobs without any stretch, pull and challenge. To get the best results out of the system, it should be tailored to the needs, interests and capabilities of the individual trainee, and not be a standard sequence that all trainees undergo.

5 Apprenticeship TrainingMost craft workers such as plumbers and carpenters are trained through formal apprenticeship programmes. Apprentices are trainees who spend a prescribed amount of time working with an experienced guide, coach or trainer. Assistantships and internships are similar to apprenticeships because they also demand high levels of participation from the trainee. An internship is a kind of on-the-job training that usually combines job training with classroom instruction in trade schools, colleges or universities. Coaching, as explained above, is similar to apprenticeship because the coach attempts to provide a model for the trainee to copy. One important disadvantage ofthe apprenticeship methods is the uniform period of training offered to trainees. People have different abilities and learn at varied rates. Those who learn fast may quit the programme in frustration. Slow learners may need additional training time. It is also likely that in these days of rapid changes in technology, old skills may get outdated quickly. Trainees who spend years learning specific skills may find, upon completion of their programmes, that the job skills they acquired are no longer appropriate. 6 Committee AssignmentsIn this method, trainees are asked to solve an actual organisational problem. The trainees have to work together and offer solution to the problem. Assigning talented employees to important committees can give these employees a broadening experience and can help them to understand the personalities, issues and processes governing the organisation. It helps them to develop team spirit and work unitedly toward common goals. However, managers should very well understand that committee assignments could become notorious time wasting activities. The above on-the-job methods are cost effective. Workers actually produce while they learn. Since immediat.e feedback is available, they motivate trainees to observe and learn the right way of doing things. Very few problems arise in the case of transfer of training because the employees learn in the actual work environment where the skills that are learnt are actually used. On-the-job methods may cause disruptions in production schedules. Experienced workers cannot use the facilities that are used in training. Poor learners may damage machinery and equipment. Finally, if the trainer does not possess teaching skills, there is very little benefit to the trainee.

Off-the-Job Methods

Under this method of training, the trainee is separated from the job situation and his attention is focused upon learning the material related to his future job performance. Since the trainee is not distracted by job requirements, he can focus his entire concentration on learning the job rather than spending his time in performing it. There is an opportunity for freedom of expression for the trainees. Off-the-job training methods are as follows: a. Vestibule training: Vestibule training method, actual work conditions are simulated in a classroom. Material, files and equipment - those that are used in actual job performance are also used in the training. This type of training is commonly used for training personnel for clerical and semi-skilled jobs. The duration of this training ranges from a few days to a few weeks. Theory can be related to practice in this method. b. Role playing: It is defined as a method of human interaction that involves realistic behaviour in imaginary situations. This method of training involves action, doing and practice. The participants play the role of certain characters, such as the production manager, mechanical engineer, superintendents, maintenance engineers, quality control inspectors, foreman, workers and the like. This method is mostly used for developing interpersonal interactions and relations. c. Lecture method: The lecture is a traditional and direct method of instruction. The instructor organizes the material and gives it to a group of trainees in the form of a talk. To be effective, the lecture must motivate and create interest among the trainees. An advantage of lecture method is that it is direct and can be used for a large group of trainees. Thus, costs and time involved are reduced. The major limitation of the lecture method is that it does not provide for transfer of training effectively. d. Conference/discussion approach: In this method, the trainer delivers a lecture and involves the trainee in a discussion so that his doubts about the job get clarified. When big organisations use this method, the trainer uses audio-visual aids such as black boards, mockups and slides; in some cases the lectures are videotaped or audio taped. Even the trainee's presentation can be taped for self confrontation and self-assessment.

The conference is, thus, a group-centered approach where there is a clarification of ideas, communication of procedures and standards to the trainees. Those individuals who have a general educational background and whatever specific skills are required such as typing, shorthand, office equipment operation, filing, indexing, recording, etc. - may be provided with specific instructions to handle their respective jobs. e. Programmed instruction: This method has become popular in recent years. The subject matter to be learned is presented in a series of carefully planned sequential units. These units are arranged from simple to more complex levels of instruction. The trainee goes through these units by answering questions or filling the blanks. This method is, thus, expensive and time-consuming. f. seminar:A seminar is, generally, a form of academic instruction, either at an academic institution or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue[1zwith a seminar leader or instructor, or through a more formal presentation of research. Normally, participants must not be beginners in the field under discussion . The idea behind the seminar system is to familiarize students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always occur during research work. It is essentially a place where assigned readings are discussed, questions can be raised and debates can be conducted.[2] It is relatively informal, at least compared to the lecture system of academic instruction.

Behaviorally Experienced TrainingSome training programme focus on emotional and behavioural learning. Here employees can learn about behaviour by role-playing in which the role players attempt to act their part in respect of a case, as they would behave in a real-life situation. Business games, cases, incidents, group discussions and short assignments are also used in behaviourally-experienced learning methods. Sensitivity training or laboratory training is an example of a method used for emotional learning. The focus of experiential methods is on achieving, through group processes, a better understanding of oneself and others. These are discussed elaborately in the section covering Executive Development Programmes.

Evaluation of a Training ProgrammeThe specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as any attempt to obtain information on the effects of training performance and to assess the value of training in the light of that information. Evaluation helps in controlling and correcting the training programme. Hamblin suggested five levels at which evaluation of training can take place, viz., reactions, learning, job behaviour, organisation and ultimate value.

1. Reactions: Trainee's reactions to the overall usefulness of the training including the coverage of the topics, the method of presentation, the techniques used to clarify things, often throw light on the effectiveness of the programme. Potential questions to trainees might include: (i) What were your learning goals for the programme? (ii) Did you achieve them? (iii) Did you like this programme? (iv) Would you recommend it to others who have similar learning goals? ( v) what suggestions do you have for improving the programme? (vi) Should the organisation continue to offer it? 2. Learning: Training programme, trainer's ability and trainee's ability are evaluated on the basis of quantity of content learned and time in which it is learned and learner's ability to use or apply the content learned. 3. Job behaviour: This evaluation includes the manner and extent to which the trainee has applied his learning to his job. 4. Organisation: This evaluation measures the use of training, learning and change in the job behaviour of the department/organisation in the form of increased productivity, quality, morale, sales turnover and the like. 5. Ultimate value: It. is the measurement of ultimate result of the contributions of the training programme to the company goals like survival, growth, profitability, etc. and to the individual goals like development of personality and social goals like maximising social benefit. PURPOSE AND USES OF EVALUATION OF TRAININGTrainers and training providers know that their success depends on demonstrating the value of training investment. The simplest way to prove trainings value to a client is to document that the training has achieved its desired outcome, through evaluation.Evaluation methods help determine whether training achieves its objectives. This point is particularly important for Registered Training Organisations (RTOs) to ensure training delivered meets the Australian Quality Training Framework (AQTF) and/or the VET Quality Framework (VQF) standards. Australian Qualification Framework (AQF) programs are structured and designed around a set of outcomes to be achieved (competencies) during a particular timeframe.Herein lies the fundamental secret of evaluating training: The evaluation process and procedure must be incorporated at the start, and it must be an integral part of any program development process. For example, baseline data must be collected before training begins; otherwise, theres no basis for any meaningful comparison with training program results. Historically, evaluation of training has been done after training rather than before and after. If program development follows the classic steps of assessing needs and generating objectives, the evaluation criteria that follow are then based on measuring how well the program components: learners, trainers, and training materials, have met these objectives. For AQF programs, training packages (an accredited courses) are a great help to course developers as provide the training objectives expressed as a set of outcomes (competencies) recognised by the industry as the standard competencies required to perform a specific job. The evaluation will measure how well the learners have developed the required competencies, whether those competencies can be transferred to the workplace, and the impact of the new competent employee in the workplace performance.A sound system of evaluating training provides valuable information for the learner, client, training management, and senior corporate management. The information elicited from training evaluations should be the final instrument on which training decisions, such as program additions, changes, or deletions, should be made. Good evaluations document the results of training programs, which can be used subsequently to prioritize training needs at the organizational level. Then financial and other resources can be shifted from training that has less impact on corporate goals to those objectives that have the most favorable cost-benefit ratio.These are some benefits of evaluation: Determining business impact, the cost-benefit ratio, and the ROI for the program: What was the shift in the identified business metric? What part of the shift was attributable to the learning experience? Was the benefit to the organisation worth the cost of providing the learning experience? What is the bottom-line value of the courses impact on the organisation? Improving the design of the learning experience: Evaluation can help verify the needs assessment, learning objectives, instructional strategies, target audience, delivery method, and quality of delivery and course content. Determining whether the objectives of the learning experience were met and to what extent: The objectives are stated in measurable and specific terms. Evaluation determines whether each stated objective was met. Nevertheless, knowing only whether objectives were met isnt enough; a trainer must know the extent to which were met. This knowledge help focus future efforts for the content reinforcement and improvement. Assessing the effectiveness and appropriateness of instructional strategies: case studies, tests, exercises, and other instructional strategies must be relevant to the job and reinforce course content. Does the instructional strategy link to a course objective and the course content? Is it the right instructional strategy to drive the desired learning or practice? Was there enough instruction and feedback? Does the strategy fit with the organisations culture? Instructional strategies, when used as part of evaluation, measure the knowledge, skills and attitudes the learning experience offers. Reinforcing learning: Some evaluation methods can reinforce learning. For example, a test or similar performance assessment can focus on content to measure and evaluate content retention. The measurement process itself causes learners to reflect on the content, select the appropriate content area, and use it in the evaluation process. Providing feedback to the trainer: Did the trainer know the content? Did the trainer stay on topic? Did the trainer provide added depth and value based on personal experience? Was the trainer credible? Will the evaluation information be used to improve the trainers skills? Determining the appropriate pace and sequence: Does the trainer need to schedule more or less time for the total learning experience or certain parts of the learning? Were some parts of the learning experience covered too fast or too slowly? Does the flow of the content make sense? Does the sequence follow a building-block approach? Providing feedback to participants about their learning? Are participants learning the course content? Which parts are they not learning? Was there a shift in knowledge and skills? To what extent can participants demonstrate the desired skills or behavior? Identifying which participants are experiencing success in the learning program: Evaluation can identify which participants are grasping the new knowledge and skills and which are struggling. Likewise, evaluation can identify participants who are excelling at understanding the content and using on the job. Identifying the learning being used on the job: What parts of the learning experience are being used on the job? To what extent are they being used? Assessing the on-the-job environment to support learning: What environmental factors support or inhibit the use of the new knowledge, skills, attitudes, and behaviors on the job? These factors could be management support, tools and equipment, recognition and reward, and so on. Principles of Evaluation of Training Whenever we perform training evaluations, whether as an external consultant or as an employee, we need to follow the standards for evaluation as laid out by the Joint Committee on Standards for Educational Evaluation. I was lucky enough to be an adjunct committee member in the early 90s and have done my best to apply these standards throughout the years. Having done so many training evaluations (externally and as an employee) I have concluded that there are seven principles in conjunction with the standards, which I use to guide successful evaluations. I am glad to share then with you enjoy.

Principle 1: Training is no longer the only solution. So many things in the work environment affect employee performance so that when we evaluate training we need to uncover these and factor them into our evaluation activities. Principle 2: Things as are always going on uncover it. Employees learn in variety of ways other than our training programs. Such as coaching, mentoring, from each other informally, and most prevalent actual work experience. I acknowledge these and probe and investigate to find and understand them. Principle 3: Uncover trainings success by asking what is not happening. By understanding what employees are not doing after training completion points to possible instructional design flaws and/or work environment conditions that inhibit adoption. Another element may be that employees do not belief that what they learned will aid them, their team, or the company that stalls training transfer. Principle 4: Always evaluate to improve not prove. Our fundamental purpose should be to evaluate so that we can make our training programs and adoptive environments as successful as possible rather than proving something. Principle 5: The client owns the business, performance, and work environment issues. We own the sharing of what we find. As evaluators we find the good, bad, and the ugly with respect to training adoption. We have the responsibility to share these with our clients to be the conscious of the organization but fully understand that only clients have the power to take corrective actions. Principle 6: Root cause drive solutions. Uncovering the root causes for unsuccessful adoption allows us to figure out what is really causing this situation to occur and make suggestions to remove it so the situation does not occur again, thus increasing adoption. Principle 7: Seek insights on solutions from successful performers. If you have low adoption you most likely have some successful adoption by employees. These people have figured out how to use what we teach and in a successful fashion. Talk to them and uncover what they have done it usually points to solutions that will increase adoption.

Types of Evaluation of Training1 Satisfaction and participant reactionThe most basic evaluation of training measures satisfaction. Usually, the trainer will hand out a survey at the end of the course to see how the participants reacted to the training. We send out an electronic survey to measure satisfaction rates with our training courses. What specific levels of satisfaction and reaction to the training are you looking for? It could be: Did your staff enjoy the training? Did they like the trainer? Would they want him or her back? Do they think they felt it was an appropriate use of their time? Do they think the material was relevant to their work? How likely would they be to recommend the course to colleagues? In most cases, training evaluation begins and ends here. However, there are 4 other important ways to evaluate any training program.2 Knowledge acquisitionThe second level of evaluation is knowledge acquisition. In our experience, many work-related training courses do not have an examination attached. A valid and reliable examination following training can help determine if the content was learned or not. It can flag participants that did not acquire the learning and further support those who did (potentially making them mentors). Also, it can flag trends of areas that may require further training or additional coaching. What specific knowledge and skill(s) do you want the participants to develop? As an example, our Increase telephone conversion rates course examination, also completed by participants online, asks questions like: What is the goal of the first phone call? What specific pieces of information do you need from the caller, before you qualify them? What do you do if someone asks you how much it costs at the start of the call? What are some examples of a dominant buying motive for your product or service? Provide a good example of a bridging statement when moving from Opening to Closing the call? If you cannot book the appointment on the first call, what is the first option you will provide callers with?

We find that participants take training more seriously when they know they will be requested to demonstrate what they learned after the training. So, we send participants the exam within a week of training, grade their responses, and share these with their line managers. This can help ensure that any gaps in knowledge can be quickly sown up so that participants dont pick up new, poor habits.3 Behaviouralapplication

Most training providers dont look past surveys that reveal whether participants liked the training or not. It is not a popularity contest. It is about measuring real business impacts.The third level of evaluation answers the question are they applying what they learned. What behaviours are you seeking to change as the knowledge and skills are applied on the job following training? For our custom training programs, we evaluatebehaviour (level 3), in addition to reaction (level 1) and knowledge acquisition (level 2).For example, for our Custom Increase telephone conversion rates course, we conduct at least 10 mystery calls before that training, record them and grade them according to the learning objectives of our course. After training, we conduct a further 10 mystery calls and compare their results with the results from the pre-training and present this report to management.This, more than anything else, can demonstrate the degree to which participants apply their new knowledge in the real world. This can provide clear evidence of who is applying the training and who is not, and can lead management to correct misapplication, and reward close application after training.4 Measurable business improvementAt the end of the day, business training is about generating a business improvement. What specific business measures or KPIs (key performance indicators) do you want to change or improve as a result of the training? Our Increase telephone conversion rates course, for example, has the following business improvement aims: An increase in enquiry to consultation conversion rate A decrease in enquiry to consultation time lag An increase in lead list building (by collecting more lead information on calls) An increase in consultations booked An increase in deposits billed An increase in sales A decrease in appointment cancellations 5 Return on investment (ROI)The last level of evaluation training relates to return on investment. What specific return on investment are you after as a result of the training? To evaluate your return on investment on healthcare telephone training for example, we suggest you Take the course fee (cost) Add the facility fee (cost) Add staff wages that were spent during the course (cost) Add the opportunity cost of staff time spent during the course (cost) Measure the business improvement (e.g. measure the business impact of the telephone conversion rate before and after the training to arrive at net gains in financial terms) Consider the financial gains in the long term (3 months, 6 months, 12 months?) Long term net gains / Cost = return on investment (ROI) See this example of a telephone training return on investment calculation. By using these methods, weve been able to help large healthcare organisations, like Optimax Eye Clinics, generate a significant return on investment from their telephone training.

Measurement of Training Effectiveness Each year globally many millions of dollars are spent on training. It would seem reasonable to establish just how effective this training has been if only to help justify the budget. Evaluation techniques are not new, indeed the most influential early work on evaluation was performed in the USA during the 1940s by Tyler. Probably the most important aspect of Ralph W Tylers work was the realisation of the importance of objectives in designing an effective school curriculum. This early methodology can be defined as the scientific/experimental approach. The model emphasised the importance of knowing the educational standards of the individuals in the control group before the new education initiative took place and then determining the change that had taken place by measuring the difference in attainment after the educational intervention was completed. In other words the aim was to determine the effectiveness of the training by scientific means on the level of performance of the individual. Although there have been some critics of this methodology it has proved to be valuable in that organisations have been able to quantify the relationship between their corporate objectives (often expressed as key performance indicators (KPIs) today) and the training aims and objectives. The main criticism of the scientific/experimental approach is that the methodology is unable to take into account the unexpected or unintentional learning that can take place within a dynamic and changing learning environment. Those readers who can remember reading about the original, and now famous Hawthorne experiments to determine the effects of illumination levels on production held at the Western Electric plant in Cicero, Illinois in the 1920s and the later experiments also conducted by the National Research Council showed that human behaviour is indeed difficult to quantify exactly. Nevertheless the greater attention that was given to training methodology and in particular the effectiveness of management development during the 1960s and 1970s has led to much better understanding and the emergence of systems evaluation methodology. As we will see this approach can be divided into two main schools; the narrow focused approach being attributed to Donald L Kirkpatrick in the early 1960s and the somewhat broader model advocated by P. Warr et al (The Evaluation of Management Training) known as the CIRO model. The CIRO model looked at context evaluation, input evaluation, reaction evaluation and outcome evaluation. Donald L Kirkpatricks "Four steps to measuring training effectiveness This model uses four separate stages for the evaluation of the effectiveness of a training program. The four stages are:- Reaction Learning Behaviour Results Level 1 The first stage is about the reaction of the trainee to the training. This sort of measurement is concerned with how the trainees "feel about the course. The usual course feedback sheets are an example of the Kirkpatrick level 1 evaluation. Most organisations do not do any more than this type of measurement and analysis. The drawback is that we do not really know if the trainee has actually learnt anything. What really seems to be being asked of the trainee was how "happy were you with the course; hence the somewhat derogatory description that is often applied to the "happy sheets! We will now look at the next level of evaluation concerned with Learning.

Level 2 Things can be improved by using a pre-test and post-test and comparing the results. The questions need to be objective and closely related to the course objectives (more about that later). In this way we can determine if the training actually delivered knowledge and this was understood by the trainees at the time. An organisation that does this can be confident that the trainee has actually learnt something at that time. Why do I make the point that we have to make the measurement and consider the learning at a certain time? Well because we do not know if the learning has had time to be internalised and become "concrete. All too often trainees (and delegates at conferences for example) will have difficulty remembering what was in the course or seminar they attended a few days later let alone months later. There are various techniques that we can employ to improve the level of recall but basically "if we dont use it we will lose it! Level 3This is concerned with "behaviour. By that we mean the measurable change in an individual as a result of their attendance on the training course. This is, in my opinion, the least we should be expecting from any training program. After all what is the point of spending money and using resources if the training does not effect some measurable change in the behaviour of the trainee? Level 4Kirkpatrick is now concerned with the training to determine if it has actually been translated into tangible benefits to the organisation. Quite simply has productivity and or quality been improved? Have the number of accidents or incidents been reduced? Has plant availability and or plant utilisation been improved? Has the morale of the workforce changed for the better? These are metrics which really have an impact on the "bottom line and for that reason feature in the companies balance sheets and KPIs. We have to ask ourselves is this not the real reason for training? Training has to make a real difference in performance and effectiveness; this is tied closely to competence. Training has be proven to deliver results and be cost effective. It might sound simple but it is not for most organisations. The reason is that most do not have in place any system for measuring the improvement in competence of the individual; let alone a systematic approach to identifying the most effective means of assisting the individual to becoming competent.

CASE STUDY

A very brilliant marketing professional went to Arab for the sale of his companys soft drink. But he came back with no results.

When asked about the failure of the mission, he answered that he prepared three cartoons.

Cartoon-1- Displaying a man looking exhausted and tired, is walking in desert in scorching heat.Cartoon-2- Displaying the same man opening bottle and drinking the soft drink. Cartoon-3- Displaying the man feeling alive and refresh again.

Though, his strategy was good, unfortunately fails because he was unaware that Arab people read from right to left.

Moral here is localization is a key to success.

There are some major barriers in the transfer of training when it comes to giving training in other countries. Culture Values and Norms Attitude Age, Gender, and Professional Status. Language Spoken Unspoken Social StructureIndividual Group Assumptions.

Training Culture

Communicating the information to different people from different Training cultures and different nationalities can give rise to many problems. Many simple things that seem simple and straightforward to communicate become difficult when it comes to communicating in different environment. Giving training in ones own culture is quite different from giving training in different culture. Being a good trainer is not the only requirement but understanding socio-economic and cultural backgrounds has now become an important part.

Values, norms, attitude are the building blocks of Training culture. Values means what a group of people believes to be good, bad, right, or wrong. Norms means the social rules and guidelines that prescribe appropriate behavior.

Attitude disposes a person to act in a certain way toward something in a certain situation. A trainer giving training in different culture has to keep these things in mind before delivering content.

Instances: A good case that concerns attitude towards time in different cities: People are very punctual in United States. People from US tend to come l