PAPER: V

TRAINING METHODOLOGY II
RESPONSE SHEET NO. 1.
Question 1.
Question 1. What is a training need and how does it get recognized?
Training need is there when there is a requirement of maintaining or increasing efficiency,
productivity and safety of a system or an individual. Training needs are all those needs that
can be fulfilled by imparting training to the participants of a program and that training
thereby will improve the productivity of the participants.

As per Anderson J.E who writes that the needs assessment is the starting point in the training
process. It is the phase in which an organizations needs are identified, forming the
foundation of an effective training effort. The needs assessment tells where and what kind of
training programs are needed, who needs to be included, conditions under which training will
occur, and criteria to guide program evaluation.
A training need occurs whenever an identifiable change take place in the environment of
procedures, processes and methods of work in an organization are changed. Management of
change would require orienting and training the people to the new demands, techniques, skills
and adjustment to situations that will be required. These can be examined under four heads.
1. Technological Changes: Training need is bound to occur whenever there a new
technology is incorporated.
2. Environmental Changes: Be it the manufacturing industry or service industry, the
enterprise has to change the behavior according to the changing environment .
3. Legislative Changes: These changes can be in the area of policy, planning, quality,
pricing policy, wage policy, employment policy or safety policy.
4. Manpower Composition Changes: This need may arise due to change due to staff
composition.
The training need is also recognized through the following:

1. Analysis of Primary Source Review of sales figure, turnover status, disciplinary

cases can lead to diagnostic analysis of what is going wrong.
2. Interviews Structured as well as unstructured interviews.
3. Structured Questionnaires This method is used for eliciting information.
4. Direct Observation A well trained organization development specialist can come to
some tentative conclusion with direct observation.
Case Study: training needs (TESCO)
Tesco is the largest British retailer and is also the world's third largest grocery retailer with
outlets across Europe, USA and Asia. Many factors affect workforce planning of Tesco:
1. The opening of new stores in new locations means that Tesco must adapt to different
demands made by consumers.
2. In-store and non-store based posts may require different technical skills and
competencies.
3. Employees with a wide skills range who can work flexibly are more productive for the
business.
4. Tesco employs people from a wide range of backgrounds and all have equal
opportunity to grow and develop.

5. The Tesco Leadership Framework focuses on three key themes to guide appropriate
behaviour in employees. These link to nine critical success factors, which break down
further into various levels of assessment.
6. It as a priority to develop leadership at every level in every part of the business.
Before undertaking training and development, employees identify gaps in their knowledge and
skills. The gaps identified are logged in a Personal Development Plan. Employees and line
managers decide how they will fill these gaps by training or development activities.

PAPER: V
TRAINING METHODOLOGY II
RESPONSE SHEET NO. 1.
Question 2.
Question 2. Discuss the various methods of training needs identification. Reference to
suitable case study may be made.
Though the training need identification exercise is carried out invariably in all the
organizations, the system to identify the needs vary from organization to organization. Some
of the standard systems through which the training need identification is done is as under :
1. Performance Appraisal
2. One to One interviews
3. Focus Group interviews
4. Questionnaire
5. Document Analysis- Reviewing existing documents and analyzing
6. Observation
7. Organization wide skill audit Auditing operation process
8. Customer Satisfaction survey
9. Organizational Methods Changes or impact on the organization
10. Job Analysis Method Change or impact on the individual job
11. Industry Analysis Methods changes in industry characteristics and the impact on the
organization.
12. Behavioral Analysis Data collection by observation
13. Critical incidents reports/description of things
14. Human Analysis Methods Paper pencil diagnostic tests of knowledge/opinions etc.
15. Advisory Committee methods Seeking advice from departmental heads
Current Practices Prevailing in the Organizations
The Training and Development, as a process starts with Training Need Identification and ends
with Training Effectiveness Evaluation and all the stepwise sub processes are very critical for
meeting the objectives of the organization. The Training Need Identification and the Training
Effectiveness Evaluation are closely linked with each other and not mutually exclusive. No
Training Needs Identification System is complete without a good evaluation system in place
and both are integrated and cannot be used separately. Unfortunately, while the training needs
are identified the managers do not link the need to the objectives of the organization, group
and individual employee. Moreover effectiveness of the training imparted to the employees
are not evaluated in a scientific manner.
The training needs of Hindustan Aeronautics Ltd were identified by questionnaires, surveys
and various types of interviews. In 1981, a detailed survey of about 33% existing executives
was conducted to measure their views on aspects such as environment, organization structure,
systems, central leadership, communication, motivation, delegation of authority and
interpersonal relations.
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A detailed questionnaire consisting of 24 pages was requested to be filled up by about 33%

executives at various levels on a random basis and the responses gathered indicated various
training and non training solutions to the prescribed organisational problems. Based on the
survey, some of the perceived weaknesses were found as low employee turnover, poor
communication at different levels, tight control system, less job satisfaction etc.
A survey conducted in the organisation reflected the training requirements for the
organisation and based on it, following training programmes were identified and organised.
These included material management, store operational inventory control, workshop on
performance appraisal, achievement, motivation, general executive development programmes
and communication.

Conclusion
The critical step in the process of Training and Development is evaluating the Effectiveness
of the Training. The objective of the Training and Development will get accomplished only
when there is a effective evaluation of the training is in place. In the context globalization and
the prevalence of cut throat competition, the Return On Investment (ROI) on Training shall
become order of the day and it is possible only if the Training Need Identification exercise is
carried out with a predetermined goals and specific deliverables.

PAPER: V
TRAINING METHODOLOGY II
RESPONSE SHEET NO. 2.
Question 1
Question 1. Discuss the need for evaluation of training. How can evaluation help the
design of training programmes?
Evaluation is an integral step in the effective implementation and continuous up gradation of
training programs. Evaluation of training is one of the main components of a training
programme. It will not only provide the trainer with useful information in order to further
improve the training course, but also creates an impression of completeness. As companies
make large investments in training and education and view training as a strategy to be
successful, they expect the outcomes or benefits related to training to be measurable.Training
evaluation provides the data needed to demonstrate that training does provide benefits to the
company.
Thus, evaluation is required for the following :

To identify the programs strengths and weaknesses

To assess whether content, organization, and administration of the program
contribute to learning and the use of training content on the job
To identify which trainees benefited most or least from the program
To gather data to assist in marketing training programs
To determine the financial benefits and costs of the programs
To compare the costs and benefits of training versus non-training investments
To compare the costs and benefits of different training programs to choose the best
program

Level 1: Reaction
Evaluation reaction to training usually takes the form of end-of-course evaluations. While
they can be used to improve the training, they should NOT be interpreted to show how
effective the training was. End-of-course evaluations (or "smile sheets") identify whether
someone liked the training or whether they thought the training was effective.

Level 2: Learning
Just because we know that participants like our training, doesn't mean
that they've learned anything. We need to determine whether they
learned something.

Level 3: Transfer
Just because we know participants liked our training (level 1) and they learned something
(level 2), doesn't mean that they can apply it back on the job (level 3)
Level 4: Business Impact
Just because we know that 1) participants liked our training, 2) learned something in our
training, and 3) applied what they learned on the job, we still don't know if the business is
better off.
Evaluation Use in Training Design
Based on the evaluation the gaps in the training design are determined and addressed. These
gaps could be in the areas of content, delivery, wrong choice of trainer or timing .

This is a continuous process. Trainers use the evaluation to bridge the training gaps so as to
make the training more effective.

PAPER: V
TRAINING METHODOLOGY II
RESPONSE SHEET NO. 2.
Question 2
Question 2. Discuss the role of an outside consultant in training.
The consultant's primary role is to assist your organization with certain areas of your
inclusiveness work. While the consultant may act as an educator, a catalyst for deeper
change, a resource, or a facilitator, the leadership of the process remains within your
organization
A consultant's job is to help in the development of the teaching program of a particular
organization. As a number of business applications require multifaceted IT, this number is
expected to increase. The training is imparted to tune the skills or to teach the new skills in an
altering environment or with the beginning of the latest IT system.
The training consultant's work is to provide the necessary advice to the trade training branch
on how to structure and organize this guidance to take the full advantage of its efficiency. If a
training plan is in place, the training consultant will be able to evaluate that how it is
functioning and if it does not exists, they know how to plan what is required. This job
involves measurement of outcomes, the capacity to assess the efficiency of training is
extremely important to assure the finest utilization of time and the money spent on the
training
program.
In various cases, teaching might not be the finest answer to a meticulous problem. A highquality training consultant is able to detect what kind of training is needless and is also able
to detect that in which respect the organization is lacking behind. The complete assessment of
a training agenda covers each and everything from the lesson materials to the aptitude level
of the instructors.
In times of rapid change, both small and large businesses today are increasingly viewing
training as an investment, not a cost. If your business uses outside training consultants, you
will want to maximize your return on this training investment.
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Qualified training consultants and seminar leaders will have these characteristics:
1. Training consultants will help you determine your specific training needs.
2. A training consultant should be able to analyze your specific training needs to identify
the type(s) of training programs necessary to produce the results you require.
3. Training consultants will tailor training programs to address your specific training
needs.
While there are a number of "off-the-shelf" packaged training programs available,
they may not meet your specific business needs. Training programs need to be
adapted for greater effectiveness. The return on your training investment will be
increased if the training consultant tailors a program to meet your specific training
needs.
4. Training consultants will continuously improve their own training delivery skills. It is
very important for trainers to be knowledgeable in their areas of expertise. Trainers
are aware that knowledge alone will not produce results. Effective delivery of
information and skills to adult learners is essential.
5. Training consultants will evaluate training programs to show their effectiveness.
Training consultants should be able to provide you with example evaluation results of
training programs that interest you.
6. Cultural
Competency/Diversity
Training: The
consultant
conducts
diversity/inclusiveness trainings to create a more inclusive culture and help
stakeholders become more aware of how the organization may be creating an
unwelcome
atmosphere
for
diverse
communities.

PAPER: VI
EVALUATION OF TRAINING
RESPONSE SHEET NO. 1.
Question 1
Question 1. Define Evaluation and explain in your own words
Evaluation is an integral step in the effective implementation and continuous up gradation of
training programme Evaluation of training is one of the main components of a training
programme. It will not only provide the trainer with useful information in order to further
improve the training course, but also creates an impression of completeness.
Usually the trainer can determine how well the training process goes by observing the group
dynamic, the activity of the audience, by analyzing spontaneous comments, etc. Nevertheless,
evaluation as a component of a programme gives the trainer the opportunity to validate his or
her observations, as well as to the participants an opportunity to express their opinions and
feel satisfaction from the fact that they have been heard. Evaluation should be carried out
throughout the whole time of a training activity, after each working day, and sometimes after
a series of sessions also. This type of evaluation is called feedback.
The evaluation of the whole training gives the participants an opportunity to analyze
previous experience and discuss future changes, make a decision about the need to continue
training after some time, and it emotionally and logically concludes the training:

To identify the programs strengths and weaknesses

To assess whether content, organization, and administration of the program
contribute to learning and the use of training content on the job
To identify which trainees benefited most or least from the program
To gather data to assist in marketing training programs
To determine the financial benefits and costs of the programs
To compare the costs and benefits of training versus non-training investments
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To compare the costs and benefits of different training programs to choose the best
program
The five main purposes of training evaluation are:
Feedback: It helps in giving feedback to the candidates by defining the objectives and
linking it to learning outcomes.
Research: It helps in ascertaining the relationship between acquired knowledge, transfer of
knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not effective,
then it can be dealt with accordingly.
Power games: At times, the top management (higher authoritative employee) uses the
evaluative data to manipulate it for their own benefits.
Intervention: It helps in determining that whether the actual outcomes are aligned with the
expected outcomes.
Evaluation is a continuous process and includes the following :
1. Pre Training Evaluation
This helps the management in identifying trining needs and also helps the trainers
become acquainted with the diverse training needs of the participants of a particular
training programme
2. Context and input evaluation
This would help assess whether the training programmes inputs are in conformity
with the objectives of the programme and have the desired effect on the participants .
3. Post training evaluation
These include the following
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Reaction Evaluation
Learning Evaluation
On the job Evaluation
Evaluation after six months/ one year

PAPER: VI
EVALUATION OF TRAINING
RESPONSE SHEET NO. 1.
Question 2
Question 2. Enumerate the principles of Evaluation
Evaluating training interventions with regard to learning, transfer, and organizational impact
involves a number of complexity factors. These complexity factors are associated with the
dynamic and ongoing interactions of the various dimensions and attributes of organizational
and training goals, trainees, training situations, and instructional technologies. The following
are the generally accepted principles of Evaluation:
Independence: With the exception of self-evaluations, members of evaluation teams should
be independent from the planning and delivery of the policy, program or activities being
evaluated.
Impartiality: Evaluators are expected to make balanced judgments, reporting and analyzing
both successes and failures. If stakeholders have significantly different views, this should be
made clear in the evaluation report.
Credibility: The evaluation process should be systematic, transparent and inclusive, with
evaluations being undertaken and managed by skilled and experienced evaluators.
Evaluations should identify and convey valid and reliable information, and reflect inputs
from a variety of stakeholders.
Transparency: Evaluations should give affected stakeholders access to evaluation-related
information in forms that respect people and honor promises of confidentiality. The
Evaluation Unit will publish all its evaluations and encourage the same for self-evaluations.
Partnership: Evaluations in partner countries should be conducted in collaboration with
partner institutions, and use partner country data and information wherever feasible.
Usefulness: Evaluations will be designed and managed to meet the information and decisionmaking needs of the intended users. This requires ensuring timely and accessible evaluation
results.

11

Cost-effectiveness: Evaluations will be planned and managed as effectively as possible to

maximize their benefits while minimizing the use of scarce resources and unnecessary time
demands on stakeholders.
Ethics: Evaluations should be conducted legally, ethically, and with due regard for the
welfare of those involved in the evaluation, as well as those affected by its results. IDLO
endorses the principle of do no harm.
Evaluation is an integral aspect of any training programme. It not only provides the end result
of a training programme but also gives a direction to the entire training design. It is thus
imperative that it is done in following some principles and guidelines.

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PAPER: VI
EVALUATION OF TRAINING
RESPONSE SHEET NO. 2
Question 1
Question 1 Briefly enumerate any five methods available to you for measuring the outcome
of training
Measurement of training outcomes is a requirement for evaluating new training techniques,
but is one that is different to meet. Managers of education and training may have different
concepts of what they want, as favorable outcomes, than do the investigators doing the
research. The following are some of the methods for measuring the outcomes of training:
1. REACTIONS OUTCOMES
Reaction Outcomes refer to trainees perceptions of the program, including the
facilities, trainers, and content. (Reaction outcomes are often referred to as a measure
of creature comfort.) They are often called class or instructor evaluations. This
information is typically collected at the programs conclusion. Reaction outcomes are
typically collected via a questionnaire completed by trainees. A reaction measure
should include questions related to the trainees satisfaction with the instructor,
training materials, and training administration (ease of registration, accuracy of course
description) as well as the clarity of course objectives and usefulness of the training
content.
2. LEARNING OUTCOMES
Cognitive outcomes are used to determine the degree to which trainees are familiar
with principles, facts, techniques, procedures, or processes emphasized in the training
program. Cognitive outcomes measure what knowledge trainees learned in the
program. Typically, pencil-and paper tests are used to assess cognitive
outcomes. These help to measure whether a trainee knows how to make a decision
(the process he or she would use). They do not help to determine if the trainee will
actually use decision-making skills on the job.
3. BEHAVIOR

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Skill-based outcomes are used to assess the level of technical or motor skills and
behaviours. Skill-based outcomes include acquisition or learning of skills (skill
learning) and use of skills on the job (skill transfer). The extent to which trainees have
learned skills can be evaluated by observing their performance in work samples such
as simulators. Skill transfer is usually determined by observation. Trainees may be
asked to provide ratings of their own behaviour or skills (self-ratings). Peers,
managers, and subordinates may also be asked to rate trainees behavior or skills
based on their observations. Because research suggests that the use of only selfratings likely results in an inaccurately positive assessment of skill or behaviour
transfer of training, it is recommended that skill or behaviour ratings be collected
from multiple perspectives (e.g., managers and subordinates or peers).
4. AFFECTIVE OUTCOMES
Affective outcomes include attitudes and motivation. Affective outcomes that might
be collected in an evaluation include tolerance for diversity, motivation to learn,
safety attitudes, and customer service orientation. Affective outcomes can be
measured using surveys. If trainees were asked about their attitudes on a survey, that
would be considered a learning measure. For example, attitudes toward career goals
and interests might be an appropriate outcome to use to evaluate training focusing on
employees self-managing their careers.
5. RESULTS
Results are used to determine the training programs payoff for the company.
Examples of results outcomes include increased production and reduced costs related
to employee turnover, accidents, and equipment downtime as well as improvements in
product quality or customer service.

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PAPER: VI
EVALUATION OF TRAINING
RESPONSE SHEET NO. 2
Question 2
Question 2 Write short notes on :
(i)Major Hurdles in Cost-Benefits Analysis
Major Hurdles in cost-benefit analysis includes;
1. Training is an enabling function and in times of crisis it is too late to start training.
Training operates on a long time scale than other investments. Management struggling for
survival in the short run expect visible results whereas lead time for training is
comparatively high and therefore it is difficult to measure the returns immediately after
training.
2. Training is an investment in creating human capital. If a company spends a lakh rupee
on purchase of furniture, it is tangible visible capital asset. The same invested in people is
locking up money which is dangerously portable if trained people walk out of the
organization.
3. Similarly measuring results are fraught with difficulties. A company wanting to
promote its sales trains its sales personnel and then sets to compare their after training
sales. Can the increase in sales be attributed to training and/or other factors contributing
simultaneously to that situation. Logically one will compare the trained managers market
performance with those not trained, but the outcome again can be attributed to other
organizational factors.
(ii) Calculating Training Costs: Costs are charges incurred for training which could
include :

15

Facilities: Where will the training be conducted? Are hotel rooms and meeting space
required? If the training is Web or computer based, are specific resources dedicated to
the equipment, utilities, software and hardware maintenance?

Instructors: Does the company have to pay to certify the instructors or pay any
license fees to use the materials?

Participants: What are the combined salaries and benefits costs that will be dedicated
to the time spent on training? What is the price for the time spent out of the office, at
seminars, traveling, or preparing for training while still at work?

Material format: What type of materials will be used? Is the media, books, tapes,
CD-Rom, Web-based or video? How will the material be obtained? Any shipping,
packaging, or transmission costs?

Communication and marketing: Will materials be produced to generate interest in

the training? Brochures, pamphlets, direct mail, postage, and Web sites all have
development costs in addition to material cost.

Tuition reimbursement: What is the cost of the actual benefit as described in the
company policy? What is the level of utilization by the employee population?

The learning curve. How long does it take for the employee to get "up to speed?"
What are the adaptation costs, the costs of potential mistakes while in the learning
process?

Productivity inhibited. What would the employee be doing if they were not taking
time from their regular tasks to be trained?

Company culture and expectation. Some organizations have massive expectations

from the image and culture they communicate through their training experience.

(iii)

Measuring training benefits: The following are some of the criteria for
measuring training benefits-

Reactions
Reactions are important because, if students react negatively to your courses, they are less
likely to transfer what they learned to their work and more likely to give bad reports to their
peers, leading in turn to lower student numbers.

16

Learning
Learning, in terms of new or improved skills, knowledge and attitudes, is the primary aim of
a training event. Learning can be measured objectively using a test or exam or some form of
assessed exercise. If a student has to achieve a certain level of learning to obtain a pass
mark, then the number of passes may be used as an evaluation measure. Another important
aspect of learning is the degree of retention how much of the learning has stuck after the
course is over.
Behaviour change
If a student has learned something from a course, you hope that this will be reflected in their
behaviour on the job. If a student employs what they have learned appropriately, then their
work behaviour will meet desired criteria. Behaviour can be measured through observation
or, in some cases, through some automated means. To assess behaviour change requires that
the measurements are taken before and after the training.
Performance change
If, as a result of training, students are using appropriate behaviours on the job, then you
would expect that to have a positive impact on performance. A wide variety of indicators can
be employed to measure the impact of training on performance numbers of complaints,
sales made, output per hour and so on.
PAPER: VII
ELECTRONIC ENABLED TRAINING SYSTEMS
RESPONSE SHEET NO. 1.
Question 1.
Question 1. What is e learning ?
E-learning refers to the use of electronic media and information and communication
technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational
technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous
with multimedia learning, technology-enhanced learning (TEL), computer-based training
(CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based
training (WBT), online education, virtual education, virtual learning environments (VLE)
(which are also called learning platforms), m-learning, and digital educational collaboration.
These alternative names emphasize a particular aspect, component or delivery method.
E-learning can occur in or out of the classroom.
eLearning is defined as
use of electronic technology to deliver, support and enhance teaching and learning
use of new multimedia technologies and the Internet to improve the quality of
learning by facilitating access to resources and services as well as remote exchanges
and collaboration.
Benefits of e learning include that it can be:
The A4 of eLearning - Anytime, Any Place, Any Pace, Any Subject: e learning
materials can be accessed at the most convenient time for the learning, if the course
material is well constructed then learning can take place in short segments and can be
customised to suit the learner's needs.
17

Empowerment: Students are in charge of their own learning.

Flexibility: e learning material can be accessed in a non-sequential way, enabling
students to navigate content in different ways, or obtain a global view before tackling
the details of individual units.
Cost Effective: large numbers of students can have access to the same materials but
can be supported by peer-to-peer or student-to-tutor support services thus reducing the
cost of delivery.
Up-to-date Content: Course content is located in one place so it can be easily
updated and can provide direct links to supporting materials such as Internet and
library resources.
Tailored Learning: the time needed to learn a particular topic or skill is reduced or
"compressed" as learning can be modified to suit the users needs and requirements.
Retainable: the smaller and more relevant the learning is the easier it is to capture
and remember.
Socio-inclusive: students can learn in a relatively anonymous environment without
the embarrassment of failure and/or socio-cultural bias from personal contact.
Consistent: all students get the same standardised set of materials from elearning.
Interactive: well constructed materials will have elements of interactivity through
simulations etc. which will underpin and enforce the learning.
Collaborative: The use of groups and teams working together in collaborative
learning and learner-learner interaction enforces employability skills.
Used To Track Student Performance: student usage of the materials can be
monitored and early potential drop-out can be detected and given remedial support.
Used to Facilitate understanding: of concepts by offering alternative ways of
visualising materials and alternative explanations to those given in a single delivery
mode such as a lecture, seminar or tutorial (for example, multimedia and
hypermedia).
Used to Give Instant feedback: from online self-assessment or formative assessment
particularly through multiple choice question formats.
Used for Self Assessment: students can be offered automatically-marked selfassessment exercises to identify skill/knowledge levels and learning needs before
engaging with course content.
Used to assist students with certain Disabilities: Access for students with hearing
and some physical disabilities may be enhanced.

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PAPER: VII
ELECTRONIC ENABLED TRAINING SYSTEMS
RESPONSE SHEET NO. 1.
Question 2.
Question 2. What is interactive education ?
Interactive Learning is a pedagogical approach that incorporates social networking and urban
computing into course design and delivery. Interactive Learning has evolved out of the hypergrowth in the use of digital technology and virtual communication, particularly by students.
Beginning around 2000, students entering institutes of higher education have expected that
interactive learning will be an integral part of their education. The use of interactive
technology in learning for these students is as natural as using a pencil and paper were to past
generations.
The Net Generation or Generation Y is the first generation to grow up in constant contact
with digital media.[1] Also known as digital natives, their techno-social, community bonds to
their naturalized use of technology in every aspect of learning, to their ability to learn in new
ways outside the classroom, this generation of students is pushing the boundaries of
education. The use of digital media in education has led to an increase in the use of and
reliance on interactive learning, which in turn has led to a revolution in the fundamental
process of education.
Increasingly, students and teachers rely on each other to access sources of knowledge and
share their information, expanding the general scope of the educational process to include not
just instruction, but the expansion of knowledge. The role change from keeper of knowledge
to facilitator of learning presents a challenge and an opportunity for educators to dramatically

19

change the way their students learn. The boundaries between teacher and student have less
meaning with interactive learning.
Interactive education integrates computer technology in the classroom. It features computer
based educational materials that are projected onto an Interactive Touch- Screen. Students can
touch, select, drag and manipulate information on the screen. It is as if students step inside
thousands of learning worlds created through animation and presented on the screen. The
software programs are complemented by comprehensive teachers and student support
materials, and classroom activities.
In the interactive classroom, teachers reinforce and enhance the lessons. The content is highly
stimulating and fun, making it easier for students to master the key-learning outcomes.
Our Research indicates that students learn far more effectively using our interactive
programs, compared to traditional education methods.
This method of learning greatly benefits students ability to focus and concentrate in the class.
The interactive screen becomes the Focal Point of interest in the classroom. Key learning
content comes to life on the screen and students can interact with this information through
hands on learning and classroom activities.
Summary of Benefits:
Provides Consistent Quality, the program guarantees the content is always fully and
effectively covered.
Has Structured Content where concepts and elements are presented in a logical and
systematic method.
The interactive nature of the programs maintains the Concentration and Focus of students.
Active Participation of all students ensures the transfer of knowledge.
Application of New Knowledge is achieved through interactive scenario based exercises.
Real-Life Situations are used to ensure relevance and context is maintained.
The system provides a Safe, Controlled Learning environment for all students and teachers.
Reinforcement for Long Term Memory ensures the knowledge is retained.
Continuous Assessment is used to ensure all students are keeping-up with the program and
allows additional reinforcement when necessary.

20

PAPER: VII
ELECTRONIC ENABLED TRAINING SYSTEMS
RESPONSE SHEET NO. 2.
Question 1.
Question 1. Why is e-learning popular ?
E-learning represents convergence in the education, training and information fields. The term
e-learning group together education, training and structure information delivered by computer
/ Internet. The recipient of E-learning today is mostly the adult learners. Along with the
adoption of online technology, the impact of eLearning is growing. Today online users have
the opportunity to learn topics through podcasts, smart mobile phones or iPods, iPads or
email answers to the trainer on the go.
In a 2010 survey on eLearning done by Australian Flexible Learning Framework, these
results were concluded:
More than 50% of employers use eLearning courses to train their employees.
Around 60% of teachers include eLearning to make teaching more interesting and
engaging to students.
More than two-thirds of RTOs surveyed said that they regularly use learning
technology as part of the business process.
Over 73% of teachers and trainers use interactive learning technology in the
classroom.
More than 66% of students use learning technology at home or workplace.
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Benefits of e learning course delivery over traditional education. There are many significant
advantages for employers adopting eLearning training delivery. Here are a few points to
consider:
1. E-Learning makes learning an active experience. No longer a passive experience. It
is learning by doing.
2. It makes learning exciting, engaging and compelling. Boring subject can be made
easier, more interesting, and appealing.
3. Advantage of learning through reflection and discussion.
4. Learning moved from classroom to desktop and now into pocket. By this, we can
make more use of the free time.
5. E-learning presents an exciting alternative to classroom training that can save time
and money.
6. No need to spend long periods traveling to a location to attend course
7. Learning can be assessed day or night whenever we want it at home or office.
8. It reduces learning time, and has meant saving on salaries and opportunity costs to
organization.
9. It keeps an organization agile and competitive in their market.
10. It empowers learner to manage their own learning and in the most appropriate way for
each learner. Learn in different way i.e. reading, watching, exploring, researching,
doing communication discussing sharing knowledge and experiences etc.
11. Advantage of access to a wide range of learning resources both materials and people.
12. Encourage students to take responsibility for their learning and succeeding, builds
self-knowledge and self-confidence.

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PAPER: VII
ELECTRONIC ENABLED TRAINING SYSTEMS
RESPONSE SHEET NO. 2.
Question 2.
Question 2. What kind of hardware/software do I need ?
E learning required the trainee to equip himself/ herself with some hardware/ software:
Recent Computer
a computer that has plenty of memory and hard drive. There's no official quota when it comes
to RAM (random access memory) or CPU speed, but experts say that a post-2000 processor
(e.g. Pentium IV or Celeron II) would be sufficient, along with at least 512 megabytes of
memory. Most computers purchased within the last 7 or 8 years will meet these requirements.
Monitor
A large screen (15 inches or more) is also helpful. Mini-laptops are great, but you may find
that they don't easily accommodate most learning management systems (Blackboard, D2L,
etc.) In order to fit everything in the screen, mini-laptop owners may have to reduce the
viewing size to an eye-straining degree.
Mobile Device (Smartphone, iTouch, iPad, MP3 player)
Mobile devices allow one to receive tweets, e-mail, instant messages, and updates to your
social networks. They can also help to download MP3 files of course lectures. Many of
today's devices can also snap photos, which are useful supplements to blog posts,
presentations, and e-portfolios.
Microphone/Speakers/Headset

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One will need to have speakers/ headset and a sound card installed in the computer, in order
to hear audio clips and files.. A microphone lets you participate in audio chats via Skype, etc.
Microphones also allow you to record audio files and post them using Wimba (in your
learning management system).
Printer / Scanner
It's a good idea to purchase a printer and/or a scanner, even though you may not use these
items for every course. Some of the larger online schools like the University of Phoenix, for
one example offer student resources at local campus sites. If you live nearby one of these
locations, you may find that it's convenient to use their printing/scanning equipment.
Basic Software You May Need
Operating System
An up-to-date operating system is a requirement for many online programs. Windows XP,
2000, NT, or 98 are usually acceptable. For Mac users, you will need System 8.1 or higher. If
you're not sure which operating system you have, or whether it's compatible, contact your
enrollment advisor.
E-mail Address
E-mail is one tech component that's free. Most students have their own private e-mail account
through Gmail, Yahoo, Hotmail, or otherwise. If you don't, set one up. You may also need to
set up a school-based e-mail account at your new college.
Microsoft Office (Word, Excel, PowerPoint, Publisher, Access)
For word processing and data analysis projects, you'll need programs that can create text
documents and spreadsheets. Microsoft Office is the most common suite for this purpose. If
you don't have these programs installed on your computer, check with your school before you
purchase them. They may be supplied as part of your course materials.
Adobe Acrobat (Professional)
This software allows you to create PDF files.
Plug-ins (Flash, QuickTime, Windows Media Player, Real Player, etc.)
Some version of a media player or flash player is necessary for streaming videos. And Adobe
Reader is necessary for opening PDF files. These programs are usually free and easy to
download. The instructor based on the kind of training can advise on these and other
necessary plug-ins.
Specialty Software You May Need
Audio Recording Software (Garageband, Audacity)
Movie Editing Software (iMovie, Windows Movie Maker)
Math/Engineering Software (Wolfram, etc.)
Graphics Editing Software (Corel Draw, Picasa, etc.)

24

PAPER: VIII
ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION
RESPONSE SHEET NO. 1
Question 1.
Question 1. How has the workplace changed in the last ten years according to you ?
There has been a drastic change in the workplace in the last ten years. Most changes have
happened due to change in the technology , however there have been other subtle changes as
well which have not been as obvious, yet have changed the workspace completely. These are
more at the strategic level/ policy level. The following are the most important changes
Technology
Last decade has seen unprecedented changes in the technology. Laptops have taken the place
of desktops. With the availability of high speed broadband even in remote locations, Internet
and intranet are used instead of conventional mails.
ERP softwares and automated processes have taken the place of manual processes. For
example now all employee data including his personal details, professional details, appraisals,
training attended etc are fed into a software and is easily stored and retrieved.
Website presence has become mandatory for any company to exist. internet has become an
important medium of promotion, branding and also inviting talent to the organization.
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Indias changing HRM horizon:

The outlook to Human Resource Management in India has witnessed sea-change in last two
decades. Economic liberalization in 1991 created a hyper-competitive environment. As
international firms entered the Indian market bringing with them innovative and fierce
competitiveness, Indian companies were forced to adopt and implement innovative changes
in their HR practices.
Emphasis on employees:
Human Resource policies, forming the framework for the culture in the business
management, create awareness towards the need to achieve the business goals in the best
possible and ethical manner. In the last few years, the Human Resource has become a key
player in strategic planning it has come a long way from traditional HR operations like
managing the recruitment process, handling staff appraisals. That is why Infosys CFO T. V.
Moahndas Pai and Marico CFO Milind Sarwatewas were moved to head the human resources
(HR) function in their respective companies.
Five day working
Most companies have a five day working culture including Indian companies. This move has
been to ensure good work life balance.
Shortening of tenure
Employee loyalty to one company has become a rare thing these days. People have
discovered that the quickest way to promotion and a leap in salary is by jumping ship. Gold
watch companies are suffering terribly.
Women in the workforce
Today, most Indian companies are committed to providing equal employment opportunities
for all. The employers are increasingly realizing the value of trained human resource,
especially women in India. Some organizations are changing their HR policies to stick with
their valuable employees. MNCs like Pepsico are providing flexibility so that female
employees at various life stages could benefit from these policies like working from a
different city, sabbatical from corporate life, and extended maternity leave.
Working remotely
A spin-off from the advances in internet connections and computer and phone technology is
the ability to work remotely, which has seen a huge increase. This has been of benefit to
freelance and contract workers (and has contributed to the rise in numbers of contract
workers), and to the employers who use their services.

26

PAPER: VIII
ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION
RESPONSE SHEET NO. 1
Question 2.
Question 2 What are the impact of these technologies on the training and development
functions? You can think from the perspective of the trainer/ facilitator, learner and
organization.
Technology ushers in fundamental structural changes that can be integral to achieving
significant improvements in productivity. Used to support both teaching and learning,
technology infuses classrooms with digital learning tools, such as computers and hand held
devices; expands course offerings, experiences, and learning materials; supports learning 24
hours a day, 7 days a week; builds 21st century skills; increases student engagement and
motivation; and accelerates learning. Technology also has the power to transform teaching by
ushering in a new model of connected teaching. This model links teachers to their students
and to professional content, resources, and systems to help them improve their own
instruction and personalize learning.
Online learning opportunities and the use of open educational resources and other
technologies can increase educational productivity by accelerating the rate of learning;
reducing costs associated with instructional materials or program delivery; and better
utilizing teacher time.
Technology has impacted both the learner as well as the facilitator in the following ways:
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Updated and researched content Trainers and facilitators are equipped with latest and
updated content. Before taking any session, a trainer researches and equips herself/ himself
with the latest information about the topic.
Classroom Management- Scheduling classes and assignments becomes easier for trainers by
the use of e-mails.
Online Classroom Trainers need not be face to face with the students. Learning can
happen virtually.
Classroom Resources and Interactive Classroom - Audio Visual aids, smart classes are
used for the ease of understanding.
Constant touch between the facilitator and the trainees through blogs, chat rooms, emails.
Flexibility - Learning can happen at individual pace.
High Motivation As use of technology takes out the boredom of learning, both trainers and
the learners are motivated.
From the point of view of an organisation, there are following benefits:
Cost Saving- Use of technology can drastically reduce the cost of training, as cost of
arranging classrooms, travel, accommodation, loss of work etc are saved
Flexibility Employees learn at their own pace
Cost Vs Benefit analysis Companies can ascertain the cost Vs benefit analysis. Technology
helps the organisation to measure the result.
Trained resources Companies benefit due to trained resources on latest technologies
Higher Job Satisfaction of employees Due to constant up gradation of skills, employees
perform better and hence have high level of satisfaction.
Assessment of Trainee Progress- Assessment of Trainee progress can be done easily by the
organisation.
Conclusion: Technology has changed how a learner learns and a trainer teaches. It has bought
more accountability, measurability and transparency in learning.

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PAPER: VIII
ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION
RESPONSE SHEET NO. 2
Question 1.
Question 1. What factors do you consider while using technology to manage
performance?
The rapid developments in the information technology have not left any sphere of the human
work life untouched. The organizations are growing in size, functions, are working across
nations and thus are becoming more and more complex to handle. More and more
organizations are integrating information technology (IT) in their human resource (HR)
activities to improve their effectiveness. Technology helps to measure and manage the
employee performance. It helps to automate the processes of HR and save time and cost and
reduce the efforts required and the paperwork.
There are a number of factors to be considered while using technology to manage
performance in an organization:
1. Cost - As financial pressures increase within the industry, accountability for performance
is becoming a major focus. The need for specification, capture, measurement and
interpretation of appropriate performance indicators are integral to the new accountability
regimes, both internal and external.
2. Ease of Use - easier to learn and use, meaning greater acceptance by all levels of users.
Easy to access all the information you needed to make timely business decisions on a day29

3.

4.

5.

6.

to-day basis. The complexity of large software applications should not be there allowing
the users to focus on the object they are working with. Ease of navigation should also be
present.
Security - capabilities that allow the organization to control the program areas users can
access and the actions they can perform. Security can restrict access to an entire functional
area, a view within a functional area, actions, or even a field on a view. This level of
security control is unique among enterprise software applications. For example, some
users may be allowed to create and edit assets, while other users are only allowed to view
them.
Reporting and Configurability- From formal printed reports, to online views to see the
data summarized or configured in a particular way. Because the reporting requirements are
constantly changing, it should provide tool to create and modify reports to satisfy the
evolving requirements. Configurations provide a table view or mini-spreadsheet of data.
Open Architecture - Open, flexible and extensible, the architecture makes it easy and cost
effective to make changes to the user interface and work flow of the application to meet
the changing needs of the organization. This ensures that necessary changes, extensions
etc can be done as per the need.
Regulatory Compliance - From the Boardroom to the plant floor, reports are configured
to provide the right information at the right time, when it is needed.

PAPER: VIII
ELECTRONIC ENABLED TRAINING OFFICE AND ADMINSTRATION
RESPONSE SHEET NO. 2
Question 2.
Question 2. What is the impact of these technologies on the training and development
function in your Organization.
Technology has revolutionized business; now it must revolutionize learning.
In the 21st century, people have to learn more than ever before. Especially for global
organizations, live classroom-based training is becoming too costly and cumbersome. The
following is the impact of technology on t&d function of any organization:
Basic Skills Instruction
Computer assisted instruction to drill
Multi-media software - teach to a variety of learning styles
Videodiscs - strengthen basic skills
Video and audio technologies - bring material to life
Distance learning - at least as effective as traditional methods of instruction
All forms - develop new skills related to use of technology itself, necessary in
workplace
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Advanced Skills Instruction

Interactive educational technologies, including:Computer-generated
simulations,Videodiscs,Internet,CD-ROM.
Trainees learn to: organize complex information, recognize patterns, draw
inferences, communicate findings.
Learn better organizational and problem-solving skills.
Assessment of Trainee Progress
More comprehensive with multimedia
Assessments which require students active participation
Electronic portfolios
Anywhere, anytime, anyone.
The Internet can offer the logical solution for a company's education and training objectives.
Approximately 80% of the professional workforce already uses computers on the job.. The
growth of the World Wide Web, high-capacity corporate networks, and high-speed desktop
computers has made learning available to people 24 hours a day, seven days a week around
the globe.
Substantial cost savings due to elimination of travel expenses.
When delivered through technology based solutions, training is less expensive per end user
due to scalable distribution and the elimination of high salaries for trainers and consultants.
According to Training Magazine, corporations save between 50-70% when replacing
instructor-led training with electronic content delivery.
Just-in-time access to timely information.
Web-based products allow instructors to update lessons and materials across the entire
network instantly. This keeps content fresh and consistent and gives students immediate
access to the most current data. Training Magazine reported that technology-based training
has proven to have a 50-60% better consistency of learning than traditional classroom
learning (c-learning).
Higher retention of content through personalized learning.
Technology-based solutions allow more room for individual differences in learning styles.
With 24 x 7 access, people can learn at their own pace and review course material as often as
needed. Whereas the average content retention rate for an instructor-led class is only 58%, the
more intensive eLearning experience enhances the retention rate by 25 - 60%.
Improved collaboration and interactivity among students.
Teaching and communication techniques which create an interactive online environment
include case studies, story-telling, demonstrations, role-playing, simulations, streamed
videos, online references, personalized coaching and mentoring, discussion groups, project
teams, chat rooms, e-mail, bulletin boards, tips, tutorials, FAQs, and wizards.
Online training is less intimidating than instructor-led courses.
Students taking an online course enter a risk-free environment in which they can try new
things and make mistakes without exposing themselves. This characteristic is particularly
valuable when trying to learn soft skills, such as leadership and decision making. A good
learning program shows the consequences of students' actions and here/why they went
wrong. After a failure, students can go back and try again. This type of learning experience
eliminates the embarrassment of failure in front of a group.

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