ASSIGNMENTS

PART– A
1. Explain the difference between training and development.

Ans:- Training vs. Development

Many companies are nowadays facing the problem of undeveloped, untrained applicants for
almost every job. Their limited potential makes them unemployable on the labor market.
There is high level of competition not only on products and services market but also on labor
market. Therefore have employees to be trained, educated and assisted in continuing
process of job learning and self-development if they want satisfactorily perform their jobs
and rise their value on the labor market.
Training and development is becoming a common phenom in public and business
organization. But it should not only be focused on solving basic practical problems but also
on spreading range of competencies needed in the future.

TRAINING
According to Milkovich’s and Boudreau’s Diagnostic approach training is one of HRM
activities and is defined like a systematic process of changing the behavior, knowledge and
motivation of present employees to improve the match between employee characteristics
and employment requirements.
One of the older definitions claims training is the formal procedures which a company
utilizes to facilitate learning so that the resultant behavior contributes to the attainment of the
company’s goals and objectives.
However, training should not be classified as an expense, but as an investment. Well
trained employees can only provide competitive advantage.

Reasons for training

First, the processes of training should contribute to attainment of organizational goals and
objectives. Therefore we must know what our specific goals in terms of organizational
functions are. If there are no apparent goals in the organization which training can influence,
there is no reason for undertaking a training activity. This concept is called training–by–
objectives.
Probably the most common reason for training is an identified deficiency in performance. If
such situation occurs, should the management make the necessary decisions so that
training can take place. This decision is reasonable especially when the deficient of
performance is visible by more employees. Sometimes it could be a problem to a manager
to accept the fact, that the employees who have been productive may now need training in
order to regain a previous level of performance. Also newer employees may require training,
because although they met the requirements for the job, they may not be able to perform
the standards of the organization.

Choosing methods

Training methods are divided into two groups – on-the-job and off-the-job training. Some
managers wrongly explain them according to the place they take. But in fact it is going about
how near is the method to the real work environment.

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On-the-job training

This method takes place mostly in the organization during the work-time. Trained
employees are teached directly from their peers or subordinates by imitating their behavior.
The main advantage is that there is contact to real work conditions. Trained employees are
given the know-how of their more experienced colleagues. This way of training is easy to
follow, cheap and effective.

We can divide this method into following groups:

Mentoring – is informal leading and educating of employees by mentor. It is a senior

member of the profession or organization who provides support, coaching, feedback,
acceptance and friendship; who also creates opportunities for exposure, provides
challenging and educational assignments and serves as a role model and counselor.

Coaching – is formal pointed leading of employees. Coach has own wards, is formally
assigned to lead them and responsible for their results.

Self-training – is encouraging individuals in improving their skills and knowledge by their

own. Individuals have to carry the responsibility for theirselves, but on the other hand he/she
can provide own speed of training. It is cheap, but hard to prepare for the organization.
Employees need to be well-motivated and strict on their selves.

Apprenticeships – it combines practical on-the-job and theoretical off-the-job training. It

requires cooperation between employer, schools, government agencies and unions. During
the practice trainees are working under supervision of senior staff.

Off-the-job training

These methods need not to take place in the spaces of organization. It is becoming
prevalent to hold audio/video/computer conferences. Therefore is education allowed also to
geographically distant employees. It is more or less indirect way of teaching. The most
common types of off-the-job training are:

Lectures – is a highly passive way how to offer in the short time as much information as
possible. It is relatively cheap and effective in imparting factual information. Difficulties such
as insensitivity or lack of feedback could be overcome by a competent lecturer

Simulations – is a method where real situation is imitated. They are used especially in
cases when it would be too risky to use expensive equipment – physical simulations.
Another type is business games, which allow learners to make decisions about business
variables, often competing against other individuals or teams. Simulations include also
behavior-modeling and case studying. In general, simulations are expensive on design and
actualization.

Discussion – is essential in small groups of students. This method is based on sharing

experiences and skills among students. It is hard on preparation, but gives excellent
feedback.

Role playing – is suitable especially in practicing communicating skills, active listening and
giving feedback. Learners are divided into small teams and work of leader is only effective
summarizing shared experiences for whole group.

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Evaluating training outcomes

Evaluation is necessary and important part of training program, equal to other activities of
training process. It needs not be only a final stage, but should be planned in advance.
Moreover, it gives the manager a subsequent feedback.

Nadler gives three elements of effective evaluation.

Data gathering – It is necessary to have some kind of data which indicate what has taken
place. Therefore we need a tool for collecting data. This could be a questionnaire, a
structured interview, or a checklist. It should be focused on two elements: learning and
performance.

Analysis – The data gives us no information without proper analysis. This must reflect
feedback-giving conditions in the organization. Analysis itself could consist of some formal
reports, informal discussions, or reports at staff meetings.

Feedback – When giving it, we must recognize our audience that would receive our
feedback. It could be program developers, who would use it for redesign the program if
necessary, or facilitators of learning, who could improve their performance in future
programs. The learners are helped in understanding what happened during the learning
experience. On the other hand, the managers want to know, whether resources they gave,
were used effectively and whether the learning objectives were met. In fact, return on
investment is the best evaluation method.
Actually, the feedback process should be in two parts. The first one is your receipt of report,
which should be properly studied. Then there should be a face-to-face meeting with people
interested in evaluation outcomes. After discussion it will be obvious, whether undertaken
program was beneficial to company.

DEVELOPMENT

It is another activity of HRM. According to Luptáková , development means complex of

formal training, education, work experience and relationships, which will help the employees
in their future position. The stress is on the future-what is the main difference between
training and development. To get developed, the employee is building on his/her present
work experiences and he/she is getting the possibility to learn something new by getting
promoted, getting overseas assignment, or working on new project. It is absolutely voluntary
type of education connected with career planning.

Reasons for development

Development consists of experiences designed to prepare an individual for the future. It is

not related to the present job and it is also not designed to prepare an individual for future,
definitely defined job. It is just keeping individuals in a learning state so they are ready to
learn when new opportunities occur.
Generally, there are two directions of development. The first one is related to an
organization. They must always change if they want to survive. They must permanently
looking to the future and be prepared to anticipate every change. We are living in the times
of learning organizations. And they consist of developing employees.
The second direction is in terms of the individual. People change, environment changes and
in this world of change individuals plan their careers. Development simply helps people to
go with time.

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On the other hand, development is high-risky. This indicates that we are more likely to find
development in larger well-established organizations.

Development programs

Formal education – are involving some combination of lectures and simulations. Well know
example is WEMBA program, which is often a requirement in progress in career ladder.
Assessment centers – are often used to recognize, which employee is best suitable for
particular position, especially managerial. This is done by series of practices and tests.
360° feedback – is giving SWOT analysis of an employee from every side and therefore
giving him/her an idea of possibilities of development.
Work experience – to most common belong job enlargement, rotation, outsourcing,
promotion, demotion or international assignment.

The basic difference between development and training is that development is long-running
process of lifelong training and gaining of experiences and skills, which is undoubtedly
connected with future plans and affecting the career of an individual. Therefore the main
difference between these expressions is in the time range. While training is oriented on
current job, development is sustainable process of gaining information and skills. But
continuing process of training can become a development. Developed workforce is flexibly
reacting on changing situation and always prepared to learn something new.
Another evident difference is in participation of employees. Training in an organization is
unavoidable when management decides to undertake it. On the other hand, development of
an individual is voluntary, and depends on the responsibility of everyone to be well skilled
and experienced and so increase his/her value on the labor market.
The need of employee-development comes even more reasonable these days, when
Lisboan’s strategy of learning organizations creates the complex plan of building competitive
European economy. Refusing on developing our selves, we will consequently lose
opportunity to have a good job or what’s more, a possibility to establish a prosperous
company.

2. How are training needs of an organization assessed?

Ans:- It is important to identify training needs before trying to implement any training
solutions.

Many needs assessments are available for use in different employment contexts. Sources
that can help you determine which needs analysis is appropriate for your situation are
described below.

* Context Analysis. An analysis of the business needs or other reasons the training is
desired. The important questions being answered by this analysis are who decided that
training should be conducted, why a training program is seen as the recommended solution
to a business problem, what the history of the organization has been with regard to
employee training and other management interventions.
* User Analysis. Analysis dealing with potential participants and instructors involved in the
process. The important questions being answered by this analysis are who will receive the
training and their level of existing knowledge on the subject, what is their learning style, and
who will conduct the training.
* Work analysis. Analysis of the tasks being performed. This is an analysis of the job and
the requirements for performing the work. Also known as a task analysis or job analysis, this
analysis seeks to specify the main duties and skill level required. This helps ensure that the
training which is developed will include relevant links to the content of the job.
* Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this job. This

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information comes from manuals, documents, or regulations. It is important that the content
of the training does not conflict or contradict job requirements. An experienced worker can
assist (as a subject matter expert) in determining the appropriate content.
* Training Suitability Analysis. Analysis of whether training is the desired solution.
Training is one of several solutions to employment problems. However, it may not always be
the best solution. It is important to determine if training will be effective in its usage.
• Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective
training results in a return of value to the organization that is greater than the initial
investment to produce or administer the training.

Needs Assessment techniques include:

* direct observation
* questionnaires
* consultation with persons in key positions, and/or with specific knowledge
* review of relevant literature
* interviews
* focus groups
* tests
* records & report studies
• work samples

3. What are the broad responsibilities of a trainer in a training programme?

Ans:- General Trainer Responsibilities

1. Understand the organization and their role as a trainer

2. Maintain their content expertise by educating themselves (through workshops,
reading material, on-site shadowing, etc.) in the research, current practices, and future
trends regarding the topic(s) they train
3. Be aware of limitations regarding their expertise
4. Continue to develop their skills as trainers (as identified in the trainer competencies)
5. Maintain an average evaluation score of at least 4.2 (on a 5-point scale)

6.Develop workshops that include current best research evidence regarding the topic area,
and clearly distinguish between evidence and opinion during a workshop
7. Be aware of copyright law and do not use materials in workshops that violate
copyright law
8. When developing more than one workshop, do not duplicate content or exercises;
each workshop should contain different content and exercises
9. Be familiar with competencies and know how to utilize them when designing
workshops
10. Refrain from altering the content of any standardized training
11. Be actively involved in the process of becoming culturally competent and develop
the knowledge and skills to include relevant cultural concepts in their training workshops
12. Arrive early for workshops, stick with the schedule, and stay afterwards to answer
trainee's questions
13. Always appear professional in dress and manner
14. Respect client confidentiality during workshop presentations and advise trainees to
do the same
15. Refrain from promoting or selling non-training-related material or from marketing
other workshops
16. Incorporate TOL and adult learning strategies, such as the Idea Catcher and action
plans, into every workshop
17. Have the skills needed to handle difficult participants
18. Allow enough time for evauations to be completed and accept feedback given

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 19. Complete sign-in sheets and the trainer feedback form for each workshop

4. What are the responsibilities of the management of an organization with respect to

implementation of training programmes?

Ans:- Roles and Responsibilities

1. Administration and management of the training programme(s)

2. Participation in the appointments process
3. Overseeing the delivery of the training
4. Monitoring and inspection of posts

Administration and Management

This includes:

*
the identification of appropriate training placements/slots ensuring that trainees are
placed only in educational and approved training placements that reflect the level of training
appropriate to the individual trainee
*
advising the training Personnel and Specialty Training Office of rotational changes to the
training programme, allowing adequate notice for information to be passed to Trusts and
trainees
*
input to the local (specialty specific) assessment process which informs the Annual
Review
*
participation in the Annual Review (RITA) process; this will enable the Programme
Director to assess the progress of the individual trainee and plan their further training

Participation in the appointments process

This includes:

*
liaison with the training Personnel and Specialty Training Department based within the
Deanery. The Programme Director may be involved in approving the wording of the
advertisement, drawing up the person specification and specialty-training prospectus. In
order to ensure that appropriate approval has been received.
*
close involvement with the short-listing and interview processes. The Programme
Director will be responsible for allocating, in conjunction with the appointment committee,
the successful candidates to the vacant placements and may be required to set the trainee's
provisional .

Delivery of Training

This includes:

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 *
establishment of an appropriate training programme
*
lead on flexible training, co-ordination of appropriate training programmes for flexible
trainees
*
assessment of the individual needs of trainees and advising local supervisors of defined
trainee objectives agreed at annual review (RITA)
*
recommendation of placement for those requiring targeted or remedial training
*
advising on the appropriateness of time spent out of programme.
*
counselling of individual trainees.

Monitoring and Inspection

This includes:

*
considering opportunities and bids for new posts and advising of requests to establish
new posts (the final decision rests with the Dean Director)
advising regarding local increases or decreases in numbers of trainees and/or posts in
line with national allocations
*
advising of training difficulties to be addressed in specific trusts, and recommended
temporary approval of posts for training pending, etc
*
providing reports to support the Annual Review process

5. Write a brief note on recent trends in training.

Ans:- Multimedia and Online Training

“If you’re not in multimedia or online training, you’d better be thinking about it,” said one
trainer to another at a recent Training conference. Both the Exposition and the Conference
sessions echoed this sentiment. A recent ASTD conference featured less multimedia, but
online providers of educational sessions proliferated. Even though the current move in
organizations has been to offer training on CDs, Web-based training (WBT) is not far
behind.

As one booth worker explained, “There are basically three market segments these
companies are going after. They want to be aggregators of content from whom
organizations purchase a set of courses to offer internally. They want to develop and offer
their own courses for an annual or pay by course fee. Or, they want to offer classes to
individual consumers.”

The quality of the courses varies as does the amount and type of multimedia used in their
presentation.
Additional Topics Generated by Web Based Training (WBT)

This move to online learning has created several sub-conversations. One is Electronic
Performance Support Systems (EPSS) that deals with the interface between people and
software. Another is creating and offering courses that trainees will actually finish; the drop
out rate in self-monitored training is high.

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In a less positive direction, some providers of traditional training were attempting to move
traditional, manual-based courses online. The resultant courses looked like training manuals
online and did not tap into the advantages of the Web including interconnectivity and the
ability to publish real-time, up-to-the-minute information.

Finally, training professionals were discussing how to integrate a real, live instructor and
peer interaction with Web-based or CD training.

Performance Consulting

Human Performance Technology or performance consulting is changing the face of the

traditional training department forever. Few training organizations offer trainer-led, generic
classes as the only, or even major, solution to organizational challenges and opportunities
any more.

Emphasis is now placed on providing a range of potential solutions and assists that include
in-depth needs assessment via interviews, surveys and focus groups. Alternatives to
training offered by progressive human resource departments include coaching,
organizational development or planned change consultation and interventions, facilitated
planning sessions and large group processes. The training that is provided is often custom-
designed with stated outcomes congruent with the direction of the business.

Performance Management

Another trend that is sweeping the field of human resources is the integration of training and
development into an entire performance management system. Organizations are moving
away from the long-established, one-on-one appraisal or performance review with a boss
held once per year.

They are designing performance management systems, instead, that provide an individual
with personal and professional developmental goals and training opportunities. In a
performance management system, people receive more frequent feedback from many
points of view including peers, direct reporting staff members and the boss. The feedback,
known as 360-degree feedback, provides a more balanced set of observations for the
employee.

The performance management system also integrates a performance development plan for
the individual. This plan assists the employee to continue to develop his skills and abilities.
For these plans, preference is accorded to integrated corporate university courses and
internally custom designed and presented training.

Performance development plans may include coursework, but also provide learning
activities on the job such as special projects, serving on cross-functional teams, and skill
stretching job assignments.

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 PART– B

1. Why is it necessary to evaluate training processes and activities?

Ans:- * Training needs identification and setting of objectives by the organization

* Planning, design and preparation of the training programmes against the objectives
* Pre-course identification of people with needs and completion of the preparation
required by the training programme
* Provision of the agreed training programmes
* Pre-course briefing meeting between learner and line manager
* Pre-course or start of programme identification of learners' existing knowledge, skills
and attitudes
* Interim validation as programme proceeds
* Assessment of terminal knowledge, skills, etc., and completion of perceptions/change
assessment
* Completion of end-of-programme reactionnaire
* Completion of end-of-programme Learning Questionnaire or Key Objectives Learning
Questionnaire
* Completion of Action Plan
* Post-course debriefing meeting between learner and line manager
* Line manager observation of implementation progress
* Review meetings to discuss progress of implementation
* Final implementation review meeting
* Assessment of ROI

Whatever you do, do something. The processes described above allow considerable
latitude depending on resources and culture environment, so there is always the opportunity
to do something - obviously the more tools used and the wider the approach, the more
valuable and effective the evaluation will be. However be pragmatic. Large expensive critical
programmes will always justify more evaluation and scrutiny than small, one-off, non-critical
training activities. Where there's a heavy investment and expectation, so the evaluation
should be sufficiently detailed and complete. Training managers particularly should clarify
measurement and evaluation expectations with senior management prior to embarking on
substantial new training activities, so that appropriate evaluation processes can be
established when the programme itself is designed.

There are many different ways to assess and evaluate training and learning.

Remember that evaluation is for the learner too - evaluation is not just for the trainer or
organisation.

Feedback and test results help the learner know where they are, and directly affect the
learner's confidence and their determination to continue with the development - in some
cases with their own future personal development altogether.

Central to improving training and learning is the question of bringing more meaning and
purpose to people's lives, aside from merely focusing on skills and work-related
development and training courses.

Learning and training enables positive change and improvement - for people and employers
- when people's work is aligned with people's lives - their strengths, personal potential, goals
and dreams - outside work as well as at work.

Evaluation of training can only effective if the training itself is effective and appropriate.
Testing the wrong things in the wrong way will give you unhelpful data, and could be even

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more unhelpful for learners.

Consider people's learning styles when evaluating personal development. Learning styles
are essentially a perspective of people's preferred working, thinking and communicating
styles. Written tests do not enable all types of people to demonstrate their competence.

2. Discuss the effectiveness of role playing as a training method.

Ans:- One of the most effective training methods is role playing. Not just for sales or
customer service training, this technique is an excellent way to achieve a number of benefits
for employees, management and support people. Role playing is not just "practicing working
with an imaginary customer out loud." Role playing allows a group of employees to act out
work scenarios. It opens communications, and for the amount of time when it puts a player
'on-the-spot,' it also gives a great deal of confidence and develops camaraderie among
those participating in (doing) the role play situations.

For instance, you might train salespeople by having two people act out a 'sales' scenario.
One acts as the salesperson, the other acts as the customer. This allows salespeople to
practice their sales techniques. A trainer and/or other trainees may watch the role play and
critique it afterwards.

Role playing can be used in every department by management and employees to practice
business situations. Role playing is the systematic building of correct habits while learning
the acceptable system and the best way to communicate your ideas to the customer. Role
playing should be done in a low-stress environment, which makes it easier to learn. The
trainer can critique the role play situation and corrections can be made immediately by more
rehearsal. Assimilation of the training material and implementation of a key element of the
system can occur quickly in business. Role playing should be performed where the job will
take place. This means at the work desk, on the phone, at the checkout counter, delivery or
warehouse area. This setting should provide all necessary notes or equipment the
employee may have, and should be performed with the person playing the part of the
customer.

Role-Playing is an Excellent Exercise For:

* Analyzing problems
* Job interview to see how comfortably they communicate
* Improve selling by applying various selling solutions
* Developing teamwork, cooperation, and creative problem-solving
* Exercise for improving listening skills

Change Role Playing Partners at Regular Intervals

The trainer should select the partners that will work together. The trainer can match a new
employee with a highly skilled co-worker. This will speed up the learning curve of the new
person. The trainer can put 'veteran' workers together, but caution must be given as to how
they will interact during this training. Sometimes they take it too lightheartedly and therefore
do not gain the benefits of the exercise. The trainer must set up the scenario and must also
set up a variety of customer 'personality types' to be used. Based on your business and
circumstances you will have to insert the, "I am just shopping," the, "I'm an impatient
customer," or the, 'unfriendly,' or a 'non-talker,' types or scenarios. They must be something
that will prompt your partner to take on different roles to reflect the different personalities
encountered.

Straightforward Tactics and 'Just the Basics' Get Results

The first few times a person 'role plays,' they will be nervous and unsure of this training
method. You will hear the statement, "This is harder than working with a real customer."

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This is true, because the real customer does not know how the system should work, or how
the message should be given. Each section of role playing should be simple and not
introduce difficult role-playing situations with lots of strong objections or difficulties. The right
way to learn material rapidly is to repeat it, then practice it in the role play format, and then
gradually add more difficult situations. With more and more diverse objections this will
quickly enhance skills without putting excess pressure on the employee.

3. What would be the training scheme for skilled, semi-skilled and unskilled workers?

Ans:- Unskilled work – Unskilled occupations are the least complex types of work. Jobs are
unskilled when persons can usually learn to do them in 30 days or less.

Examples of unskilled jobs are:

* clerk/typist
* surveillance system monitor
* hand packer
* circuit board assembler
* restaurant dishwasher

Semi-skilled work – Semiskilled occupations are more complex than unskilled work and
distinctly simpler than the more highly skilled types of jobs. They contain more variables and
require more judgment than do unskilled occupations. Even though semiskilled occupations
require more than 30 days to learn, the content of work activities in some semiskilled jobs
may be little more than unskilled. Therefore, close attention must be paid to the actual
complexities of the job in dealing with data, people, or objects and to the judgments required
to do the work.

Examples of semi-skilled jobs are:

* chauffer
* room service waiter
* carpenter
* nurse's aide
* administrative assistant

Skilled work – Skilled occupations are more complex and varied than unskilled and
semiskilled occupations. They require more training time and often a higher educational
attainment. Abstract thinking in specialized fields may be required.

Examples of skilled jobs are

* chemists
* architechts
* school band directors
* physicians
* attorneys
* CEO of a business

4. What problems can an organization face if its training objectives have not been properly
evaluated?

Ans:-

5. Write short notes on:

a. Mentoring

Ans:- Mentoring is about one person helping another to achieve something. More

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specifically, something that is important to them. It is about giving help and support in a non-
threatening way, in a manner that the recipient will appreciate and value and that will
empower them to move forward with confidence towards what they want to achieve.
Mentoring is also concerned with creating an informal environment in which one person can
feel encouraged to discuss their needs and circumstances openly and in confidence with
another person who is in a position to be of positive help to them.

The need or even the necessity to achieve is present in all stages of life. At school and
higher education there are standards to attain and examinations to be passed. If we have a
hobby or a spare time interest, it is likely that we will be keen to get to grips with it as quickly
as possible. When we start work we need to know the ins and outs of our job and what we
are expected to do. In time, we may wish to consider the career prospects that exist in our
current job and what we might aspire to. On a personal level, we may have set goals for
achievement in the medium and long term. Clearly, we need help, advice and support in
many aspects of life.

There are many sources of help that are linked to the attainment of goals. The formal
structures within education, for instance, are designed to help students to complete their
studies successfully. In the world of work, most organizations have systems of training and
in-service development. Frequently, these are linked, and rightly so, to formal strategies for
training and development, supported by processes of appraisal and performance review.
Many of these approaches, however, have a common element - they take place in-house
within the line management structure. Formal training and development structures are
intended to be supportive and helpful. It is a fact of life, however, that some people do find it
difficult, and possibly embarrassing, to discuss matters of a personal nature and their true
career development intentions with those with whom they are in a line management
relationship. In such cases, some other type of help and support is desirable.

Mentoring is an approach to people development that introduces an independent and

objective source of help outside and independent of the line management relationship. It is
being introduced, increasingly, into many different organizations and circumstances.
Common examples are found during formal periods of training, in preparation for vocational
or professional qualifications, in the introduction of new employees to new jobs and, at the
opposite end of the structure, to help senior members of staff to prepare for their next posts.
Mentoring also features within the academic sector - in the staff development processes of
some colleges of further and higher education - and is also being used in schools to foster
the development of gifted schoolchildren.

Whatever the circumstances, mentoring is an exclusive one-to-one relationship, is

completely confidential and can be a useful complement to other staff development tools.

b. Counselling

Ans:- Counselling is a process that enables a person to sort out issues and reach decisions
affecting their life. Often counselling is sought out at times of change or crisis, it need not be
so, however, as counselling can also help us at any time of our life.

Counselling involves talking with a person in a way that helps that person solve a problem
or helps to create conditions that will cause the person to understand and/or improve his
behaviour, character, values or life circumstances.

The counsellor's job is to help the other person, the client, help him/her self. If the client is to
feel safe enough to be open about her/his thoughts and feelings, he/she needs to feel safe,
respected and understood. I list some skills below.

The counsellor must So that the client can

Listen Develop his/her thinking

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Not judge Feel safe and respected

Pay attention Know you care

Accept the client's feelings Know he/she is not being judged

Understand the client's world

and feelings, put yourself in the
client's shoes. Express that
understanding. Know you are with him/her

Think about the client Get the best help possible

The counsellor may So that the client can

Ask questions Develop her/his own thinking

Summarise Hear her/his thoughts and know she/he is understood.

Ask the client to try new

behaviour in the counseling
session Release blocking emotion such as. Unexpressed
anger or sadness.

Counsellors should not This will make the client

Argue Defensive

Dwell on their own difficulties Withdraw

Solve the problem for the client Dependant

Give advice Dependant or hostile

Belittle the clients' concern Withdraw or attack

Avoid painful areas Be frustrated

Staggering! Most of the problems of organisations require people to work together to solve
them. Listening is the key skill required. Counselling training is the best way to get people to
appreciate the value of listening and want to listen well.

Organisational performance depends on the quality of the thinking of staff at all levels.
Counselling enhances the ability of the client to think and his/her willingness to act
powerfully.

These skills are vital to get the best from people and therefore for all managers.

c. E-Learning

Ans:- E-learning (or sometimes electronic learning or eLearning) is a term which is commonly used,
but does not have a common definition. Most frequently it seems to be used for web-based distance
education, with no face-to-face interaction. However, also much broader definitions are common. For
example, it may include all types of technology-enhanced learning (TEL), where technology is used
to support the learning process. Although pedagogy is usually not part of the definition, some authors
do include it. For example in this definition, where e-learning is said to be: "pedagogy empowered by
digital technology". It is important to realize that the term e-learning is ambiguous. It is nearly

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impossible to define what it is, as it has different meanings to different people. Furthermore, it is
often used interchangeably with various other related terms, such as distance learning, distributed
learning, and electronic learning. The meaning of the term also seems to be dependent on the context
in which it is used. In companies, it often refers to the strategies that use the company network to
deliver training courses to employees. Lately in most Universities, e-learning is used to define a
specific mode to attend a course or programmes of study where the students rarely or never meet
face-to-face, nor access on-campus educational facilities, because they study online.

E-Learning also often refers to the first generation of systems supporting the learning process (such
as LMS, LCMS), that relied on the idea of replicating the concept of the classroom in an online
setting[citation needed]. E-Learning, that was affected (with some delays) by the Dot-com bubble,
and many failures can be reported related to this initial vision.

E-Learning can provide for major benefits for the organizations and individuals involved.

1. Improved performance
2. Increased access: Instructors of the highest calibre can share their knowledge across borders,
allowing students to attend courses across physical, political, and economic boundaries. Recognized
experts have the opportunity of making information available internationally, to anyone interested at
minimum costs.
3. Convenience and flexibility to learners: in many contexts, eLearning is self-paced and the
learning sessions are available 24x7. Learners are not bound to a specific day/time to physically
attend classes. They can also pause learning sessions at their convenience.

14
PART – C
1. What factors does a training and development budget depend upon?

Ans:- Proper training and development should be considered an investment, not a cost — it
should generate a return within a reasonable time and largely pay for itself. It will only do
this if it is well-planned and co-ordinated with company objectives. Training towards a well
defined performance target (i.e., ‘to reduce the wages percentage by 2% over the next
year’), will yield a far better result than ad hoc training administered by ‘the seat of the
pants’.

A fairly constant percentage of company income should be devoted towards training. Most
well-run hospitality companies spend between 2 - 5% of their total payroll. The upper end of
this scale may seem extravagant, but training as intensively as this pays very large
dividends — profits, customer service, staff stability.

As a rough guide, 70% of the training budget should be spent on the top two-thirds of your
pyramid. This is because training is specialised and far more expensive at management
level than at the lower levels, and usually requires the services of external organisations.
The remaining 30% of the budget still represents sufficient money for an excellent standard
of general staff training because skills training can be mass-produced and largely handled
in-house at this level.

Two-thirds of employers (66%) have an annual training and development budget.

· This means that an estimated 186,000 employees work in organisations without a

training and development budget.

· Micro-enterprises were much less likely to hold a training budget with 63% doing so
compared to 71% of large employers.

43% of employers had a training budget and 51% had a training plan whilst the National
Employers Skills Survey reported that 33% of employers held a training and development
budget and 45% a training plan

These comparisons should be interpreted with caution due to the differences in the
questions. It does perhaps indicate the sector’s understanding of how important training and
development is.

If two-thirds of employers have a training budget but lack of funding is regularly cited as a
reason not to be able to train staff, further work is needed to look at the size of budgets
against the cost of courses that meet employers’ (and employees’) needs.

2. What are MDPs? Why they are required?

Ans:-

3. How should the personnel of an organization be trained in the event of market changes?

Ans:- As we look at the enduring organizations, we identified Seven Keys to building talent
management strategies which make your organization "ready for change."

1. Transform Engagement into a business imperative. Change-ready organizations like

Lowes, Kaiser Permenente, and Wal-Mart, are focusing on line leaders and line employee
engagement programs. Cedric Coco from Lowes will be talking about the company's "talent
business model" for engagement.

15
 2. Build Learning Environments, not learning programs. Today more than ever adaptable
organizations want to build a "learning culture" not just a set of training programs. We will
show how Accenture, IBM, and the US Airforce create flexibility through their corporate
learning environments.

3. Drive specialization: depth not breadth. Enduring organizations are experts. Their
business strategy allows them to focus on bing world-class at a few things, demanding high
degrees of specialization. You will hear more about how Qualcomm and Boeing use
specialization as an enduring business strategy.

4. Renew the nobility of first line management. Organizations run on their line managers -
line managers create, lead, and implement change. Companies like Pfizer, Children's
Hospital of Atlanta, and Vestas will talk about their focus on line leadership as an enduring
business strategy.

5. Design for talent mobility. When changes happen we must be ready. Change-ready
organizations like Aetna, Caterpillar, Pemex, and IBM have systems and processes to
rapidly move people to new positions and roles when needed. These companies can
downsize strategically without losing critical skills.

6. Learn from "we" not "me." The collective wisdom of the organization learns far faster
than individuals. Change-ready companies are now leveraging social networking to rapidly
share insights, information, and learning. Sun and BT will demonstrate their internal sharing
systems at IMPACT.

7. Focus and consolidate: "do less with less." Regardless of the state of the economy,
change-ready organizations constantly look for ways to simplify, consolidate, and reduce
expenses. We will talk about how Cisco, Starbucks, and others are "doing less with less"
and becoming better businesses as a result.

4. Discuss case study as a training method.

Ans:- Case Studies try to simulate decision making situation that trainees may find at their
work place. It reflects the situations and complex problems faced by managers, staff, HR,
CEO, etc. The objective of the case study method is to get trainees to apply known
concepts and ideologies and ascertain new ones. The case study method emphasize on
approach to see a particular problem rather than a solution. Their solutions are not as
important as the understanding of advantages and disadvantages.

Procedure of the Case Study Method

# The trainee is given with some written material, and the some complex situations of a real
or imaginary organization. A case study may range from 50 to 200 pages depending

upon the problem of the organization.

# A series of questions usually appears at the end of the case study.

# The longer case studies provide enough of the information to be examined while the
shorter ones require the trainee to explore and conduct research to gather appropriate
amount of information.

# The trainee then makes certain judgment and opines about the case by identifying and
giving possible solutions to the problem.

16
# In between trainees are given time to digest the information. If there is enough time left,
they are also allowed to collect relevant information that supports their solution.

# Once the individuals reach the solution of a problem, they meet in small groups to discuss
the options, solutions generated.

# Then, the trainee meets with the trainer, who further discusses the case.

Case Study method focuses on:

* Building decision making skills

* Assessing and developing Knowledge, Skills and Attitudes (KSAs)

* Developing communication and interpersonal skills

* Developing management skills

* Developing procedural and strategic knowledge

5. Write a note on Corporate University Model.

Ans:- A corporate university is any educational entity that is a strategic tool designed to
assist its parent organization in achieving its goals by conducting activities that foster
individual and organizational learning and knowledge. Corporate universities (CU) are a
growing trend in corporations. In 1993, corporate universities existed in only 400 companies.
By 2001, this had number increased to 2,000, including Walt Disney, Boeing, and Motorola.

In most cases, corporate universities are not universities in the strict sense of the word. The
traditional university is an educational institution which grants both undergraduate and
postgraduate degrees in a variety of subjects, as well as conducting original scientific
research. In contrast, a corporate university typically limits scope to providing job-specific,
indeed company-specific, training for the managerial personnel of the parent corporation.
Corporate universities are most commonly found in the United States, a nation which has no
official legal definition of the term "university". Perhaps the best known corporate university
is the Hamburger University operated by McDonald's Corporation in Chicago.

Corporate universities are set up for a variety of reasons, but most organizations have the
same basic needs. These are to:

* Organize training
* Start and support change in the organization
* Get the most out of the investment in education
* Bring a common culture, loyalty, and belonging to a company
* Remain competitive in today's economy
* Retain employees

CUs offer valuable training and education to employees, but they also help organizations
retain and promote key employees. Although a CU may sound attractive, there is a lot of
work that goes into the planning and implementation of such a project.

17
There are ten steps to implementing and sustaining a successful corporate university.
These steps are:

1. Executives or top management of an organization must form a governing body for the
corporate university, much like that of a traditional university, which will establish and
profess the organization's commitment to the program.
2. The vision or strategic plan of the corporate university must be crafted;
thereby,determining the organization's goals for the program.
3. The organization must then recommend a funding strategy. Most commonly, corporate
universities are either funded through corporate allocations or through charges placed on
individual business unit budgets.
4. Next the organization must determine its audience or stakeholders who will use the
corporate university service.
5. In addition to determining the audience, the organization must also determine how the
needs of the audience will be met while continually pursuing the strategic goal of the
corporate university.
6. Following the completion of the above tasks, corporate university organizers must
develop a template for how products and services will be designed to achieve university
goals.
7. The organization must also select suppliers, consultants, traditional universities and for-
profit firms who will act as learning partners, if appropriate.
8. The use of technology and resources to be used by the corporate university must then
be determined.
9. Additionally, a measurement system should be developed that will allow the
organization to continually monitor its progress against the university's strategic goals.
10. Lastly, the governing body must communicate the vision of the corporate university
constantly and consistently. All stakeholders should be made aware of the mission, products
and programs that make up their organization's corporate university.

These steps may need to be tweaked to align with the size or goals of your organization.
CUs can be outsourced to a consulting firm or planned and implemented in house. It is a
growing trend for organizations to partner with traditional universities. A traditional university
brings organization, structure, and faculty. Universities are often interested in CU
opportunities because of the economic gain. There are a number of consulting firms that will
help you to set up you Corporate University, but that can become very expensive. This
process can also take a long time, sometimes up to a two years. Forming a cross functional
team of business stakeholders can be used to launch the corporate university.

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CASE STUDY-1
Questions
1. As Rajat’s supervisor can you find out whether the poor performance is due to poor
training or to some other cause?

Ans:- Problems manifest themselves in many ways but to truly solve a problem you must
make sure you have found the root cause.

The number one root cause management usually jumps to is (1) Poor Training. Yes,
training is a root cause to some problems but, it is not the sole reason why things go wrong.
Many times employees may not be (2) following procedures. Unused procedures are not
effective. Why aren’t they following procedures? Perhaps because they are (3) poorly
written procedures. If a procedure is unclear it is a lot harder to follow. Even well-written
procedures are not perfect.

(4) Poor employee placement can result in mistakes too. Your employee may not be the
right person for the job. Better screening, job descriptions, or testing can help you to place
the right person in the right job. Yet even with the right person you could have (5) poor
methods that have been outdated but not changed, or at least the changes were poorly
communicated.

Next, (6) poor inspection causes mistakes. This is really about attention to detail,
understanding your product, and caring for the output that you are passing on to the next
step in the process. Pay attention and take the time to inspect your product and you will
reduce a very common root cause.

Related to inspection is (7) poor maintenance. If you neglect your equipment then it is more
likely to malfunction. Lean thinking focuses on preventive maintenance, which means
regularly maintaining your equipment to ensure it does not break down in the middle of
something important you are doing. Of course it could be breaking down because of a (8)
poor engineering or design in the first place. Focus on designing in quality by doing it right
the first time and you will avoid this root cause.

Are you selecting (9) poor inputs or materials because the price is right? If so, then perhaps
your management has (10) poor rewards or incentives in place? I am not talking about just
money. Recognition of good quality or pointing out poor quality performance may be all that
is needed to send the message that quality is important and thus preventing many of these
root causes in the first place.

People don’t make mistakes. Systems make mistakes. If you have a system for training,
well-written procedures, following-up on procedure usage (i.e. internal auditing, metrics,
rewards), developing competent employees for the role they are placed in, updating and
innovating methods, attention to detail, disciplined maintenance, quality designs, constant
rewards and incentives for good work, and supplier validations, then you would have
eliminated 80% of all of your failures or mistakes. The last 20% is left to the individual’s
ability to operate the system you have just created.

2. If you find Rajat has been inadequately trained, how do you go about introducing a
remedial training programme?

Ans:- In conducting training needs analysis at any level, we need to understand that training may not
be the solution, at least not the whole solution. Training is normally employed with the expectation of
changing individual performance. While training can, and does change the ability of individuals to
perform, on-the-job performance also depends on other factors that form a complex interconnected
human performance system. For any system to produce a desired performance output, there are

19
always a number of factors that must be managed.

In principle if you manage all six well, you will get the desired performance. If you ignore any of the
six, the desired system performance becomes less likely. Training can indeed be an important part of
a system solution, but if other parts are not provided, training may not be effective.

1. Make expectations clear:

The expected outputs, and actions to produce results, must be made crystal clear. These include
vision, values, mission, roles, goals and objectives, action plans, milestones and standards. If you
don’t tell them what is expected, don’t expect results.

2. Provide necessary resources and conditions:

No one can produce the expected results if they do not have the process, methods, tools, materials,
space, time, money, and people to do the job. A workplace that is badly designed, uncomfortable or
unsafe also makes it difficult to perform. Given the means, they can deliver performance. If not...

3. Measure the performance of the system:

In order to determine if expected results are being achieved we need to measure the performance
outputs. It might also be helpful to monitor in-process indicators, which affect system outputs. Using
metrics we can identify progress toward targets, verify performance as desired, or identify problems
and opportunities for improvement. We all pay attention to what gets measured.

4. Communicate progress and results:

Continuous and visual feedback on the performance and results achieved by the team and system
allows for quick recognition and correction of problems and implementation of improvements. If
individuals do not know how well the system is working it is difficult to achieve the desired results,
much less make improvements. Performance knowledge empowers improvement.

5. Provide appropriate incentives:

Consequences are important. Positive rewards for good performance, congratulation, recognition and
celebration, promote and encourage the behaviors that produced the results. Take care to avoid
negative consequences for positive performance, or benefits for negative performance. If it felt good,
they’ll want to do it again.

6. Develop necessary competency:

Competency is the ability of an individual or team to successfully perform a specific task or activity.
Sometimes if you are lucky, you can hire a competency off the street. More often development
through training and practice is required. Competencies are built through learning activities, and
through experience. A competency requires skills, knowledge, and attitude sufficient to do the job. A
competency has observable measurable outputs and behaviors. An individual must have the capacity,
both mental and physical to learn and to perform the task or activity. If you’ve got the skills and
knowledge you can do the job.

3. If he has been with the company six months, what kind of remedial programme would be
best?

Ans:- Training, as most people think of it, is about building specific skills. The utility and
connection of training to the workplace is implied. Professional trainers have another take
on training which they dub performance improvement. Here the focus is on solving
performance problems to achieve business results. Performance improvement
encompasses skills training but also considers other issues as well, such as does the

20
organizational structure (decision making, supervision, feedback) support the workflow and
are the environmental working conditions (equipment, light, interruptions) appropriate. The
concept of "performance improvement" is often an easier sell to management and trainees
than "training" because the emphasis shifts from the person to overall performance of the
organization. Whether you elect to offer traditional training or performance improvement, the
Instructional Systems Design (ISD) model will be a useful framework.

The ISD model, sometimes alternatively called Instructional Systems Development Model,
consists of five phases, usually described as analysis, objectives, design, delivery and
evaluation. This training model is a systematic approach to managing human capital. The
phases interrelate and form a continuous cycle.

Analysis

Analysis, also called needs assessment, is about pinpointing the gap between the present
situation and what the situation ought to be. There is no perfect way to do needs analysis. It
depends on the circumstances and the resources and whether the performance barriers
appear to evolve from behavioral, environmental, organizational or external regulatory
sources. Needs assessment is often a validation of what is already known and helps to get
support for the proposed training.

Experienced trainers enter the ISD cycle at the needs analysis phase, starting with the
design of an instrument (needs assessment tool) to collect and interpret data concerning
performance--at the individual, group or organizational levels. Assessment tools can be
surveys, questionnaires, observations, interviews or a combination of investigations. Smaller
organizations may use the more informal tools of observations and interviews but they need
to document the assessment process so it becomes an integral part of the ISD cycle and
can be used as a foundation for both the evaluation and objectives phases.

Sometimes a decision maker in an organization pre-determines a need for training but

savvy trainers always review the analysis data before moving on to determine the training
objectives. Why? Because intuition-based training interventions often identify symptoms
rather than root causes. Plus training is not the solution to all performance problems. Close
to 80% of performance barriers are environment-related. Developing job skills will not
improve these organizational issues:

* Employee lacks necessary equipment

* Job description does not match the job
* Employee has wrong qualifications for the job
* No incentives to improve

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 * Employees are inadequately supervised
* Job progress is not monitored for immediate feedback
* Policies are out of step with expectations
* Manager has a hidden agenda
* Job procedures are out of date and do not support the process
* Design of the organization thwarts productivity
* Staff is not authorized to make related decisions
* Lack of organizational leadership.

Objectives

Analysis determines who needs training and what skills or performance improvements are
indicated. Objectives set the parameters for the instructional design and help achieve the
appropriate learning outcomes.

Trainers often use the SMART acronym for objectives: specific, measurable, achievable,
realistic and time-bound. An example of a well stated objective is "Read and input 11- and
12-digit account numbers, at 80 numbers per minute with an error rate of less than 1%."
General statements like "Learn Windows 98" or "Understand how to use Shepard's" are
poor objectives because the objectives are too vague.

In many smaller environments, there is often a question of mixed audiences. For instance, a
law firm is about to roll out its first intranet. All staff will need to be trained to use the
knowledge management system but not at the same level nor for the same applications.
Support staff and legal staff will each have a specific set of operations they must know to do
to their work. Even though the topic may be the same for all groups, the training objectives
will be different. While elements of the design may be re-used, the performance goals,
exercises, and task contexts will be unique for each staff group. It is usually best to train
each group separately.

Design

Choosing the appropriate instructional technology and sequencing the learning experiences
to accomplish the objectives is the design phase. How can the necessary knowledge, skills
and attitudes be transferred to the learners? Professionals, who train only occasionally,
often default to a lecture for the sole technology without examining a lecture's functionality.
Learners learn skills best when they can practice and actively connect what they already
know with what they are about to learn. Lectures put the learner in a passive role and
assume that everyone learns best by listening when in fact more people learn best by
seeing and doing. Some alternatives to the lecture are demonstrations, hands-on,
discussion, exercises, and simulations.

There are now many communication media options so that the choice for time and place of
learning no longer has to be in a training room, away from work. Instead instruction can be
at the point-of-need (when and where needed) and build on the "teachable moment."
Design can include an electronic performance support system, online tutorials, instructions
embedded in equipment, or immediate online feedback. Distance learning via TV satellite,
teleconference or Web page are options.

In addition to the lesson plan for learning outcomes, design also includes a variety of other
techniques to break the ice, to create learning communities, to bond with the learners, and
to accelerate learning. Design includes the post-instruction support: manuals, job aids,
templates, guides, and mentors.

Part of instruction design is the logistics, including the selection of training facility, media,
equipment, time, set up, refreshments and food. If possible, test the design after it is
developed with a small group of the learners.

22
Delivery

Delivery is about implementing the instructional design. It involves a number of presentation

and human relations skills: learning people's names, varying communication styles,
establishing credibility, keeping a sense of humor, varying the pace, keeping on schedule,
not being thrown by the unexpected changes in the facility or equipment. Most trainers use
an instructor's manual, to keep on schedule, sequence the events correctly and organize
topics. The instructor's manual includes all the materials distributed to the learners plus
instructional annotations. The agenda and the trainer(s) name should be in a easily
accessible permanent place: grease board, a flip chart, a handout materials. Overheads are
not good for the agenda because the information disappears.

Evaluation

The evaluation phase actually begins with needs assessment. These questions should be
asked in the beginning. Who in the organization will be in a position to evaluate whether
performance has improved? Learner, supervisor, manager, CEO, customer, or related
department head? How will success be measured? Fewer errors, increased profits, more
output, quicker turn-around? What is the best interval to evaluate? One week, two months?
Evaluations done by the learners at the end of the training, evaluate how the learners feel
about the learning experience but it is too early for them to know how the training will impact
their job performance. Sometimes people are trained and go back to the job only to find that
the work environment does not include key equipment or systems to implement the training.

Evaluations are frequently considered a form of needs assessment. They suggest additional
areas for performance improvement as well as how to streamline and modify the training
evaluated.

4. Should you supervise him more closely? Can you do this without making it obvious to him
and his co-workers?

Ans:-yes, supervising rajat without his and co-worker knowledge.

5. Should you discuss the situation with Rajat?

Ans:-yes, I would discuss with rajat.

23
CASE STUDY-2
Questions
1. What do you think about Raghavan’s training programme?

Ans:-

2. What type of sale training programme would you suggest?

Ans:- Achieving dramatic gains in sales performance cannot be accomplished unless the skills of
your sales force are improved.

Five (5) Critical Selling Skills:

1. Buyer/Seller Relationship
2. Sales Call Planning
3. Questioning Skills
4. Presentation Skills
5. Gaining Commitment

1. Buyer/Seller Relationship

What are the sequential decisions that customers make that lead to a sale? How can we impact those
decisions and do it in the right order? Yes, there is a buying-decision process. When sellers manage
the sales process so it is in sync with the buyer's process, they are able to differentiate themselves
from their competition and walk arm-in-arm with their customer moving towards a sale. Today, only
18% are able to differentiate from competition and drive greater sales and margins.

2. Sales Call Planning

Results improve dramatically when salespeople stop winging it and learn to use a consistent, proven
sales call planning process. Action Selling is such a process. For example, the most frequent mistake
that salespeople make is the failure to have the right sales call objectives. Fixing this problem has an
immediate effect on the performance of 99% of salespeople. Effective sales call planning provides
your sales force with a road map to follow helping them to consistently gain commitment and earn
more of the customer's business.

3. Questioning Skills

Effective selling is all about asking, not telling. Learning how to Ask the Best Questions at every
stage of the sales process gives your sales force the foundational skills that build stronger
relationships and true loyalty with customers. Only 14% have well-developed questioning skills.
Salespeople continually leave business on the table and miss opportunities to deliver quality service
to your customer.

4. Presentation Skills

Great sales are not born from great standardized product pitches. A lot of money is left on the table
when presentations aren't crisply focused on solutions to previously agreed upon needs. Action
Selling shows salespeople how to present powerful Company and Product solutions that customers
love. With Action Selling, your sales force will learn to focus company and product presentations on
customer solutions and be part of the 5% that do this well.

5. Gaining Commitment

24
No sales call is successful unless the customer commits to take some action that will move the sales
process forward. It is shocking to learn that only 38% of salespeople actually ask for commitment.
Even fewer are able to handle stalls or objections. With Action Selling, salespeople know how to
handle every situation and are confident in asking for commitment smoothly and consistently.

3. What method of training would have been best under the circumstances? Would you
consider
OJT, simulation or experiential methods?

Ans:-under my consideration OJT method is appropriate.

This is the most frequently used method in smaller organizations that is on the job training. This
method of training uses more knowledgeable, experienced and skilled employees, such as mangers,
supervisors to give training to less knowledgeable, skilled, and experienced employees. OJT can be
delivered in classrooms as well. This type of training often takes place at the work place in informal
manner.

Some key points on on the job Training

on the job Training is characterized by following points

# It is done on ad-hoc manner with no formal procedure, or content

# At the start of training, or during the training, no specific goals or objectives are developed

# Trainers usually have no formal qualification or training experience for training

# Training is not carefully planned or prepared

# The trainers are selected on the basis of technical expertise or area knowledge

Formal OJT programs are quite different from informal OJT. These programs are carried out by
identifying the employees who are having superior technical knowledge and can effectively use one-
to-one interaction technique.

The procedure of formal on the job training program is:

1. The participant observes a more experienced, knowledgeable, and skilled trainer (employee)

2. The method, process, and techniques are well discussed before, during and after trainer has
explained about performing the tasks

3. When the trainee is prepared, the trainee starts performing on the work place

4. The trainer provides continuing direction of work and feedback

25
5. The trainee is given more and more work so that he accomplishes the job flawlessly

26