Training

The term training refers to the acquisition of knowledge, skills, and competencies as a result of
the teaching of vocational or practical skills and knowledge that relate to specific useful
competencies. It forms the core of apprenticeships and provides the backbone of content
atinstitutes of technology (also known as technical colleges or polytechnics). In addition to the
basic training required for a trade, occupation orprofession, observers of the labor-
market[who?] recognize today the need to continue training beyond initial qualifications: to maintain,
upgrade and update skills throughout working life. People within many professions and
occupations may refer to this sort of training as professional development.

Some commentators use a similar term for workplace learning to improve performance: training
and development. One can generally categorize such training as on-the-job or off-the-job:

 On-the-job training takes place in a normal working situation, using the actual tools,
equipment, documents or materials that trainees will use when fully trained. On-the-job
training has a general reputation as most effective for vocational work.
 Off-the-job training takes place away from normal work situations — implying that the
employee does not count as a directly productive worker while such training takes place. Off-
the-job training has the advantage that it allows people to get away from work and
concentrate more thoroughly on the training itself. This type of training has proven more
effective[citation needed] in inculcating concepts and ideas.

Training differs from exercise in that people may dabble in exercise as an occasional activity for
fun. Training has specific goals of improving one's capability, capacity, and performance.

The Indian automobile sector is growing at a rate of about 16% per annum and is now going to

be a second fastest growing automobile market in the world. The sector is going through a phase of

rapid change and high growth. With the coming up of new projects, the industry is undergoing

technological change. The major players such as, Honda, Toyota, Bajaj, Maruti are now focusing on

mass customization, mass production, etc. and are expanding their plants.

According to National Development and Reform Commission (NDRC), India’s auto making capacity

is expected to become 15 million units by the end of the year 2007 exceeding the yearly demand of

about 7 million units.

According to National Development and Reform Commission (NDRC), India’s auto making capacity

is expected to become 15 million units by the end of the year 2007 exceeding the yearly demand of

about 7 million units.

This rapid expansion is because of growing urbanization, rise in the standard of living of consumers,

easy availability of finance, liberalization, privatization, and globalization of Indian Industry. This

rapid expansion has created lots of job opportunities. Interested one in this sector has to specialize

in automobile/mechanical engineering. Currently, Automobile in India is retaining around 10 million

employees and is expected to employ more people in near future. Unorganized sector in employing

67% people while, organized sector is employing only 33% people, which is a major drawback for

automobile sector.

With this rapid expansion and coming up of major players in the sector, the focus is more on the

skilled employees and the need of human resource development has increased. The companies are

looking for skilled and hard working people who can give their best to the organization. Various

companies are opening training institutes to train interested ones in this sector, like Toyota has

recently opened Toyota Technical Training Institute (TTTI) near Bangalore that will offer 4 courses

in automobile assembly, mechatronics (a combination of mechanical and industrial electronics),

automobile weld and automobile paint. TTTI will provide both a high standard of education and

training in automotive technology as well as employment opportunities.

An analysis of training need is an essential requirement to the design of effective training.

The purpose of training need analysis is to determine whether there is a gap between
what is required for effective performance and present level of performance.

Why training need analysis?

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

Corporate need and training need are interdependent because the organization
performance ultimately depends on the performance of its individual employee and its
sub group.
Organizational Level – Training need analysis at organizational level focuses on
strategic planning, business need, and goals. It starts with the assessment of internal
environment of the organization such as, procedures, structures, policies, strengths, and
weaknesses and external environment such as opportunities and threats.

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

For this approach to be successful, the HR department of the company requires to be

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

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

However, individual competence can also be linked to individual need. The methods that
are used to analyze the individual need are:

• Appraisal and performance review

• Peer appraisal
• Competency assessments
• Subordinate appraisal
• Client feedback
• Customer feedback
 • Self-assessment or self-appraisal

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

Systematic Model Training

The system model consists of five phases and should be repeated on a regular basis to
make further improvements. The training should achieve the purpose of helping
employee to perform their work to required standards. The steps involved in System
Model of training are as follows:
1. Analyze and identify the training needs i.e. to analyze the department, job,
employees requirement, who needs training, what do they need to learn, estimating
training cost, etc The next
step is to develop a performance measure on the basis of which actual performance would
be evaluated.

2. Design and provide training to meet identified needs. This step requires developing
objectives of training, identifying the learning steps, sequencing and structuring the
contents.
3. Develop- This phase requires listing the activities in the training program that will
assist the participants to learn, selecting delivery method, examining the training material,
validating information to be imparted to make sure it accomplishes all the goals &
objectives.

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

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

Training Need Analysis, the first steps towards a successful End User Training for large
implementation programs

Typical implementations would tread the wrong path by training their end users on all the
modules/ functionalities being implemented using the traditional system based classroom
session training approach, assuming that this will make them ready for the
implementation. Some of these organizations, who are more mature, may leverage similar
approach, however by grouping their user community by departments and having some
amount of hands on training. But the fact is, the both ways lack the vision and approach
towards a successful Training Program. Even before any training activity is initiated, it's
important to understand the target end user population, their current skill sets, the impact
of the system changes on their day to day tasks and job responsibilities, and then only a
strategy must be developed around Training.

Training Need Analysis (TNA), the first step towards a comprehensive Training strategy,
aims at identification and analysis of the various training needs for the end user
community. It will highlight the gaps between knowledge and skills currently available
with workforce and the capabilities required to perform their jobs at an acceptable level
after the introduction of packaged application. The outcomes of the TNA influences key
decisions about the training program and will aid in realizing the benefits and long term
goals associated with the implementation.

The complete analysis is based on three dimensions:

• Organizational Dimension provides an understanding the overall program

objectives, charter, in-scope activities, departments/regions being impacted,
timelines, project organization and overall organization change management
processes of the implementation program. The analysis point towards learning's
from other transformational programs undertaken, workforce change adoption and
motivation levels and overall training needs. The dimension seeks inputs from
senior management and key stakeholders of the implementation program
• Business Process Dimension provides details on As Is business processes, how
the To-Be world would be, what are the process deviations and how those
deviations are being handled (process changes or system changes). The
assessment is related to the current tasks performed by the end users, the process
of performing those tasks and identification of gaps between the current and
future skills required in the To Be environment. The dimension is focused
 towards process SMEs, functional analysts and Super Users to get the required
information
• Role Dimension brings in clarity about how far the current roles are different
from the future roles in the organization. How much are the KPIs and incentives
different from the current world? This assessment will help in understanding the
various roles of the organization which will help in creating of Role Based high
level curriculum. Through understanding of KPIs and Incentives, it also is clear
which areas to focus for a particular group. The dimension seeks inputs from
Organization Change Management team and the HR Lead involved in the project

Typical Training Need analysis would include the individual dimension instead of Role
Dimension since the numbers of users impacted are far fewer as compared to a
transformation program. And that's one of the primary reasons, a higher level, "Roles in
the future world', form a dimension for Transformation program TNA. Typical Oracle
medium size implementations would have 50+ roles. Given the time, it may not be
feasible to have interviews and data collection with the each individual in the department,
however the organization needs to go ahead using a sample work stream wise Roles for
analysis towards Training Needs.

As a result of TNA, various matrices are prepared and will be used to create training and
resource plans as well as identify training requirements for individual user groups and
roles for the implementation.

Training Need Analsis at Carnation

TRAINING CURRICULUM
Type of Training: System Overview
# Topic Description Objectives Length Method/Medium
1 Training Process Introduce instructors, To ensure trainees are 15 minutes classroom training /
general information, (e.g., familiar with training in-person lecture
location of rest rooms), logistics, their role and the
define training roles and instructor’s role, and the
responsibilities, and material that will be covered.
review the agenda.
2 Training Objectives Review the objectives of To ensure trainees understand .5 hour classroom training /
the system overview the desired effect of the in-person lecture,
training. training. (transparencies)
3 System Structure Describe the overall To ensure trainees have a 1.5 hours classroom training /
structure of the general understanding of the in-person lecture, on-
system. Trainees make functions available and how line entry when
entries at their the system is instructed
workstation when structured. Having this
instructed by the trainer. context ideally helps trainees
retain more detailed
information about the system.
4 Navigating Through Describe various methods To ensure trainees know how 1 hour classroom training /
the System for navigating from one to get from one area in the in-person lecture, on-
function to another. system to the next desired line entry when
Trainees make entries at area. instructed
their workstation when
instructed by the trainer.
5 Navigating Through Trainees complete a To ensure trainees understand 1 hour classroom training /
the System - number of exercises to how to get from one area in on-line exercises
Training Exercise navigate from one area to the system to the next desired
another. area.
6 How to Get Help Review how to access the To ensure trainees know how 1 hour classroom training /
help system and how the to access the help system and in-person lecture, on-
contents are organized. obtain the desired line entry when
Trainees make entries at information. instructed
their workstation when
instructed by the trainer.
7 How to Get Help - Trainees complete a To ensure trainees understand 1 hour classroom training /
Training Exercise number of exercises to how to access the help system on-line exercises
access help and obtain and obtain the desired
requested information. information.
 TABLE OF CONTENTS

Verbal Communication Skills - Overview

How to Use the Facilitator Guide

• Verbal Communication Skills – Overview

• Facilitator Notes

• Appendix

Learning Objectives

Materials Required

• For the Facilitator

• For the Participant

Room Requirements

• Room Layout

• Equipment

• Supplies
Chapter Objectives

• Chapter 1: Setting the Context

• Chapter 2: Understanding Work Requirements

• Chapter 3: Clarifying

• Chapter 4: Persuading

• Chapter 5: Articulation

• Chapter 6: Telephone Etiquette

• Chapter 7: Wrap Up
Appendix

• Role Play Briefs

• QWIRLS & Solutions

• Transcripts

Verbal Communication Skills – An Overview

This workshop is designed to improve the effectiveness of verbal communication
amongst participants. The target audience is entry level employees in the industry having
0-5 years of experience (typically Associates).

This program attempts to build the competencies in the following area:

• Verbal Communication skills for enhanced interaction with both external and
internal clients
• Expressing enhanced verbal skills –telephonically, through video conferencing
and in one on one interaction.
• Projecting a professional image by developing an articulate persona

At the end of this program, the participant will:

• Be able to understand the significance of concepts and process of communication.
• Have an understanding of how active listening skills lead to effective verbal
communication.
• Understand the verbal behaviors which are commonly expressed and how to use
each one of these behaviors in different situations for maximum impact
• Understand the nuances of telephonic etiquette and how to handle oneself over the
phone for utmost effectiveness.
• Understand the impact of Cultural differences on verbal communication and
interpretation of verbal communication.
• Be able to evolve strategies to overcome accent related problems.
• Practice ways to reduce the “Mother Tongue Influence” in verbal communication.
• Have practiced preparation, planning and use of these skills in many simulated
situations.
• Have received objective feedback & assessment on their performance and create
an action plan for the continued development of these skills

This Program is structured in a modular format and requires three 8 hour days to deliver.
Methodologies Used:

• Question Based Discussion

• Role Plays - Audio
• Case Studies - Video
• Small Group Activities
• Conditionings
• Games
• Simulations
HOW TO USE THE FACILITATOR GUIDE

The Facilitator Guide is comprised of three main sections. The first section is the
Overview, the second section is the Facilitator Notes, and the third is the Appendix.

Verbal Communication Skills – An Overview

The overview gives information about the broad objectives the program hopes to achieve,
the methodologies used and target audience.

Facilitator Notes

This contains processing notes for each activity along with relevant slides and derivations
for each Chapter.

Appendix

This consists of role play briefs, QWIRLs (Questions which integrate and reinforce
learning), and audio transcripts.
LEARNING OBJECTIVES

This section contains the learning objectives for each of the Chapters. At the end of each
Chapter, the participants will be able to do the following:
Chapter 1: Setting the Context for Program

• State the importance of effective verbal communication in work place.

• Understand the relevant competencies required for their role.

• Have an idea of their current level of competencies.

Chapter 2: Understanding Work Requirements

• Understand the importance of the communication process and the feedback loop.

• Use probing, listening and feedback to understand work requirements.

• Understand how perception, bias, mindset can hamper understanding.

Chapter 3: Clarifying

• Understand the importance of clarifying.

• Use testing understanding, seeking, summarizing and paraphrasing behaviours

effectively.

• Understand the importance of seeking help at the right time.

Chapter 4: Persuading
 • Understand the impact of Push Vs Pull behaviour.

• Consciously choose the Pull behaviour to persuade others.

• Manage disagreements by minimizing or eliminating Defend/Attack behaviours

and maximizing Seeking/Buildings/Proposing behaviours.

Chapter 5: Articulation

• Understand the impact of articulation on the receiver of the message.

• Understand the importance of modulating the tone, pace and clarity while
speaking.

• Understand the impact of thought-word gap and semantics on articulation

efficacy.

Chapter 6: Telephone Etiquette

• Understand the do’s and don’ts of telephone behaviours.

• Understand the etiquette expected during any telephone call with particular
emphasis on conference calls.

Chapter 7: Wrap Up
 • Apply the skills learnt through role plays.

• Develop an action plan for continued implementation of skills learnt.

TRAINING MATERIALS REQUIRED

For the Facilitator

• A CD containing audio transcripts and video clips

 • Games
1. Tangrams
2. Earth Mars Game

• Facilitator Guide

• Quick Trainer Guide

• Participant Courseware

• Verbal Communication Skills Profile

For the Participant

• Courseware
• Verbal Communication Skills Profile
• Role Play Briefs
ROOM REQUIREMENTS

Room Layout

One Room large enough to accommodate 15-20 participants in cluster layout.

Equipment

1 LCD Projection Unit with speakers

1 Screen (or blank wall) to project on

1 Facilitator computer with CD ROM player

Supplies

1) Chart papers
2) Notepads
3) Pens
4) Marker pens