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NAME-SHARAD KAPOOR

PAPER NO. V
RESPONSE SHEET NO- 1

Q.1. What is training need and how does it get recognized?

Ans: A requirement of maintaining the efficiency, productivity and safety of a system or


an individual signifies a training need. Training is a tool of effective management.

Training need analysis is the first step to effective training. Training need analysis means
measuring the gap between skills available and skills required for employees and provide
measures so that those gaps can be reduced. When training need analysis is done, it is
possible to focus attention on the target and identify the means for reaching the target.

The need analysis process also involves others and helps them to understand the issues
which they come across.

There are five essential reasons for doing need analysis:

 The business world is changing rapidly and organizations require keeping pace
with this change.
 As result everyone is being asked to stretch and to do more than ever and to do it
faster.

 To ensure solution addresses the issue.

 To focus resources, time and effort effectively towards a targeted training


solution.

 To eliminate the necessity of looking for another job.

A training need occurs whenever the procedures, processes and methods of work in an
organization are changed. Training can also offer the management an assessment of those
within its labor force who might be well suited for new jobs and responsibilities.

These needs can be recognized on the basis of:


 Analysis of processes of change
 Analysis of work problems and
 Analysis of the manpower skills of an organization

The management and human resource systems must be willing to accept the change. The
organization must change itself to adjust to the changing outside world. Change would
require orienting and training the people to the new techniques, skills and adjustments to
new situations.
Training needs can be recognized in four sections-

Technological changes-
Whenever there is some introduction of new ideas in equipment and
technology, a technological change is said to take place. E.g. introduction of computers.
People have to be oriented to new knowledge; new skills and also they must appreciate
the change process.

Environmental changes-
There is constant change in consumer’s i.e. user’s habit and taste. For this, new
products and services will require change in systems. Survival of any organization lies in
understanding and an awareness of the changes in outside world.

Legislative changes-
In many basic industries like steel, coal and textiles, there is a legal
framework, shape and application to their concepts of social growth. The Legislators at
central or local level give such frameworks which can be in area of policy, planning,
pricing, wages, and employment policies. Training has to be designed to respond to these.

Manpower composition changes-


Changes in the staff composition due to resignations, dismissals, layovers, retirement and
other factors result in changes in internal ratios of manpower. This not only alters the
demographic ratio and quality of experience but also may change the education level.
Hence training need is justified.

‘Training needs’ also need to be identified because of the changed character of


managerial work force
Investigate
Training needs

Assess effectiveness of training Design training


Conduct Training

Q.3. Discuss the various steps involved in designing training program.

Ans: A training design is a detailed plan for what you will do, why you will be doing it,
and the best ways to reach your objectives.
The eight steps to an effective training program are-

Step One- Define purpose of training and target audience-


 Be clear about what your training needs hope to accomplish.
 Be clear who will be your target audience.

Step Two- Determine participant’s need-


The more accurately you know the needs of your participants the better your training
design will be. Find out their needs and expectations. Tell the participants to complete a
brief written survey or survey a random number of participants by phone to get detailed
information. Ask them about-
 Current roles and responsibilities
 Previous training on this topic
 Reason for attendance
 Specific need and expectation of the event

At the end review past evaluation and feedback forms.

Step Three- Defining training objectives-


Clearly defined objective provide criteria for-
 Clarifying expected outcomes
 Outlining training contents
 Planning specific training activities
 Selecting / developing material
 Designing evaluation procedure
 Communicating program intent to participants and others
 Ensuring training is realistic and appropriate

Step Four- Outline training content-


Training has three components- an introduction; a learning component and a wrap-up and
evaluation component.
Introduction- Establish a positive learning environment; develop interest;
reduce anxiety and make good relations. Include some content into introductory
activities.
Learning component- Concepts and ideas taught and explored; skills
demonstrated are practiced and discussed. Activities should actively involve the
participants in acquiring knowledge or practicing skills.
Wrap-up & evaluation component- Here ‘pull it all together’. Highlight
essential learning; summarize central concepts and describe steps. Open up for questions,
concerns and feedback.

Step Five- Develop instructional activities.


 Organize activities so that outcomes identified are achieved. Activities should
have an introduction, a main segment and a wrap-up segment.
 Select training strategies that meet the objectives. E.g. skill development is best
achieved through modeling, practice and feedback while information is achieved
through discussion and collaborative group work.
 Effective training design takes into account principles of adult learning; group
size; participant learning style; prior experience/ education level of the
participants, type of skill and information to be presented, and so on.
Strategies that promote active learning can be brainstorming, games, mini-lectures, small
work group, simulations, role-playing, and case-studies.

Step Six- Prepare a written training design.


 Write a detailed plan of the training session including goals and objectives, the
sequence of specific learning activities and time allotted for each; directions and
key points to be covered for each activity and the trainer who will be responsible
for the activity.
 Consider the skill, expert knowledge, training style and comfort level of each
trainer.

Step Seven-Prepare participant evaluation form.


Evaluation determines if the training has achieved its objectives and to identify what
needs to be improved.

The evaluation form should ask the following-


 Did the participants acquire the skills and knowledge that they were supposed to?
 Were the trainers had enough knowledge about the training contents?
 Were the activities interesting and effective?
 Was the training format appropriate?
 Was the training on this topic adequate and satisfactory?

Step Eight- Determine follow-up activities for the event.


Follow-up activities provide continued support and feedback. Prepare follow-up activities
as you develop your training design and these activities should make the participants
reflect on what they have learnt and the process of implementation.
Some activities include -
 Peer observations and coaching
 Newsletters and web-site postings
 Mentoring
 Study groups
 On going communication between participants and trainees
NAME-SHARAD KAPOOR

PAPER NO. V
RESPONSE SHEET NO- 2

Q.4. Discuss the need for evaluation of training. How can evaluation help the design of
training programs?

Ans: Evaluation is an essential step in the effective implementation and continuous up


gradation of training programs. It involves a total analysis of the organization structure
and whether the objectives and future plans are fulfilled or not. It also helps to know
whether the training was effective or not.

Training needs to be evaluated for the following reasons:

To validate training as a business tool


Training is one of many actions that an organization can take to improve its performance
and its profits. Only if training is properly evaluated it can be compared with the other
methods and thus its merits and demerits can be easily seen.

To justify the costs incurred in training


We all know that when money is tight, training budgets are amongst the first to be
sacrificed. Only by thorough, quantitative analysis training departments can resist these
cuts.

To help improve the design of training


Training programs should be continuously improved to provide better value and
increased benefits and advantages for an organization. Without formal evaluation, the
basis for changes can only be subjective and thus do not have good effect.

To help in selecting training methods


These days there are many alternative approaches available to training departments,
including a variety of classroom, on-job and self-study methods. Using comparative
evaluation techniques, organizations can make decisions based on reasons about the
methods to be adopted.

Reasons for evaluation can be summarized under three headings-


 Conclusive Feedback: It tells the effectiveness of training investment which is
essential for the policy makers and those who control costs.
 Directive Feedback: It tells the effectiveness of the training activities so as to
improve quality, design and delivery of the present and future training.
 Intervention Feedback: It would facilitate transfer of training to the job by
identifying support systems required by training utilizers.

The analysis either undertaken earlier or at any stage indicates some of the tasks or task
elements which require training treatment. It is a systematic effort to identify and
understand exactly what types of training shall be required. The resultant training needs
that emerge could be subject to a topic or skills analysis etc. Analysis of the job and its
various conditions will indicate the skills and training required to perform the job
according to the standards. If the preceding analyses have been performed effectively, the
trainer has an idea of what is real training specification. In this there should be
consideration of cost, time, social or political influences and organizational priorities that
might require removing some unnecessary details of the initial plans for training content.

Nature of objectives

Constraints
Strategy

Learning
principles
Tactics
Target population

Other factors
Sequencing

Training program design

Q.5. Discuss the role of an outside consultant in training.

Ans: Ideally, each system must be self –sufficient, which, however cannot be achieved
without external intervention. The external consultants are needed to support business
growth, aids organizational development and generate strategies for system problems. All
GOOD consultants must be TRAINED LICENSORS.

Reasons for using external consultants’ are:


 Consulting, advising and designing programs to fill the gaps between the actual
situation and the desired one
 Coaching and guiding
 Developing management and supervisory skills
 Defining the company’s missions, goals and objectives
 Assessing the actual situation
 Improving organizational communication
 Increasing employee motivation
 Raising the levels of organization performance and achievements
 Achieving customer’s satisfaction and customer loyalty
 Identifying training and operational needs.

A consultant must acknowledge to himself and then to the client whether he is equipped
with the right tools and has expert knowledge to solve the problem and accomplish the
necessary changes and improvements. He may provide a focus on the problem already
recognized by the client. He may diagnose it for him, he may generate alternative choices
but in no case should he impose or attempt to impose his solutions. That must be a factor
of internal choice and decision.

The consultant should possess the ability to give advice without creating long term
dependence and helping to eliminate all the issues in their relationship between advisor
and the advisee. Essentially the end product of consultancy efforts is the self generating
and growing individual with skills to diagnose his own strengths and weaknesses as well
as that of the organization.

Use of outside consultants would be particularly useful to organize if a match between


the skill of the consultant and needs of organization could be properly identified. An
outside consultant can combine with internal consultant to form an effective team.

Advantages of external consultants:


 They are impartial and independent of influences of the organization
 They have credibility through being independent
 They can have wide access within the organization
 They can be more challenging, direct and cut through effective views and
practices
 People are more likely to be open in their contributions and trust that they are
given confidence
 They can open communication channels across the organization
 They can provide networking and benchmarking with other organizations
 There is often a greater acceptance of recommendations from outside
 They can introduce new ideas and draw upon a wide experience of different
organizations

Disadvantages of external consultants:


 They may need more time that can be afforded to learn about the organization
 They may have only sufficient time to identify and explore part of the
problem
 Recommendations may be accepted too readily
 Recommendations may be rejected if they are considered to be too radical for
the organization
 Contracted time may expire before the recommendations are implemented
fully
 They may encourage the client to become dependant on outside consultancy
services
 The costs of external consultancy are high
NAME-SHARAD KAPOOR

PAPER NO. VI
RESPONSE SHEET NO- 1

Q.1. Define Evaluation and explain the concept in your own words.

Ans: Evaluation literally means the assessment of value or worth.


Definition- Hamblin (1970) defined evaluation of training as “Any attempt to obtain
information (feedback) on effects of training program and to assess the value of training
in the light of that information for improving further training.”

Bramley (1966) writes, “Evaluation of training is a process of gathering information


with which to make decisions about training activities.”
Evaluation is systematic determination of merit, worth, and significance of something or
someone using criteria against a set of standards. Evaluation is the integral part of the
whole process of training and development.

WHY TRAINING EVALUATION?


The process of examining the training program is called training evaluation. Training
Evaluation checks whether training had has the desired effect. Training Evaluation ensure
that whether the candidates are able to implement their learning in their respective
workplaces or to the regular work routines.

Training is always done with specific objectives. Hence, evaluation of training is very
important. It is important because:
 It tells us about the quality of training and the effect it has created on the
learners.
 Systematic evaluations also help us in pointing out the weaknesses of the
training program so that in future such things can be taken care of.
 It also indicates the extent to which learners have learnt from the program
and
 The extent they have transferred their learning into their daily job.

PURPOSE OF TRAINING EVALUATION

The five main purposes of training evaluation are:


1. Feedback: It helps in giving feedback to the candidates by defining the objectives
and linking it to the learning outcomes.
2. Research: It helps in ascertaining the relationship between acquired knowledge,
transfer of knowledge at the workplace and training.
3. Control: It helps in controlling the training program because if the training is not
effective, then it can be dealt with accordingly.
4. Power Games: At times, the top management uses the evaluative data to
manipulate it for their own benefits.
5. Intervention: It helps in determining that whether the actual outcomes are
aligned with the expected outcomes.

Understanding the impact of training, especially development training (focused on


attitudes and behaviors) is a complex issue. On the one hand there are people who work
hard to measure training’s impact, and on the other, there are people who are happy to
invest in training simply because they believe it is the right thing to do.

There are the two principal factors which need to be resolved:

 Who is responsible for the validation and evaluation processes?


 What resources of time, people and money are available for
validation/evaluation purposes? (Within this, consider the effect of variation
to these, for instance an unexpected cut in budget or manpower. In other
words, anticipate and plan contingency to deal with variation.)

The 'Training Evaluation Quintet' advocated consists of:

 Senior management
 The trainer
 Line management
 The training manager
 The trainee

Models of evaluation:

 Hamblin’s model
 Kirkpatrick’s design

 Warr’s framework

 Virmani & Premila’s model

 Peter Bramley’s model

 David Reay’s approach

Stages of evaluation:

1. Pre-training
2. During training

3. Post-training

Q.2. Enumerate the principles of evaluation.

Ans: Principles of evaluation are-

1) Trainer / evaluator must be clear about the purpose of evaluation.


2) A good trainer / evaluator must demonstrate objectivity. For this there should be:

 Measurable standards of assessment.

 Valid & reliable research instruments.

 Detached analysis & interpretation of data.

3) For evaluation to be reliable the results should confirm:

 Irrespective of the method used to gather the data

 When repeated by the same trainer again

4) Evaluation has to be accepted as a process rather than an end- product of training.


It has to be continuous as a process.
5) Evaluation has to begin before the actual training activity and must end much
after conclusion of visible training activity.

6) It must be comprehensive enough to provide qualitative data that is directive.

7) It guides the trainers for the current training effectiveness and to improve
subsequent training.

8) Evaluation design should be tailor-made to suit specific training levels and


standards. Generalizations drawn from one evaluation design may not identify the
needs of training meant for different set of objectives.

9) Always use more than one method of data gathering and data information. For
feasible evaluation design it should be cost effective, practical, and there should
be utility of data.

For the evaluation to be effective, it is very important that training objectives are
carefully thought and framed, the principal significant questions should be:

1. To what extent the identified training needs objectives achieved by the program?
2. To what extent were the learner’s objective achieved?
3. What did the learner’s learn?
4. What commitment have the learners made about the learning they are going to
implement on their work?
NAME-SHARAD KAPOOR

PAPER NO. VI
RESPONSE SHEET NO- 2

Q.1. Briefly enumerate any five methods available to you for measuring the outcome of
training.

Ans: After an employee has completed a training program you will want to have them fill
out an evaluation form of the program that goes over how well the information was
presented, if they found the training helpful, if there are any areas that need improvement,
if there are any areas that seemed not needed or unnecessary, and if there are any other
skills that they feel that they need to perform their jobs. A manager will also need to fill
out an evaluation form on the employee’s progress and proficiency in the skill or skills
that were focused on during the training program. Proficiency tests can be used to
measure the employee’s abilities, or physical observation of the employees’ performance
can be used. If you notice that there are still areas that need to be trained in, then you
should make the changes to the training program as soon as possible. Also you can use
the evaluation forms to identify areas that really don’t need to be covered and you can
eliminate these things from your training program and save your company time and
money spent on employee training. The common methods are:-

1) Direct Observation: It should be done without preconceived notions. It is often


inaccurate if the evaluator does not have adequate information.
2) Interviews: The use of structured and unstructured interview methods can very
often lead to closing the gap in the information. The interviewer has to motivate
respondents with valuable ideas in terms of needs and skills of the respondents. It
is a process between interviewer and interviewee which can often lead to
animated response.

3) Questionnaire: In this method a set of scientifically structured questions are


given to respondents. A questionnaire can be administered via personal
interviews, mail or phone.

4) Documents from survey and other related records: Documents are designed in
such a way that one can get a lot of information about a single subject. The types
of documents which are usable in a training system include local, personal,
business documents, periodicals, research journals and unpublished informative
material or data. Similarly, statistical data of reports, graphs, and production
figures all have a role to play.

5) Daily feedback & incident analysis: This can be done on a three dimensional
response-

 What is it that I have learned today?

 Ideas that I have had today?

 One thing that is not clear to me?

This enables a regular review.

6) Action planning- It consists of a list of prioritized statements drawn by the


trainee at the end of training program. The trainer would be interested in ensuring
these documents covered.

 How much of action plan had been implemented?

 What skills had been put into practice?

Other techniques include-

 Rating scales
 Paper and pencil test

 Work samples

 Simulation

 Job performance
 Individual and group behavior measures

 Performance appraisal and self-appraisal

PRESENT/REACTIVE LEVEL FUTURE/PROACTIVE


Corporate objectives

Questionnaire survey Manpower planning

Organizational Attitude survey

Organizational records Consumer survey

Functional audit

Organizational review
New technology

Telephone New products services

Group discussion New legislation

Behavioral analysis Job/Occupational Training needs survey

Algorithms Functional audit

Succession planning

Exit interviews
Performance appraisal

Critical incident technique Career planning and development

Structured/Unstructured Management development using


review assessment centers
Individual
Observation Probation review

Participation On-the-job training-coaching

Achievement/proficiency training

Q.2. Write short notes on:


1) Major hurdles in cost-benefit analysis:

Ans: Major difficulties of measurement are:


 Training costs are easy to calculate than benefits.
 Learning achieved may be latent or encapsulated or require little time before it
gets converted to financial returns.
 Training operates on a long time scale than other investments.
 Lead time of training is high and therefore it is difficult to measure the returns
immediately after training.
 Training is an investment in creating human capital. Investing in people is
locking up money which is portable if trained people walk out of company.
 Sometimes when the results are seen for e.g. increase in sales; it can be attributed
to other factors besides training.

2) Calculating training costs

Ans: Costs are defined as charges incurred for training.

A) Design and development costs


The first category of cost to be considered is the design and development of the training
program, whether this comprises classroom events, self-study materials, simple coaching
sessions or some combination. You will need to consider:

 Internal days of design and development


 Costs of external designers and developers.
 Other direct design and development costs (purchase of copyrights, travel,
expenses, etc.)
 Outright purchase of off-the-shelf materials

B) Promotional costs
Most organizations devote effort to promoting their training programs. This second
category takes promotional costs into account:

 Internal days of promotional activity


 Costs of external agencies
 Other direct costs of promotion (posters, brochures, etc.)

C) Administration costs
An allowance must be made for the time taken by the training department in
administrating the training program. This will typically be a factor of the number of
students:

 Hours of administration required per student


 Direct administration costs per student (joining materials, registration fees, etc.)
D) Faculty costs
The next category of costs relates to the delivery of the training, whether this is mediated
by faculty (tutors, instructors, coaches, etc.) or is self-administered (workbooks, CBT,
online training, etc.). Let’s start with the information needed to calculate faculty costs:

 The number of students who will be going through the program


 Hours of group training (whether classroom-based or delivered in real time,
online)
 Hours of one-to-one training (typically face-to-face, but could conceivably be
conducted by telephone, video conferencing link or in real-time, online)
 Hours of self-study training
 Additional faculty hours (preparation time, the time needed to review or mark
submitted work or the time needed to correspond by email or bulletin boards with
online students)
 Faculty expenses (travel, accommodation, subsistence, etc.)

E) Materials
Then there are the cost of materials:

 Cost per student of training materials (books, manuals, consumables, etc.)


 License cost per student for use off-the-shelf materials

F) Facilities
You will also need to allow for the cost of your training facilities, whether these are
internal or external. Make sure to include the rental or notional internal cost of the
following:

 Training rooms
 Open learning / self-study rooms
 Equipment used

G) Student costs
Probably the most significant delivery cost relates to the students themselves. It is only
necessary to charge a student’s cost against the program if training is undertaken in time
that would otherwise be productive and paid for, so you only need to estimate the amount
of travel and training that is undertaken in productive work time, i.e. not in slack time,
breaks or outside work hours. When an employee goes through a training program in
work time, the organization does not only have to pay that person’s payroll costs, they are
also losing the opportunity for that person to add value to the organization. When a
salesperson is on a course, they are not bringing in new business. Similarly, a production
line worker is not creating products, a researcher is not developing new ideas and an
accountant is not finding ways to save money.

If an employee can be easily replaced while they are undergoing training, then there is no
lost opportunity – the cost is simply the employee’s payroll costs. In many cases,
however, it is simply not practical to obtain a suitable replacement, so the output that the
employee would have generated in the time that they are receiving training will be lost. In
this case, the true cost of the employee being trained is the lost opportunity – the
'opportunity cost'.

Finally, don't forget to include any direct student expenses - travel, accommodation and
subsistence.

H) Evaluation costs
You also need to make an allowance for the time spent evaluating the training.
They can be as follows:-

1. Direct cost
Direct costs are those costs that are incurred directly as a result of a training
program– external design and development, consultancy fees, travel expenses and
so on. If the program did not take place, these costs would not be incurred. Many
organizations only ever take direct costs into consideration when measuring
training costs.

2. Indirect cost
Indirect costs are costs that may or may not be directly associated with a training
event, but which would have been incurred anyway, whether or not the training
took place. Examples are salaries of in-house trainers and students and the costs
of rooms and equipment. Any analysis of the true costs of training will include
both direct and indirect costs.

External training costs include:-

 Trainer fees
 Traveling and accommodation costs

 Cost incurred in connection with trainee’s attendance

 Trainee’s time

 Loss due to trainee’s absence

In in-house training, exact costs are difficult to calculate and only a reasonable estimate
can be made.

Costs can also be calculated as-

1) Fixed costs- These are costs which are permanent, regular and fixed over a period of
time, say a year.

They include:
Salaries, insurance and pension contributions for everyone including the guest speakers
Cost of training accommodation, water rates, and cleaning and regular maintenance costs.

2) Supportive cost- They are expenditure items for which cost are incurred for the
trainers and learners. They are occasional items. External accommodation cost for
training and trainer’s training room hire, equipment hire, and bedroom and meals costs
for trainers in hotels and conference centers, equipment, books and aids purchase and
other provision and maintenance.

Accommodations costs for learners, traveling and other subsistence costs for the learners,
the learners’ salaries.

3) Opportunity cost- While the learners are away on the training course they are not
directly contributing to company output; this value is called opportunity cost.
The above methods can be used to calculate-

 Cost of training function


 Cost of training per person

 Total training cost

 Number of people trained

 Number of courses conducted

Measuring training benefits-


Ans: Measuring training benefits is much more difficult than calculating its costs. The
financial benefits of training can not be measured in terms of student reactions, nor the
amount of learning that has been achieved; not even the extent to which behavior may
have changed. The real benefits come from improved performance – traditionally the
hardest training outcome to forecast or measure. So what do we do when faced with this
difficulty – back away and focus our evaluation efforts on easier measures? No, we do
the very best we can, because all other measures fail to reflect the financial reality that
training must pay off – in hard cash.

If it is any comfort, trainers are not alone in finding it difficult to calculate the benefits of
what they do. Is it any easier to predict the benefits to be obtained from launching a new
product, running an advertising campaign, initiating a research program or changing the
pay and benefits policy?

Let's look at the major categories of benefits. Note that these categories are not
necessarily mutually exclusive - in some respects they provide alternative ways of
looking at the same underlying benefit. Because of this, you should be extremely careful
not to include the same basic benefit under more than one of these headings.
Labor savings
Labor savings occur where, as a result of the training, less effort is needed to achieve
current levels of output. We have to assume that savings are realized by a reduction in the
amount of labor applied to a particular job, not by utilizing the newly available time to
achieve further output on the same job.
Labor savings will only be realized if the labor applied to a job can really be reduced,
whether this comes as a result of redundancies, transfers of staff to new positions or re-
allocations of work. If the time savings simply result in more slack, then there is no
saving.
Examples of labor savings include:
 Reduced duplication of effort
 Less time spent correcting mistakes
 Faster access to information

Productivity increases
Productivity increases occur where, as a result of training, additional output can be
achieved with the same level of effort. This implies that the organization requires or
desires more output in this particular area. If it does not, then it might be better to express
the benefit as a cost saving.

Examples of productivity increases include:


 Improved methodologies reducing the effort required
 Higher levels of skill leading to faster work
 Higher levels of motivation leading to increased effort

Other cost savings


Cost savings can be achieved in a variety of ways, not just through savings in labor, and
this category allows you to take account of these.
Examples include:
 Fewer machine breakdowns, resulting in lower maintenance costs
 Lower staff turnover, reflected in lower recruitment and training costs
 A reduction in bad debts

Other income generation


In some job positions, it may be possible for new income to be generated as a direct result
of training. Sometimes this can be satisfactorily recorded as a productivity increase, but
there will be times when a more direct and specific analysis is required.
Make sure that you offset from the income any variable costs that are incurred as a result
– it is the net contribution that you are looking for.
Examples of other income include:
 A higher success rate in winning competitive pitches, leading to increased sales
 Sales referrals made by non-sales staff
 New product ideas leading to successful product launches

They may be divided into-


 Direct/ Indirect benefits
 Immediate benefits/ long term benefits

Direct benefits- A learner who required three hours to do a particular job, and after
training is able to do the same job in two hours, and then it can be attributed to training.
In such cases of introducing new skills, direct benefits are easily seen.
Whereas, in human relations and other areas it is difficult to conclude that the benefit is
an out come of training because other factors can contribute to the process. Proper usage
of time; after training improved work practices; decrease in number of rejections after
training are some of direct benefits.

Indirect benefits-
 Reduction in number of grievances
 Improvement in punctuality and discipline
 Better appraisal report and feedback
 Improvements in organizational climate
 Reduction in customer complaints

Long Term Benefits-


 Problem solving skills
 Creativity
 Improved human relations
 Better communication ability

NAME-SHARAD KAPOOR

PAPER NO. VII


RESPONSE SHEET NO- 1

Q.1. What is e-learning?

Ans: E-learning comprises all forms of electronically supported learning and teaching,
which are procedural in character and aim to effect the construction of knowledge with
reference to individual experience, practice and knowledge. Information and
communication systems, whether networked or not, serve as specific media to implement
the learning process.

The letter “e” stands for electronic, it incorporates all educational activities that are
carried out by individuals or groups working online or offline, and synchronously or
asynchronously via networked or standalone computers and other electronic devices. E-
learning is essentially the computer and network enabled transfer of skills and
knowledge. E-learning applications and processes include Web-based learning, computer-
based learning, virtual classrooms and digital collaboration.

E-learning modalities

Individualized Individualized
Self-paced Self-paced
E-learning online E-learning offline

Group-based Group based


E-learning synchronously E-learning asynchronously

Individualized self-paced E-learning online- In this, an individual accesses


learning resources such as a database or course content online via intranet or the internet.
E.g. learner studying alone or conducting some research on the internet or a local
network.

Individualized self paced e- learning offline- Individual learner uses learning


resources such as database or a computer assisted learning package offline. (i.e. not
connected to intranet or internet). E.g. learner working alone off a hard drive, a CD or
DVD.

Group based e-learning synchronously- Group of learners are working together in


real time via an intranet or the internet. E.g. real time chat or audio-video conference.
Group based e-learning asynchronously- Group of learners are working on an
intranet or internet where exchanges among participants occur with a time delay. E.g.
online discussions via electronic mailing and text based conferencing within learning
managements systems.

Content

Culture

E-learning strategy

Business needs
Technology

The dimensions of strategy

Elements of e-learning-
 Log on process
 Registration process
 Personal profile
 Competency and skills assessments
 Course catalogues
 Course enrolment process
 Pre-defined learning paths
 Personal learning path
 Customizable home page
 On-line courses
 Downloadable courses or course elements
 Electronic performance support systems
 Peer to Peer message boards
 Peer to Peer instant messaging
 Virtual classrooms
 Online mentoring
 Web casts
 Links to public or subscription web sites
 Online help desks
 Online help files
 Telephone help desks
The growing interest in e-learning is due to organizations that have traditionally offered
distance education programs either in single, dual or mixed mode setting. The growth of
e-learning is directly related to the increasing access to information and communications
technology, as well it’s decreasing cost.

Q.2. How can I determine whether e-learning is right for our organization?

Ans: The answer depends on a company's approach and commitment to the design and
implementation of e-learning. Like any other major company initiative, e-learning
strategies require significant up-front analysis, development time, money, and leadership
support to be successful. And like almost every major company training initiative, there's
tremendous pressure to pick a program and run with it before understanding the full range
of issues. Looking at the following five critical success factors--or the five Cs--will help
companies make sound e-learning decisions and eliminate some training failures.
The five Cs of successful programs are culture, content, capability, cost, and clients. Any
of these factors can derail even the best-intentioned e-learning initiative. Collectively,
they're the make or break success factors that determine whether e-learning will persist or
perish in an organization.

Culture
Will corporate culture support e-learning? How does a company view employee
development, and who is responsible for employee learning?
The traditional training model--in which the manager identifies employee development
needs, the training director identifies a solution, and the employee attends some type of
classroom-based program--will not work with e-learning strategies because some control
shifts to the individual learner.

Indeed, the opportunity for employees to self-identify development needs is touted as one
of e-learning's major benefits. Employees don't have to wait for a training director to
identify a learning need; they can assess individual skill gaps and access information as
they need it. But if company culture dictates a tightly controlled attendance policy or if
learning is for an exclusive group of participants, use and interest will be limited.

Another cultural factor that influences the acceptance and support of e-learning is
whether employee development is measured by classroom occupancy rates or by actual
changes in employee skills and knowledge. In addition to the unbounded time potential of
e-learning, other benefits include flexibility and portability. Learning can occur at the
employee’s home, office, or any other Internet- or intranet-accessible location.

But companies that recognize only classroom-based training as an instructional strategy


may not be receptive to learning that occurs at the employee’s desktop or home. Will your
corporate culture recognize and support those types of learning? How will your company
encourage and reward employees who take responsibility for their own development and
complete programs? Clearly, there must be some financial controls on e-learning
expenditures, but companies will need to encourage and embrace diverse learning
strategies to reap the benefits of e-learning.

Transitioning from instructor-led training to e-learning is a major cultural shift that will
not persist without the buy-in and support of senior leadership. It's important that the
business case for e-learning be clearly defined and communicated throughout the
organization. A hollow mandate to implement an e-learning program without the required
resources to do so is doomed to failure. Conversely, without senior leadership support, e-
learning's best-laid plans will wither on the vine.

Some questions to consider when assessing corporate culture and readiness include:

 What is the business case for e-learning?


 How does e-learning support business goals and objectives?
 What value does the company place on learning?
 What is the company's definition of learning?
 Are learning and training viewed as synonymous terms?
 Where and how does the company believe learning should occur?
 Who determines when learning should occur?
 Who is responsible for identification of employee development needs?
 Does the company support employees who seek out non-traditional
development programs or experiences?
 Does the company recognize and reward employee learning outside the
traditional classroom?
 Are senior leaders prepared to support e-learning?

Content
Is the instructional content appropriate for e-learning? Technology has made huge
advancements enabling e-learning to mimic a traditional classroom-based learning
experience. Online videos can provide dramatic representations of key content areas,
audio files can reinforce displayed information, and online discussions and collaborative
whiteboards facilitate interactive experiences among geographically dispersed groups.

However, there are still some instructional content areas that may not be suitable for e-
learning. Psychomotor skills, in particular, require hands-on practice and interactive
demonstrations for learners to achieve mastery. For instance, people can read about,
discuss, see videos of, or listen to experts describe how to swim, but eventually they have
to get wet. E-learning can be part of an instructional strategy to teach swimming, but it
does not be the best or only method used to teach this skill.

As in other instructional programs, the decision to use e-learning starts with a clear and
concise statement of the problem, good instructional objectives, clarification of
instructional content areas, and identification of evaluation metrics.

E-learning programs are especially effective at teaching cognitive skills in well-structured


domains where conveying information is a critical part of the instructional process.

Examples include teaching employees how to use software programs, having employees
discriminate between two set choices, or providing instructions for completing a benefits
enrollment form. Each of those skills requires understanding and applying a procedure or
information with clear right and wrong choices.

Determining whether content is suitable for e-learning requires close inspection of the
learning objectives. For example, cognitive skills appropriate for stand alone e-learning
programs ask learners to state, understand, identify, and select between two clearly
defined alternatives; read information and answer questions about a specific topic; or
complete an assignment with clearly defined parameters.

However, e-learning programs will need support from additional learning activities if
employees are required to analyze, design, predict, evaluate, synthesize, construct,
formulate, or develop a procedure or plan. It's important to remember that electronic
delivery and multimedia should be viewed as an additional instructional strategy.
No amount of streaming video, sound bites, or graphic pictures will compensate for
poorly designed programs that fail to foster crucial instructional objectives.

Key questions to consider when evaluating e-learning programs for a specific content
area include:

 What are the learning objectives that the company is trying to achieve?
 What are the skills the company is trying to teach?
 Are the skills cognitive, attitudinal, or motor skills?
 Is the problem well-defined?
 What instructional methods are required to deliver the content?
 What type of follow-up, practice, or support is required to achieve mastery?
 What degree of learning interactivity or collaboration is required?
 What resources are available or required to achieve the instructional goals?
 What is the best or most cost-effective venue the company has to deliver this
content to the learner?
 What are the advantages and disadvantages of incorporating e-learning
strategies?

Capability
Capability involves the wide spectrum of computer hardware, infrastructure, IT support,
and instructional design. Can an organization’s infrastructure support e-learning
programs? Computer access, in addition to multimedia capability, is required to capture
the full advantage of many e-learning programs.

The Internet provides commercial e-learning programs but may not be available to all
learners. Intranets can distribute e-learning, but what happens if a company doesn't have
an internal intranet? Even companies with an intranet or widely available Internet access
may have some type of security or firewall protection that limits access to Web-based
information.

E-learning programs delivered online may include large audio or video files not
supported by the existing infrastructure. Internal capability should support multimedia
technology to fully optimize e-learning programs.

Other capabilities that need development are instructional design support and follow-up
strategies.

Companies can buy off-the-shelf e-learning programs, but they should be evaluated to
determine whether they're suitable for a specific need and target audience. In addition,
follow-up instruction should be developed to ensure content mastery and employee
satisfaction with the learning experience.

Some questions to consider when evaluating internal capability for e-learning initiatives
include:
 Do employees have access to computers?
 Do computers support multimedia applications?
 What system factors may limit access to all or parts of e-learning programs?
 Does the company have the capability to identify and evaluate e-learning
programs?
 Does the company have the capability to design programs or identify
appropriate suppliers?
 Does the company have the capability to develop and implement e-learning
follow-up support?
 Does the company have the capability to track and monitor e-learning usage?
 Who will provide technical support for employees involved?

Cost
Can the company afford an e-learning initiative? The truth is that e-learning can be
expensive. What are the key cost factors of an e-learning initiative and how do they
compare with existing programs?

First, it's important to identify the degree of implementation for the initiative. Is the
company looking for a full-scale, integrated e-learning and knowledge management
system or merely implementation of a commercially available Web-based training
program? Obviously the costs of these two initiatives will be exponentially different, with
the former costing thousands or even hundreds of thousands of dollars and the latter
costing a few hundred dollars depending on the number of learners.

Even companies who would like to start with a small pilot e-learning program will
require some method of tracking enrollment, participation, and completion rates.

Learning management systems (LMS) enable companies to track learners and provide a
variety of standard or customized reports. LMSs range in price from thousands of dollars
to hundreds of thousands of dollars. The number of features, organizational size, system
capability, and degree of customization will increase the cost substantially. However, the
tracking and reporting capabilities may already be available in-house.

The second cost factor is the courseware. Does the company want to convert existing
programs to an e-learning format? The cost of videotaping and digitizing existing
programs can vary significantly, and companies those custom design highly interactive
multimedia programs will see a dramatic increase in cost. But for appropriate
instructional content and a geographically dispersed population, this figure may represent
a cost savings over the life of a program.

The third, and least expensive, option is to purchase existing Web-based programs. The
number of companies offering programs swells daily with prices ranging from less than
US$10 per user to more than US$100 per user. Price structure varies, including per-user
fees, a time-availability price, and system or library licensing. Many suppliers provide
sample programs or allow one-time use for evaluation purposes. In addition, some
programs permit a limited degree of product customization, such as the insertion of a
company name or logo. Trainers need to be aggressive in evaluating the quality and
features of commercial programs.

In addition to individual courseware and LMS costs, companies must consider overall
technology or system requirements. The state of organizational readiness and potential IT
upgrades can be crucial factors for determining cost. For example, audio and video
segments may require specific system capabilities for high quality and speed. Does the
current system support these applications?

Critical questions to consider when evaluating the cost of an e-learning initiative include:
 How extensive is the e-learning initiative: company-wide, single program, or
somewhere in-between?
 Is this a new offering or replacement of an existing program?
 What are the advantages and disadvantages of using electronic delivery for
this program?
 Are internal resources available for tracking and reporting learners?
 What internal system capabilities are required for the e-learning initiative?
 What internal system capabilities does the company have?
 Are programs commercially available or do they need to be custom designed?
 Will the program be designed in-house or by an outside supplier?
 Are design tools or authoring systems available in house or do they need to be
purchased?
 What are the pricing considerations for a commercial program: per use, time-
based, or site or library license?
 What factors will be used to compare the cost of e-learning programs against
existing programs?

Clients
Will clients (employees) use e-learning? E-learning availability doesn't guarantee that
employees will seek out or access resources. Employee acceptance is critical, but how do
you get employees to embrace e-learning? The key is to address such factors as
awareness, attitude, and access to e-learning programs.

You wouldn't plan a classroom-based training program without informing employees of


the location, time, agenda, or course requirements. The same is true for e-learning.
Successful e-learning initiatives require strong internal marketing that begins long before
the actual implementation date. Some employees will jump at the chance to control their
own development and learning; others will need to be coaxed into using e-learning
resources. All employees need to be aware of the rationale for and benefits of e-learning
opportunities, and they need to be encouraged to seek out and complete programs that
address their key development needs. Company newsletters, staff meetings, email, policy
and procedure manuals, and employee mailings should be used to explain the business
case for adopting e-learning strategies and to promote the benefits of e-learning.

Communications should stress e-learning benefits to employees, including any time,


anywhere learning the opportunity to assess their own skills and select programs,
enabling greater control over career and promotional opportunities the ability to create
customized learning paths and have control over the information they access the
availability information to be accessed multiple times.

The ability to complete formal education without having to leave home. Employees can
earn certifications or college credits at almost any college or university through
accredited distance education programs.

Access to e-learning is another key factor to consider. The number of employees using
computers in their homes and at work is increasing. Do your employees have access to
computers and, more important, can they access the full range of multimedia on their
computer? To address those issues, companies may consider setting up instructional labs
or learning environments where employees can access courseware and IT support.

Some key questions to ask clients or employees when evaluating e-learning include:

 Do employees take responsibility for their own learning?


 How will employees be informed of e-learning opportunities and benefits?
 How will e-learning be integrated into current work responsibilities?
 Do all employees have access to e-learning programs?
 Do computers have the hardware capability to support multimedia
instructional delivery?
 Do employees have the required skills to navigate e-learning programs?
 What initial and follow-up support will employees need to use e-learning
programs?
 Will employees accept e-learning as an instructional strategy or as an
alternative to traditional classroom-based programs?
 What recognition and reward programs are available to encourage and support
e-learning?
 Who will be eligible for e-learning programs?
 What regulation or limitations need to be implemented in conjunction with e-
learning opportunities?

Each success factor--each of the five Cs--requires individual consideration, as well


as an evaluation of the interplay between factors. Initially, issues should be discussed
separately to provide training professionals and business leaders with a starting point to
evaluate e-learning initiatives.

Next, it's important to take a close look at complex interrelationships between the factors
to evaluate the merits and feasibility of the whole initiative. For example, a corporate
culture that's supportive of e-learning will need to have internal IT capability and budget
support. Or, clients that don't have computer access or skills will require resources to
support e-learning efforts, affecting the initiative's bottom line.
Increased competition and the drive for greater productivity are forcing many companies
to explore new learning and employee development models.

E-learning is one model that has the potential to enhance employee learning and
development programs, but it may not be right for every company or learning situation.
Examining corporate culture, instructional content, organizational capability, cost, and
clients can determine whether e-learning is the appropriate choice.

NAME-SHARAD KAPOOR

PAPER NO. VII


RESPONSE SHEET NO- 2

Q.1. Why is e-learning popular?


Ans: E-learning is instruction that is delivered electronically, in part or wholly via a web
browser through the internet or intranet, or through multimedia platforms such as CD-
ROM or DVD. It is becoming popular because of following reasons-

 E-learning makes learning exciting, engaging and compelling.


 The interaction created when students exchange questions with others
stimulates better understanding and recall of information.
 It is a self paced learning.
 It includes different styles and various activities for different learning styles.
 Minimizes travel costs and travel time of students.
 Convenience of choice of place and time.
 Students are motivated to find information relevant to their personal situation
by browsing the hyper links to sites.
 Increases students’ knowledge of internet that may further help them in their
career.
 Provides context sensitive help (Electronic performance support systems) to
computer users and help them to complete tasks.
 Students can select learning materials and contents that meet their level of
knowledge, interest and what they need to know to perform an activity
effectively.
 Builds self-knowledge and self-confidence and encourages students to take
responsibility of their learning.
 It is helping the organizations to recognize that 70% of learning occurs when a
person is on the job.
 E-learning makes learning active.
 E-learning supports learning through reflection and discussion.
 E-learning represents convergence in the education, training and information
fields.
 E-learning is readily up-dated and distributed to everybody.
 E-learning is convenient and contextualized.
 E-learning enables the organization to make better use of its resources.
 E-learning allows for access to many relevant views on a problem.

Q.2. What are some of the pitfalls with e-learning?

Ans: The fundamental obstacle to the growth of e-learning is access to the necessary
technology infrastructure, for without it there can be no e-learning. Poor or insufficient
technology infrastructure is just as bad, as it can lead to unsavory experiences that can
cause more damage than good to teachers, students and the learning experience. While
the costs of the hardware and software are falling, often there are other costs that have
often not been factored into the deployment of e-learning ventures. The most important of
these include the costs of infrastructure support and its maintenance, and appropriate
training of staff to enable them to make the most of the technology.
Pitfalls or the disadvantages of e-learning are-

 There may be technical difficulties or operator error.


 Initial costs of developing courses may be high depending on the approach
taken.
 Students will have to purchase or rent new computer equipment.
 Students and instructors will have to undergo computer basics for enhancing
their computer knowledge before starting on-line learning-training.
 High user fees to access internet through telephone lines and internet service
providers in many parts of the country.
 Internet bandwidth may not be robust enough to support the desired level of
multimedia.
 Some people working in e-learning may be pioneers and may not have support
of network.
 Instructors need to be aware of various e-learning textbooks; internet based
research material, copyright, internet related laws, e-learning related topics.
 There is E-learning drop-out.
 Learners seem to be less enthusiastic than executives and vendors.
 E-learning enables vendors to decide what our people will learn instead of us.
 E-learning gets hooked on short answers and don’t seem to want to bother
with learning, with reflecting.
 Some of the programs on line are wrong and inaccurate.
 E-learning is very often not hooked to the personnel management system.

NAME-SHARAD KAPOOR

PAPER NO. VIII


RESPONSE SHEET NO- 1

Q.1. How has workplace changed in the last ten years according to you?

Ans: The world's increasing globalization requires more interaction among people from
diverse cultures, beliefs, and backgrounds than ever before. People no longer live and
work in an insular marketplace; they are now part of a worldwide economy with
competition coming from nearly every continent. For this reason, profit and non-profit
organizations need diversity to become more creative and open to change. Maximizing
and capitalizing on workplace diversity has become an important issue for management
today.

Diversity Defined
Diversity is generally defined as acknowledging, understanding, accepting, valuing, and
celebrating differences among people with respect to age, class, ethnicity, gender,
physical and mental ability, race, sexual orientation, spiritual practice, and public
assistance status (Est., et al., 1995).

Diversity issues are now considered important and are projected to become even more
important in the future due to increasing differences in the population. Companies need to
focus on diversity and look for ways to become totally inclusive organizations because
diversity has the potential of yielding greater productivity and competitive advantages
(SHRM, 1995). Demographic changes (women in the workplace, organizational
restructurings, and equal opportunity legislation) will require organizations to review
their management practices and develop new and creative approaches to managing
people. Changes will increase work performance and customer service.

Women in the Workplace


The need to understand diversity is also driven by women in the workplace. Today's
workforce has the highest levels of employment participation ever by women. The
number of dual income families and single working mothers has increased. Change in the
family structure means that there are fewer men and women in traditional family roles
(Zweigenhaft and Domhoff, 1998). Therefore, diversity issues cut across both race and
gender.

Organizational Restructuring
There have been significant changes to organizations as a result of downsizing and
outsourcing, which has greatly affected human resource management. Work practices
have changed due to the impact of globalization and technology and there is a trend
toward longer working hours (Losyk, 1996). Generally speaking, reorganizations usually
result in fewer people doing more.

Legislation
Federal and State equal opportunity legislation make discrimination in workplaces illegal.
These laws specify the rights and responsibilities of both associates and employers in the
workplace and hold both groups accountable.

Benefits of Diversity in the Workplace


Diversity is beneficial to both associates and employers. Although associates are
interdependent in the workplace, respecting individual differences can increase
productivity. Diversity in the workplace can reduce lawsuits and increase marketing
opportunities, recruitment, creativity, and business image (Est., et al., 1995). In an era
when flexibility and creativity are keys to competitiveness, diversity is critical for an
organization's success. Also, the consequences (loss of time and money) should not be
overlooked.

Challenges of Diversity in the Workplace


There are challenges to managing a diverse work population. Managing diversity is more
than simply acknowledging differences in people. It involves recognizing the value of
differences, combating discrimination, and promoting inclusiveness. Managers may also
be challenged with losses in personnel and work productivity due to prejudice and
discrimination and complaints and legal actions against the organization (Devoe, 1999).
Negative attitudes and behaviors can be barriers to organizational diversity because they
can harm working relationships and damage morale and work productivity (Est., et al.,
1995). Negative attitudes and behaviors in the workplace include prejudice, stereotyping,
and discrimination, which should never be used by management for hiring, retention, and
termination practices.

 Knowledge management-With the growing globalization and


liberalization, there will be people from diverse cultures and value systems.
They may include non-skilled youth. Hence need for training has increased.
 Just in time learning-It is a collective term for identifying, locating,
capturing and sharing relevant information in a timely manner.
 Information technology and E-learning- Technologically advanced systems
and procedures are implemented to increase the performance of organizations.
This change will demand highly skilled workers and hence increase in
training. The increasing need of people and abilities also create e-learning in
organizations.
 Globalization-Manufacturing sector is changing into service sector. Market is
becoming client oriented market. Hence importance is given to people,
management and interpersonal interaction. Here training is required.

The past few years has seen the emergence of new trends that include the age of
computers, information technology, diversity, globalization, liberalization and
privatization.

Q.2. What is the impact of these changes on training and development functions?

Ans: In order to survive, organizations in the private and public sectors will need to
respond in a timely and flexible way to social, technological, economic and political
changes. Supervisors and managers are the targeted audience for the change because they
need to recognize the ways in which the workplace is changing, evolving, and
diversifying. Since managing diversity remains a significant organizational challenge,
managers must learn the managerial skills needed in a multicultural work environment.
Supervisors and managers must be prepared to teach themselves and others within their
organizations to value multicultural differences in both associates and customers so that
everyone is treated with dignity.
Managing and valuing diversity is a key component of effective people management,
which can improve workplace productivity (Black Enterprise, 2001).
The changes in the workplace due to various advances during the last few years have
created many changes in training and development, right from classroom teaching to e-
learning.

Organizations pay more attention to measurable results than performance


improvement: - There is decreasing workforce; hence one individual will be expected to
know multiple tasks. Nowadays, organization focuses on maximizing potentials of
employees and emphasizes more on self-directed learning. Any kind of learning imparted
to the employees, be it in the form of reading books, surfing the net, case studies etc.
need to have an out come that can be measured in figures. If a company wants to
determine ROI for training, they must account for all the money spent, even the hidden
expenses and also the short term and long term benefits of training. The costs can be
reduced if there is in-house training and if there is a full fledged training department
within the company itself.

Organizations aim at reducing the cost of training: - In the past years there is seen a
lot of mergers and globalization. Therefore there is need of highly skilled and efficient
labor force. Hence training costs are high. A company may provide training to their
employees, workers and managers, however the ultimate reason for training them would
be improve the profits and repeat business of the company.

Time factor has gained utmost importance: - Organizations believe that programs
should be conducted for the appropriate time because they get boring if they grow longer.
The duration should be such that they drive home the point immediately. Longer
programs may involve lot of repetition and may switch off the trainees. Human brain can
recall only 33% of any knowledge intake. Hence it is advisable to deliver training in parts
and parcels. This will prevent the loss of content delivered and learners will be able to
apply these concepts at work.
E-learning-: - Due to increased use of computers, this age is called as computer age.
Computers have become a necessity for any organization. Training field is also greatly
influenced by this, in the sense of training through e-learning. Organizations can connect
their employees through internet or intranet. This builds a learning culture in the
organization. Self paced learning is encouraged. Incentives are given on basis of learning
achieved.

In this environment, the training function too must explore and introduce new strategies
and methods of learning to meet the changing needs of the organization and of its
learners. The use of technology and various forms of distance and open learning need to
be employed where appropriate, and trainers need to examine their own roles and develop
them to meet new and differing demands. Trainers have received greater recognition as
having skills which enable them, often better than others, to act as agents for change; to
become involved in internal consultancy relating to organizational development, quality
and performance management; and to develop a learning organization. Line managers
have become more involved in the development of staff through coaching, mentoring and
assessing competencies.

Adults Technology

Learn Perform

Learnactivity

Manage
Capture

NAME-SHARAD KAPOOR

PAPER NO. VIII


RESPONSE SHEET NO- 2

Q.1. What factors do you consider while using technology to manage performance? Some
examples could be cost, ease of use, etc.

Ans: Technology is human-centric, designed to be transparent. We expect it to actively


and adaptively support our performance and productivity. Virtual and augmented reality,
simulations, digital paper and ink, voice recognition and control, and biometric feedback
are a few of technologies that provide truly dynamic and adaptive support for learning
and performing. Technology is so natural to use and so supportive of completing the right
tasks well the first time, that the users are unconscious of the technology itself and
focused instead on success.

Intelligent technology aids our learning because its own ability to learn through memory
and pattern recognition. We finally have truly just-in–time learning and performance
support for achieving personal and group peak performance.
There is rapid change in the world due to emerging technologies. In the last five years of
market development, the emergence of EPSS and LCM’s has become a platform of
choice.

EPSS (Electronic Performance support system) seeks to solve two of the most significant
problems—individual job performance and organizational competitiveness.
An LCM’s is an application that combines some of the learning management functions of
a learning management system with the content management functions of a content
management system.

Factors to be considered while using any technology are-

 Speed
 Content ownership
 Cost
 Flexible course design and delivery methods
 Business benefits
 Just in time learning
 Build knowledge
 Decrease paper documentation
 Easy access
 Do performers possess the basics for using the system? E.g. computer literacy.
 Relationship between trainer and trainee
 Offers assessment and reports test scores
 Offers on line and off line materials
 Provides certification
 Communication and collaboration
 Enterprise security
 Facilities for content migration
 Interactivity
 Practicality

Q.2. What are some of the examples of web-based technologies you use to manage
performance?
Ans: Two technologies to manage performance are: -
 Electronics performance support systems
 Learning content management systems

EPSS- It provides task specific information, training, coaching, and monitoring to


enhance job performance. It is simple and accurate. Some examples are- help files,
glossary items, and task tools available on the internet/ intranet, or in print. They are
concise, efficient to use, and provide clarification on tasks and procedures.

Components of EPSS- It is composed of-

 Tools- Word processing, Spreadsheet, Database.


 Information Base-On-line documents, Reference materials.
 Advisor- Expert advice and coaching.
 Learning experiences- Multimedia CBT and Tutorials.

LCMS- It is an extension of LMS. It handles what happens inside the classroom—course


preparation, course delivery, and tracking and itemizing user details. e.g. Click2 learn,
Documentum, Out start, and Generation 21.

A LCMS-

 Allows writing courses using reusable learning object architecture


 Creates custom courseware
 Content is delivered page by page
 Offers sound, ready-to-use templates
 Provides content conversion capabilities
 Uses a company- wide content repository to store objects
 Uses the web to identify and locate objects in the repository

Two types of training delivery methods are-


 Synchronous
 Asynchronous

Both the methods can be designed to work together. For e.g.; live online training sessions
can be archived along with chat logs, white boards, and other training knowledge, on a
company’s network.

Blended learning is a concept that means balanced learning. This balance is achieved by
combining the advantages of two learning modalities, such as classroom instruction, with
self-paced instruction that is delivered on the net.

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