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The need of evaluating a training program is to:
Evaluation literally means the assessment of value or worth. It would simply mean the act of
judging whether or not the activity to be evaluated is worthwhile in terms of set Criteria.
The design of the training program can be undertaken only when a clear training objective has been
produced. The training objective clears what goal has to be achieved by the end of training program
i.e. what the trainees are expected to be able to do at the end of their training. Training objectives
assist trainers to design the training program.
The trainer ʹ Before starting a training program, a trainer analyzes his technical, interpersonal,
judgmental skills in order to deliver quality content to trainers.
The trainees ʹ A good training design requires close scrutiny of the a and their profiles. Age,
experience, needs and expectations of the trainees are some of the important factors that affect
training design.
a A good training climate comprises of ambience, tone, feelings, positive
perception for training program, etc. Therefore, when the climate is favorable nothing goes wrong but
when the climate is unfavorable, almost everything goes wrong.
Trainees¶ learning style ± the learning style, age, experience, educational background of trainees must
be kept in mind in order to get the right pitch to the design of the program.
Training strategies ± Once the training objective has been identified, the trainer translates it into
specific training areas and modules. The trainer prepares the priority list of about what must be
included, what could be included.
Training topics ± After formulating a strategy, trainer decides upon the content to be delivered.
Trainers break the content into headings, topics, ad modules. These topics and modules are then
classified into information, knowledge, skills, and attitudes.
aa Once the objectives and the strategy of the training program becomes clear,
trainer comes in the position to select most appropriate tactics or methods or techniques. The method
selection depends on the following factors:
a? Trainees¶ background
a? Time allocated
a? Style preference of trainer
a? Level of competence of trainer
a? Availability of facilities and resources, etc
a aIt can be segregated into printed and audio visual. The various requirements in a
training program are white boards, flip charts, markers, etc.
a aThe various constraints that lay in the trainers mind are:
Time
Budget
Many top players are spending a huge amount on training and development, for example
BSNL alone spends more than 100 crore on training and development of its employees
through the Advanced Level Telecommunications Training Centre (ALTTC) and 43 other
regional training institutes. Reliance has also established Dhirubhai Ambani Institute of
Information and Communication Technology. In addition to that, Bharti has also tied-up with
IIT Delhi for the Bharti School of With the increase in competition, availability of huge
amount of information through internet, magazines, newspapers, TV, etc, and increased
awareness among customers, the demand to impart proper training in non-technological areas
like customer care and
Rapid technological changes, network security threat, mobile application development,
growing IP deployment in the sector have brought back the training and development in the
priority catalog.
aaa
aa
a
a a
a
aa
On-the-job training
Brainstorming sessions
Distant learning
Workshop
Seminar
Online eLearning
ANS
a provides industry professional to work with an
organization in achieving its training and development objectives.
a
a a
It has been estimated that 58% of the emerging market in training outsourcing is
in customer education, while only 42 percent of the market is in employee
education.
The various courses that consultancies offer are:
a? Management Development
a? Team Building Leadership
a? Health & Safety Training
a? Interpersonal Skills
a? Sales Training
ANS 4'Training' suggests putting stuff into people, when actually we should be developing people from
the inside out - so they achieve their own individual potential - what they love and enjoy, what they are
most capable of, and strong at doing, rather than what we try to make them be.
'Learning' far better expresses this than 'training'.
Training is about the organization. Learning is about the person.
Training is (mostly) a chore; people do it because they're paid to. Learning is quite different. People
respond to appropriate learning because they want to; because it benefits and interests them; because it
helps them to grow and to develop their natural abilities; to make a difference; to be special.
Training is something that happens at work. Learning is something that people pursue by choice at their
own cost in their own time.
The word 'learning' is significant: it suggests that people are driving their own development for
themselves, through relevant experience, beyond work related skills and knowledge and processes.
'Learning' extends the idea of personal development (and thereby organizational development) to
beliefs, values, wisdom, compassion, emotional maturity, ethics, integrity - and most important of all, to
helping others to identify, aspire to and to achieve and fulfill their own unique individual personal
potential.
Learning describes a person growing. Whereas 'training' merely describes, and commonly represents,
transfer of knowledge or skill for organizational gain, which has generally got bugger-all to do with the
trainee. No wonder people don't typically enjoy or queue up for training.
When you help people to develop as people, you create far greater alignment and congruence between
work and people and lives - you provide more meaning for people at work, and you also build and
strengthen platform and readiness for any amount of skills, processes, and knowledge development that
your organization will ever need.
Learning theories are the basic materials which are usually applied in all educational and training
activities. The more one understands learning theories, the better he or she will be able to make
decisions and apply them to achieving the objectives.
The behaviourists, the cognitivists, and the humanists emphasize different aspects of the teaching-
learning process in their approaches. While the behaviourists stress external conditions (environment)
resulting in observations and measurable changes in behavior, the cognitivists are more concerned with
how the mind works (mental processes such as coding, categorizing, and representing information in
memory). The humanists, on the other hand, emphasize the affective aspects (e.g., emotions, attitudes)
of human behavior that influence learning.
In extension systems, effective training must be able to take care of all the theories of learning in order
to change the ÷
and
components of a trainee simultaneously. Andragogy (a
theory of adult learning) is usually used rather than pedagogy (a theory of child learning) in extension
training.
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
requiresalternateaction.
Training Need arises at three levels:
Corporate need and training need are interdependent because the organization performance
ultimately depends on the performance of its individual employee and its sub group.
After doing the , 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.
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:
a 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 ! a 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.
a. REACTIONS: - A training program can be evaluated in terms of the trainee¶s reactions to the
objectives, contents and methods of training.
b. LEARNING: - The extent to which the trainees have learnt the desired knowledge and skills during
the training period is a useful basis of evaluating training effectiveness.
c. BEHAVOIUR: - Improvement in the job behavior of the trainees reflects the manner and extent to
which the learning has been applied to the job.