EFFECTIVE TRAINER

NINE CONDITIONS TO SUCCESSFUL LEARNING

• Gaining attention
• Informing participants of objectives
• Retrieval
• Presenting new material
• Providing learning guidance
• Eliciting performance
• Providing feedback
• Assessing performance
• Retention and transfer

QUALITIES REQUIRED FOR A TRAINER

• Active Listening is the ability to hear not only what a person is stating, but also
what his or her underlying feelings are about the subject.
• Peripheral vision is the ability to sense the group process and to make a fairly
accurate assessment of what you imagine each group member is experiencing
• Empathy is the quality of a good trainer that refers to the ability to put yourself in
the other person’s shoes, to see the world as he or she sees it.
• Sense of timing knows when to intervene and when to remain silent.
• Clarity is an important characteristic of an effective trainer.
• Differentiation is the ability of the trainer to separate him/her self from the
participants, so that the trainer is able to facilitate the group process. Variability
means the ability to be confrontational and supportive, serious or light, depending
on the circumstances.
• Sensitivity is the ability to reach each participant, to touch each member
emotionally, intellectually, or physically
• Self-disclosure is a willingness to share one’s feelings, thoughts, reactions, and
appropriate personal information with participants in the training.
• Flexibility is the willingness of the trainer to give up pre-conceptions.

EFFECTIVE TRAINER BEHAVIORS

• Be Direct
• Share Leadership
• Be A Role Model
• Be Yourself
• Be Prepared
• Be Clear
• Be Positive
 • Be Sensitive
• Be Energetic
• Use Humor

TO BE AN EFFECTIVE TRAINER

• Focus on real world problems.

• Emphasize how the learning can be applied.
• Relate the learning to the participant’s goal.
• Allow debate and challenge ideas.
• Relate the materials to the participant’s experiences.
• Listen to and respect the opinions of participants.
• Encourage participants to be resources to you and to each other.
• Treat participants like adults.

MANAGER AS A TRAINER

Effective management is
• Encouraging your staff to develop
• To add more value to the productivity of the team.
• Success depends upon having well motivated and competent staff.

What are the behaviors one expects to see in a manager who thinks creatively about
the development of his/her staff?

COACHING:

Helping or enabling an individual or small group in the workplace, to acquire knowledge

or develop a skill or skills which are needed to improve job performance’
It can be used for
 Skill development. Example using a software package.
 Performance development- prioritizing work assignments
 Behavioral development- working more effectively with a colleague.

Skills required for coaching:

• Listening skills
• Facilitation skills
• Instructional skills
• Challenging skills
• Feedback skills
• Assessing skills

DELEGATION:
 • Provides structured learning for the staffs.
• Makes a statement about the level of trust that exists in the organization.
• Should be done in a considered and consistent way.

Skills required

• Task assessment
• Person assessment
• Contracting
• Giving feedback
• Assessing.
Manager needs to decide the extent and the limits of delegation.

MENTORING

“An agreement between an experienced and a less experienced colleague.’

Continued and customized support for the team.
Manager’s role
• To identify situations where mentoring is required and feasible.
• To explain the mentoring scheme to participants and prepare them to get the most
benefit.
• To help mentee define the kind of help they are looking for.
• To help identify suitable mentors
• To monitor the progress and outcomes of the schemes.

Mentoring need to specify

• Learning objective.
• Issues of confidentiality
• What help the mentor is able to offer.
• What will the mentee do as part of the contract.
• Frequency of meetings
• Measures of attainment of objectives.
• Review dates
• Closure of contracts.

WORK SHADOWING

• Placing a new or inexperienced person under an experienced to create opportunity

for learning on job.
• Selection of who will be shadowed not only on experience but also their
willingness to help.
• Purpose of work shadowing fully discussed and agreed between all the parties.
SECONDMENT

• Broadening of staff experience and vision by putting them in touch with practice
in other parts of the organization or outside.
• Leads to change in career plans.
• Managers need to take care of the entry and exit of the secondees.

GROUP DEVELOPMENT ACTIVITIES.

• Interactive
• Focused
• Short presentations
• New work practice.
Project works has it own
• Specified goals
• Momentum
• Energy
• Working deadlines.
Extremely satisfying for small groups.

Training at desk/learning centre

• At own work station.

• Multimedia and computer based training/online delivery
• Includes direct feedback from a physically remote learner

Managers need to

• Find a good source of web material

• Select a program that matches most closely to the organizational and departmental
goals.
• Ensuring that PC/IT material have a capacity to handle online material.
• Induct their staff.
• Monitor progress.

The ultimate aim is to get the best out of the training.

TEACHING / TRAINING METHODS

Concept: TMs are tools / aids which enables learners to learn with ease, motivation and
interests.
Why TMs?
• To create a learner friendly atmosphere
• To bridge the gap between the learners and the teacher
• To facilitate interactive learning among the learners
• To reduce the superiority of teachers over learners
• To make learning easy, joyful, experiential and memorable.

Principles: How well do / can you teach / train?

1. Clarity
• Can the learners hear what you say and read what you write?
• Do you use simple language?
• Do you use visual aids?
• Do you summarize the main points?

2. Meaningful
• Do you relate what you are talking about to the learner’s lives?
• Do you give a lot of examples?
• Do you relate what you are talking about to the work the students will be doing?

3. Active Learning
• Do you ask learners to answer questions?
• Do you ask learners to apply information in solving problems?
• Do you arrange for learners to practical thinking and practical skills?

4. Feedback
• Do you tell learners how well they are doing?
• Do you point out any errors or faults?
• Do you explain how learners could do better work?

5. Mastery
• Do you check that all your learners understand each point?
• Do you frequently check whether every learner has learned the necessary skills
and knowledge?

6. Individualize
• Do you allow learners to work at different speeds?
• Do you encourage learners to learn in their own way?
• Do you sue several teaching methods?

7. Caring
• Do you show the learners that you care whether they do well?
 • Do you prepare thoroughly for teaching sessions?
• Do you listen to learners comments about your teaching?

8. Joyful Learning
• Do you make learning a fun?
• Do your participants enjoy learning?
• Do you enjoy teaching / training?

9. Learner Friendly Environment

• Do you sustain interest and motivation?
• Do you remove mental blocks?
• Do you promote friendly trainer – learner relationship?

What can you do to ensure?

1. CLARITY
• Speak louder and slower
• Use simpler words which the learners can understand
• Allow learners to seek clarification
• Be friendly to learners so that there is no atmosphere of fear in the classroom

2. MEANINGFUL LEARNING
• Explain in advance what you are going to say
• Try to relate what you teach to students’ lives
• Explain new words
• Use examples
• Relate the teaching to the work that the students will be doing

3. ACTIVE LEARNING
• Remember the principle – “hear and forget” …. “See and remember” ….. “do and
understand”
• It means as a teacher, you must enable the learners to “see” and “do” certain
activities in the classroom.
• Allow them to summarize the learning exercise.

4. FEEDBACK
• Give as much information as possible to learners about the standard of their work
• Praise the good things
• Show how they can eliminate errors
• Give both written and verbal feedback
• Give awards / rewards if you can

5. MASTERY
• Make sure than all the learners know the facts and skills that they need at each
stage.
 • Provide opportunities for repetition.
• Pay attention to those who have learning disabilities.
• Check / verify how much the learners have learnt at the end of the session /
course.

6. INDIVIDUALISATION
• Accept that different students learn in different ways.
• Make sure that there is enough time for students to learn on their own.
• Add variety to teaching methods
• Provide opportunities for individual project work.
• Talk to learners individually.
• Use self-instruction methods if possible.

7. CARING
• Let the learners believe that you care about them, not only in the classroom but
also in other places.
• Remember the learners are the future agents of change. All that they learn will
make them agents of change. What they learn and how they learn depend on how
much you care for them.

8. JOYFUL LEARNING & LEARNER – Friendly Environment

• Introduce multi-teaching methods
• Allow participants to learn by doing
• Base your sessions on the examples of participants
• Make them feel that you enjoy training / teaching
• Identify and remove the mental blocks
• Build on what the learners know and their experiences
• Do not be rude, be polite and do not be defensive.

TRAINING DESIGN – AN OVERRVIEW

• Training involves meeting the instructional needs of people.
• Training objectives are the foundation of effective training.

The training design has 4 components:

• Specify the training objectives
• Training objectives
• Designing effective training
• Identify and organize training content

Specify the training objectives

• Objectives: Define what a trainee will be able to do at the end of a training
session.
• Ensure that both the trainer and trainees are aware of the target or outcome.
• Without measurable objectives, learning cannot be planned successfully.
• Learning objectives focus on the achievement of specific results.
• Training objectives are to serve as guide
 To learning,
To instruction
To evaluation.

Importance of specifying the objectives

• Helps the trainer with clear understanding of what they will be expected to do
after the training.
• Helps trainer to develop, conduct and provide trainees with required knowledge
and
• Helps both the trainer and trainee to evaluate the learning process that had taken
place through instruction.

Purpose of training objectives

• Stimulate clear thinking and helps trainers to communicate precisely.
• Assist the sequencing of training materials and the choice of appropriate
instructional media.
• Objectives are pliable and useful tools of the trainers.
• Enable the aims and purpose to be broken down into manageable elements.
• Set objectives put the training programme into a more rational footing.
• Without objectives the coordination of activities which form the basis of sound
planning in training could be extremely difficult to carry out.
• They help in exploring the underlying assumptions and values being adopted by
the trainer.

Designing effective training:

Training must be designed to be relevant to the organization performance needs.

The designing consists of the following parameters:

A. Training policy and strategy.
B. Evaluation and Validation.

Training policy and Strategy:

Planning training: It forms the backdrop for all decisions and must be aligned to the
objectives of the organization needs.
Who are the concerned persons to be involved in designing training?
Who should design the training?
When to involve the external assistance?
What are the considerations should be taken into account for delivery?
Choosing appropriate training methods and media
The needs of the audience

Needs of an effective training team:

It has the expertise and the necessary skills.
It possesses training analysis skills.
It is able to determine effective training solutions.
It has the where-with-all to valuate training results
Evaluation and validation:
• Validation concerns about the testing materials, methods and approaches for their
suitability, appropriateness and effectiveness.

• Whereas evaluation deals with how satisfactorily the training materials, methods,
approaches work; timing and sequencing of the activities, advantages and
disadvantages of the methods and approaches and finally deal with the
acceptability factor of the proposed design by the audience.

Identify and organize training content:

• Sequencing and Identifying the content
• Helps in improving the efficiency of learning.

Five Significant principles for a Good Training Design

• One should start with simple things and then go towards the complexities.
• Always give a general basic concept of what one is going to conduct then he/she
can go for specifications.
• Using of an existing logical explanation of every content.
• As a trainer, one should try and connect to what the trainees have already known.
• Training must meet the learning needs.
• Therefore designing of the programme is an important aspect.

TRAINING NEED ANALYSIS

Training Needs
• Need is neither a Want nor a Desire
• Desired Performance-Actual Performance=Problem
• Problems are not Training problems
• Training need is a condition where there is a difference between ‘what is’ and
‘what should be’
• Three reasons why people don’t behave as they are expected
- They don’t know how or when to perform (knowledge and skills)
- They aren’t motivated (Motivation)
- They are prevented by the organization or the environment (Organization
and environment)
• Knowledge and skills are usually addressed by training

Performance and Training Need

• Implementing: Doing things well. Gap between desired and actual performance
• Improving: Doing things better. Raising current standards and continuous
improvement
• Innovating: Doing new and better things. Making a step-change
Implement (Level 1)
• Mode 1. Adhering: Learning to do things correctly, sticking to rules, procedure,
and laid down ways of doing things.
• Mode 2. Adapting: Learning to modify rules, procedures, discovering short cuts
and modifications to make them work better
• Mode 3. Relating: Learning to understand established “correct” explanations of
why things are as they are, why they work as they do, and internalizing the ways
things “ought” to be.

Improve (Level 2)
• Mode 4. Experiencing: Learning to make one’s own meaning from experiences,
from things that happen, creating or discovering one’s own understanding.
• Mode 5. Experimenting: Learning to find out, in a systematic way, more about
something by hypothesizing, carrying out carefully planned experiments or pilot
projects, and analyzing and reviewing the results of these.

Innovate (Level 3)
• Mode 6. Connecting: Learning to see systematically-wholes, connections,
patterns, interdependencies- hence to empathize, identify with others, and
acknowledge value diversity.
• Mode 7: Dedicating: Learning to recognize and commit oneself to one’s purpose
in life in the sense of joining with others to do something in and for the external
world.

Organizational, Group, Individual Needs at Three Levels of Performance

Area of Need Organizational Group Individual

Level of business
benefit
Implementing Meeting current Working together to Being competent at
organizational meet existing targets the level of existing
objectives and standards requirements

Improving Setting higher Continuous Having and using

objectives and improvement teams systematic,
reaching them continuous
improvement skills
and processes
Innovating Changing Working across Being able to work
objectives and boundaries to create differently and
strategies new relationships and more creatively
new products and with a shared sense
services of purpose
Skills involved in Identification and assessment of Training Needs

1. Process skills: Setting goals, making plans, reviewing and evaluating TNA
2. Relationship skills: Building and maintaining a helpful relationship with the person or
group whose needs are being identified
3. Content skills: Getting information and analyzing and making sense of it.

Training Needs: Process

o Job (Role) Analysis (Task identification)

o Task Analysis

Procedures for conducting Job analysis

1. Identify precisely the job to analyze

2. List all tasks that might be included in the job
3. Verify the list of tasks (expert review/interview with the workers/observation
4. Determine how frequently each task is performed
Seldom (1) Occasionally (2) Weekly to Monthly (3) Daily to Weekly (4) Daily (5)
5. Determine the relative importance of each task
– Marginally important (1)
– Moderately important (2)
– Extremely important (3)
6. Assess the difficulty of learning the task
Easy (1)
Moderately difficult (2)
Difficult (3)
Very difficult (4)
7. Tally the total score for each task
8. Discuss findings with key personnel in the training system

TRAINING CYCLE
• Pre Training
• Training
• Post Training

Pre Training
• TNA
• Design
• Announcement/communication
• Selection of Participants
• Resource Persons
• Logistics
 • Materials
• Evaluation/Feedback format
• Any other

Training
• Registration
• Expectations sharing
• Reviewing the design if needed
• Coordination
• Continuous evaluation
• Feedback/ Final Evaluation
• Any other

Post Training
• Follow up on assignments/action plans
• Report (compilation and analysis of the feedback)
• Transfer of learning
• Review/revision of design
• Sharing the feedback with the resource persons
• E-group

Designing a Tool for TNA

1. QUESTIONNAIRE: Open ended, Multiple choices, Ratings or Rankings (Most

effective----Least effective), Likert-scale (Strongly agree------Strongly disagree)

2. CRITICAL INCIDENT TECHNIQUE (CIT): Situation analysis technique in

which actions or behavior of an employee (during, for example, a customer
service event) is recorded and examined to ascertain the actual requirements of a
successful operation.

3. FOCUS GROUP DISCUSSION: This method derives from market research

strategies in which theories of social psychology and communication were applied
and later incorporated into social sciences research methods. In a focus group
discussion, people from similar backgrounds or experiences (e.g., mothers, young
married men, birth attendants/mid-wives) are brought together to discuss a
specific topic of interest to the investigator(s). Homogeneous samples are
preferred because mixing age/ gender groups may inhibit some people, especially
women, from expressing their views

Purpose:
• To explore the range of opinions/views on a topic of interest.
• To collect a wide variety of local terms and expressions used to describe a disease
(e.g., diarrhea) or an act (e.g., defecation)
 • To explore meanings of survey findings that cannot be explained statistically.

4. SUCCESSION PLANNING: Identification and development of potential

successors for key positions in an organization, through a systematic evaluation
process and training. Unlike replacement planning (which grades an individual
solely on the basis of his or her past performance) succession planning is largely
predictive in judging an individual for a position he or she might never have been
in.

5. NEEDS ASSESSMENT DECISION AID: This tool is designed to help you

decide among three methods of gathering additional information about the needs
and audiences for the interactive program you are developing. The three options
for collecting information included in this tool are questionnaire, interview, and
focus group.

LEARNING OBJECTIVES (LOBS)

Definition:
• Lobs describe in the clearest terms possible, exactly what a participant of training
programmed think, act or feel at the end of learning experience.
• Lobs are written according to what a learner must be able to do, not what the
trainer/teacher intends to teach.

Purpose of Lobs
Inform the participants concerning:
• What they will learn during the course or during the session and,
• The level of performance expected of them at the end of learning experience

Inform trainers/facilitators/resource persons about what the participants are expected

to learn so that:
• They can assess whether participants have acquired the desired level of
experience during the learning experience and if, there are deficiencies, modify,
and adapt the learning experience appropriately.
• They are aware of what is covered in other sessions so as to reinforce learning and
avoid unnecessary duplication
• Objective should be specific, clear and unambiguous so that it can be measured.

Using Action verbs for formulating objectives Cognitive Domain

Knowledge: Recall a wide range of materials, from specific facts to complete theories.
Examples: Define, name, list, describe, outline, identify, match, state, select

Comprehension: Ability to grasp meaning, translate or interpret materials or estimate

future trends. Examples: Explain, discuss, interpret, estimate, predict, and distinguish.
Application: Ability to use, learn material in new situations. Examples: Apply, change,
compute, solve, use, show, demonstrate, discover, relate, repair, modify.

Analysis: Ability to break materials into component parts to understand its organizational
structure. Examples: Breakdown, differentiates, discriminate, illustrate, analyze

Synthesize: Ability to put parts together to form a new whole. Examples: Categorize,
create, compose, combine, device, design, generate, reconstruct.

Evaluation: Appraise, conclude, compare, evaluate, assess, and criticize

Affective: Contains behaviors which have emotional overtones and includes such
behaviors such as showing awareness, sensibility, enjoying and appreciating etc.
Examples: Choose, follow, assist, confirm, lead, initiate, share, comply, appreciate,
realize.

Psychomotor: contains behaviors that involve “motor” skills or activities involving

neuromuscular coordination. Examples: Assemble, build, clean, change, construct,
design, locate, make, draw, weigh.

SESSION/LESSON PLAN
• Meaning: Formalized outline of a session one is going to teach
• Purpose: It forces/enables the trainer to conceptualize clearly what she/he is
going to do and how to do it
• It functions as a guide for the teacher/trainer during teaching of the session
• It serves as a tool for constructing tests (evaluation)

Components
 Topic / Title
 Determine the date of the session
 Determine the duration of the session
 Identify and clear about the type and number of participants
 Prepare learning objectives
 Prepare session content
 Introduction: Who will introduce, R&R, interest raiser Main points, key
information and sequencing
 Conclusion : Summary of what is to be done next, also decide who will
sum up and home assignment

PREPARING SESSION PLANS

• A guide who helps the trainer to conduct training activities according to the time
and subject.
• Designed exclusively by the trainer but it can be replicated or can be used by
other guides at other places too.
COMPONENTS OF THE LESSON PLAN

o Objectives
o Content Outline
o Training Methods
o Time Estimates
o Needed Training Resources
o Participant assignments
o Evaluation Methods.

LESSON PLAN
• Provides a logical organization for the course.
• Completion of each of the segment of the plan is a record of the entire curriculum
and the course description.
• Prepared in advance of the course but it should be flexible so that when the
trainer discusses new ideas, or clarify any doubts of the participants the further
sessions can be well adjusted according to the time and need of the course.

OBJECTIVES
Training objectives at the session plan level should be more specific and contain the three
parts of an objective’s statement:
- Conditions
- Performance
- Standards
Such and objective statement will enable the trainer to observe and measure the
trainee’s performance. Thus the trainer will be able to evaluate the effectiveness of the
training.

Content outline
This is the most significant and also takes the greatest amount of space. It must contain
information that will be communicated during training sessions.

The content should be derived directly from the objectives. There are a few steps which
help in deriving the topics and sub topics for the training plan:

STEP-1: Identify the knowledge that is necessary to accomplish the objective

• This includes dissecting the objectives in to different parts.
• Knowledge includes facts, concepts, and principles that must be remembered and
understood in order to achieve the objective.
• To decide the content
a. One needs to read technical documents, consult with subject matter experts.
b. Talk with people who routinely accomplish the objective in course of their
work.
STEP-2: Identify the performance or skill requirements of each objectives
 • “What must someone do in order to accomplish the objective?” must be answered
to identify the skill requirements.
• Not all objectives will have a skill component.
• There are many objectives that have both knowledge and skill elements.

STEP-3: Identify important attitude elements for the objective

• Many objectives have attitude elements, especially which deals with safety
measures.
• Someone can possess the necessary knowledge and skills, but without the proper
attitude, may cause harm in accomplishing the desired objective.

STEP-4: Organizing the knowledge, skill and attitude elements into a sequence
• This organization should be in the form of topics.
• Each topic can be subdivided where it seems appropriate to you as a trainer.
• The result is a topic outline for a training segment (A unit, lesson or a part of a
lesson). The subdivision sub points in the outline.

STEP-5: Record the topical outline onto the Lesson Plan Form
• This can be done in differing degree of detail according to the level of comfort of
trainer.
• It can be seen as guide to the trainer when he/she presents the lesson to the
participants.
• Those trainers who are well versed with the content write only the major points in
the outline while the newer ones give more emphasis on writing details.

TRAINING METHODS
• Once the content outline is prepared the appropriate methods should be selected
and identified to deliver these contents to the participants.
• Variety and appropriateness should be the focus while selecting the methods.

TIME ESTIMATES
• An estimated time should be determined for covering all the contents so that none
of them should be ignored or over emphasized.
• This estimate will be based upon the amount of the material that is subsumed by
each of the topic and the methods which has been selected.

NEEDED TRAINING RESOURCES

The training resources that is critical
 to the implementation of training and
 to the accomplishment of the objectives should be carefully identified.
These resources include
 the type of facility necessary,
 the type of equipment needed.
By considering each topic in the content outline and its relation to training method, an
indication of needed resources can be derived.
PARTICIPANT ASSIGNMENTS
This stipulates the variety of activities and assignments that enable the participants to get
involved in the training.

EVALUATION METHOD
The last section of the session plan should describe the technique, procedure and
instrument for evaluating
a. The accomplishment of course objectives by the participants.
b. The performance of resource persons for each session

SUMMARY
• Understanding the learning principles and how they apply specifically to adult
learners will guide the development of curriculum. That will ensure a greater
degree of success in the training effort.
• The organization of course content is critical for the success of the programme.

EVALUATION OF TRAINING

What is evaluation?
• Def: - a systematic process to assess the effectiveness and/or efficiency of training
efforts.
• Goal is to provide feedback useful for a variety of business related objectives and
not to label training effort as good or bad

Why evaluate?
• Decide on program revisions
• Decide on whether to expand a program
• Decide on whether to keep a program
• Help make personnel decisions
• Assist in strategic planning
• Help with budget planning

Principal factors
Who is responsible for the validation and evaluation processes?
• Senior management
o Awareness of the need and value of training to the organization.
o The necessity of involving the Training Manager (or equivalent) in senior
management meetings where decisions are made about future changes
when training will be essential.
o Knowledge of and support of training plans.
o Active participation in events.
o Requirement for evaluation to be performed and require regular summary
report.
o Policy and strategic decisions based on results and ROI data.
• The trainer
o Provision of any necessary pre-programme work etc and programme
planning.
o Identification at the start of the programme of the knowledge and skills
level of the trainees/learners.
o Provision of training and learning resources to enable the learners to learn
within the objectives of the programme and the learners' own objectives.
o Monitoring the learning as the programme progresses.
o At the end of the programme, assessment of and receipt of reports from
the learners of the learning levels achieved.
o Ensuring the production by the learners of an action plan to reinforce,
practice and implement learning

• The line manager

o Work-needs and people identification.
o Involvement in training programme and evaluation development.
o Support of pre-event preparation and holding briefing meetings with the
learner.
o Giving ongoing, and practical, support to the training programme.
o Holding a debriefing meeting with the learner on their return to work to
discuss, agree or help to modify and agree action for their action plan.
o Reviewing the progress of learning implementation.
o Final review of implementation success and assessment, where possible,
of the ROI

• The training manager

o Management of the training department and agreeing the training needs
and the programme application
o Maintenance of interest and support in the planning and implementation of
the programmes, including a practical involvement where required
o The introduction and maintenance of evaluation systems, and production
of regular reports for senior management
o Frequent, relevant contact with senior management
o Liaison with the learners' line managers and arrangement of learning
implementation responsibility learning programmes for the managers
o Liaison with line managers, where necessary, in the assessment of the
training ROI.

• The trainee
o Involvement in the planning and design of the training programme where
possible
o Involvement in the planning and design of the evaluation process where
possible
o Obviously, to take interest and an active part in the training programme or
activity.
 o To complete a personal action plan during and at the end of the training
for implementation on return to work, and to put this into practice, with
support from the line manager.
o Take interest and support the evaluation processes.

Evaluation Model (Kirkpatrick’s)

• Reaction of Learners - what they thought and felt about the training
• Learning - the resulting increase in knowledge or capability
• Behaviour - extent of behaviour and capability improvement and
implementation/application
• Results - the effects on the business or environment resulting from the trainee's
performance

Three stages of evaluation

Training for Results can be evaluated before, during and after the activities.

1. before the implementation:

a. Will the training methods result in the employee’s learning the knowledge and
skills needed to perform the task or carry out the role? Have other employees used
the methods and been successful.
b. Consider applying methods to a highly skilled employee. Ask he employees of
their impressions of the methods.
c. Do the methods conform to the employees’ preferences and learning styles? Have
the employees briefly reviewed the methods? Do the employees experience
difficulties understanding the methods?

2. During Implementation of Training:

a. Find out from the trainees their reaction. Do they understand what is being said?
b. Periodically conduct a short test
c. Is the employee taking part in the activities enthusiastically? Give them an
opportunity to rate your training.

3. after completion of the training:

a. Give the trainee a test before and after, and compare results.
b. Interview before and after, and compare the results.
c. Watch the person perform the task or conduct the role.
d. Assign an expert evaluator to evaluate the learner’s knowledge and skills.

Pre and Post Training Evaluation

• Pre-training assessment addresses information about the participants’ past
experience as well as current competencies, learning needs, and expected
application of learning.
• Post-assessment (reactions) addresses reactions to the training experience.
 • Post-assessment (learning) is a self-assessment of knowledge/skills gained and
expected application of learning.

Training Audit
• Audit: Beyond the training or the event level
• Three levels: Organization, Function/Department and Event/Programme

UNIT V: CHANGE MANAGEMENT

DEFINITION
• Change management is an aspect of management focusing on ensuring that the
firm responds to the environment in which it operates.
• Change Management is a structured approach to transitioning individuals,
teams, and organizations from a current state to a desired future state. The current
definition of Change Management includes both organizational change
management processes and individual change management models, which
together are used to manage the people side of change.

CHANGE MANAGEMENT PRINCIPLES

• At all times involve and agree support from people within system (system =
environment, processes, culture, relationships, behaviors, etc., whether personal
or organizational).
• Understand where you/the organization is at the moment.
• Understand where you want to be, when, why, and what the measures will be for
having got there.
• Plan development towards above No.3 in appropriate achievable measurable
stages.
• Communicate, involve, enable and facilitate involvement from people, as early
and openly and as fully as is possible.

FOUR KEY FEATURES OF CHANGE MANAGEMENT:

• Change is the result of dissatisfaction with the present strategies
• It is essential to develop a vision for a better alternative
• It is necessary to develop strategies to implement change
• There will be resistance to the proposals at some stage

CHANGE OFTEN ARISES FROM:

• The development of new products
• The entry of new competition
• Changes in consumer tastes & preferences
• Changes in the cultural, political, economic, legal and social framework
• Changes in technology leading to technological obsolescence or new product
opportunities
CHANGE AFFECTS ALL ASPECT OF PEOPLE MANAGEMENT
HRM is directly affected by change in:
• Organizational structure
• Personnel of teams
• Process
• Location
• Work load
• Work role
• Work practices
• Supervision
• Work teams

FORCES FOR CHANGE IN BUSINESS:

• Internal forces
• Desire to increase profitability
• Reorganization to increase efficiency
• Conflict between departments
• To change organizational culture
• External forces
• Customer demand
• Competition
• Cost of inputs
• Legislation
• Tax changes
• New technology
• Political
• Ethics
• Technological obsolescence

JOHN P KOTTER'S 'EIGHT STEPS TO SUCCESSFUL CHANGE'

John Kotter's highly regarded books 'Leading Change' (1995) and the follow-up 'The
Heart of Change' (2002) describes a helpful model for understanding and managing
change. Each stage acknowledges a key principle identified by Kotter relating to people's
response and approach to change, in which people see, feel and then change (see a more
detailed interpretation of the personal change process in John Fisher's model of the
process of personal change)

Kotter's eight step change model

• Increase urgency - inspire people to move, make objectives real and relevant.
• Build the guiding team - get the right people in place with the right emotional
commitment, and the right mix of skills and levels.
• Get the vision right - get the team to establish a simple vision and strategy focus
on emotional and creative aspects necessary to drive service and efficiency.
 • Communicate for buy-in - Involve as many people as possible, communicate the
essentials, simply, and to appeal and respond to people's needs. De-clutter
communications - make technology work for you rather than against.
• Empowers action - Remove obstacles, enable constructive feedback and lots of
support from leaders - reward and recognize progress and achievements.
• Create short-term wins - Set aims that are easy to achieve - in bite-size chunks.
Manageable numbers of initiatives. Finish current stages before starting new ones.
• Don't let up - Foster and encourage determination and persistence - ongoing
change - encourage ongoing progress reporting - highlight achieved and future
milestones.
• Make change stick - Reinforce the value of successful change via recruitment,
promotion, and new change leaders. Weave change into culture.

MANAGING THE CHANGE

Preparation for change
• Environmental analysis.
• Set out the strengths and weaknesses of the organization
• – Current provisions
– Resources
– Roles and responsibilities
• Identify the change required
• Determine the major issues
• Identify and assess the key stakeholders
• Win the support of key individuals
• Identify the obstacles
• Determine the degree of risk and the cost of change
• Understand why change is resisted
• Recognize the need for change, identify current position, devise a suitable method

Building the vision

• Develop a clear vision
• Make it people clear about what a change involves and how they are involved in it
• What is involved
• What is the proposed change
• Why should we do it
• What the major effects will be
• How we can manage the change

Plan the change

Devise appropriate strategies to introduce change
• Design the change
• Identify the significant steps in the change process
• Discuss the need for change and the full details of what is involved
• Allow people to participate in planning change
• Communicate the plan to all concerned
• Produce a policy statement
• Devise a sensible time scale
• Produce action plans for monitoring the change
• Allow people to participate in planning change
• Get all parties involved in and committed to the change
• Inspire confidence by forestalling problems and communicating regularly
• Devise a sensible time scale for implementation of change
• Anticipate the problems of implementation
• Understand why change is resisted

Implementing the change

o Check on and record progress
o Make sure that change is permanent
o Evaluate the change
o Improve on any weak area
o Overcome resistance
o Involve all personnel affected
o Keep everyone informed
o Devise an appropriate reward system
o Be willing to compromise on detail
o Ensure that strategies are adaptable
o Select people to champion change
o Provide support and training
o Monitor and review

Two types of change

(1) Step change
• Dramatic or radical change in one fell swoop
• Radical alternation in the organization
• Gets it over with quickly
• May require some coercion
(2) Incremental change
• Ongoing piecemeal change which takes place as part of an organization’s
evolution and development
• Tends to more inclusive

Techniques to help implement change

Teams building across units
Internal communication
Negotiation
Action planning
Change agents or champions of change
And a certain amount of compulsion manipulation and coercion

Change agents
• Managers should be able to act as change agents:
 • To identify need for change
• Be open to goods ideas for change
• To able to successfully implement change

Advantages of using a change agent:

• Forces trough change
• Becomes the personification of the process
• Responsibility for change is delegated thus freeing up senior managers to focus on
future strategy

Helping people to accept change

• Consider how they will be affected
• Involve them in the change
• Consult and inform frequently
• Be firm but flexible
• Make controversial change as gradually as possible
• Monitor the change
• Develop a change philosophy

Six ways of overcoming resistance to change

(1) Education and communication - if people understand the needs for change and what
is involved them are more likely to co-operate.
(2) Participation and involvement - to encourage people to feel ownership of the
change.
(3) Facilitation and support - listening to the real concerns of people affected.
(4) Negotiation and agreement - agreement and compromise if necessary.
(5) Manipulation - e.g. “buying off” leaders of resistance.
(6) Explicit and implicit coercion - threats where necessary but this is a high risk
strategy.

PARADIGM SHIFT
We are what we repeatedly do. Excellence is not an act, but a habit. Aristotle

Definition
• 1. A radical change in thinking from an accepted point of view to a new one,
necessitated when new scientific discoveries produce anomalies in the current
paradigm.
• 2. (US) a radical change in thinking from an accepted point of view to a new
belief.

Stereotype

If you always do what you always did, you always get what you always got." If one life
with an open mind and believes in possibilities of what if...then new multi-dimensions are
open for one to experience. On the other hand, if one has a closed mind the possibilities
for what if will never come to be experienced. The perception is in the eye of the
beholder. It all begins with a thought...an idea.

Born to Win
We are all born to lead successful lives, but our conditioning leads us to failure.

Conditioning

Conditioning is the psychological process whereby we get used to specific events

occurring in association with each other.

How do we get conditioned?

We are constantly being conditioned consciously or unconsciously by exposure to :
• The kind of books we read
• The kind of movies or TV program we watch
• The kind of company we keep

GIGO Principal

Our subconscious mind does not discriminate. Whatever we choose to put into our mind,
our subconscious will accept and our behaviors will reflect accordingly

Your Subconscious Mind and Conscious Mind

The Conscious mind has an ability to think. It can accept and reject. But the
subconscious only accepts.

How do we get programmed?

There are four stages-
• Unconscious Incompetence
• Conscious Incompetence
• Conscious competence
• Unconscious Competence

The Four Stages

• Unconscious incompetence
The individual neither understands nor knows how to do something, nor recognizes
the deficit, nor has a desire to address it.

• Conscious incompetence
Though the individual does not understand or know how to do something, he or she
does recognize the deficit, without yet addressing it.
• Conscious competence
The individual understands or knows how to do something. However, demonstrating
the skill or knowledge requires a great deal of consciousness or concentration.
• Unconscious competence
 The individual has had so much practice with a skill that it becomes "second nature"
and can be performed easily (often without concentrating too deeply). He or she may or
may not be able teach it to others, depending upon how and when it was learned.

Nature Abhors a Vacuum

• You must keep your self involved in positive activity otherwise you would be
attracted to the negative because nature abhors a vacuum.
• We can control our habits by exercise self discipline over our thoughts.

• Habits are matter of the pain and pleasure principle. We do things either to avoid
pain or to gain pleasure.
Resistance to change
When people recognize or become aware of their negative habits, why don’t they
change?

The pleasure to continue is greater than the change, they may:

• lack the desire of change

• Lack the discipline to change
• lack the belief that they can change
• Lack the awareness for the need to change

Following excuse are the most common for not changing negative habits:
• I have always done it that way
• I have never done it that way
• That is not my job
• I don’t think it will make any difference
• I am too busy

Forming Positive habits

It’s never too late to change; regardless of your age and how old is the habit is. We can
change by being aware of what needs to be changed and by using techniques that modify
behavior.

Auto suggestion

It’s a statement made in the present tense, of the kind of person you want to be. They
influence both your conscious and subconscious mind that in turn, influences attitude and
behavior.

“A lie that is repeated often enough becomes accepted truth.”

Auto suggestions should be positive statement, we think in pictures not in words.

Prepare the subconscious

Auto suggestion is a repetitive process through which we feed our subconscious with
positive statements that translate into reality. It is a way to program and condition our
mind to make a statement into a self fulfilling prophecy.

STRESS MANAGEMENT

What is STRESS?
• Stress is how our bodies react to some change in the environment.
• No meaningful job or workplace is, or should be expected to be, stress-free.
• Stress is good. But excessive stress can be harmful.

Positive stress results

• Enables concentration
• Increases performance
• Energizes you into motion

Negative stress results

• Loss of motivation
• Reduced effectiveness
• Physical, mental & behavioral problems.

Personality Stress
• Type A Competitive achievement-oriented, sense of time urgency, difficulty
relaxing, impatient, angry, hostile, outwardly confident but full of self-doubt
• Type B Relaxed, Easy going and unpressured

Job Stressors
A stressor is a stimulus or event that provokes a stress response in an organism.
• Specific work factors.
• Physical environment.
• Organizational practices.
• Workplace change.
• Interpersonal relationships.

The ‘I’ Models FOCUS

Learn to avoid your “stress-building” thoughts and replace them with alternative “stress-
busting” thoughts.

2 Main Components
INDIVIDUAL
- Self Knowledge
- Identify Stressors
 - Time Management

ORGANIZATION
- Work Environment
- Organizational Practices
- Interpersonal Relationships

Stress is a handmaiden of modern life. But it is possible to convert stress-building

thoughts into stress-busting ones.

ROME WAS NOT BUILD IN A DAY, SO TAKE TIME TO PRACTICE, PRACTICE

& PRACTICE.

PERSONALAITY AND VALUES

What is personality?
• A dynamic concept
• Describing the growth and development of a person’s whole psychological system
• Personality looks at some aggregate whole that is greater than the sum of the
parts.
• Definition: The sum total of ways in which an individual reacts to and interacts
with others.

Measuring Personality
• A psychological test a structured technique used to generate a carefully selected
sample of behavior.
• Sample is used to make inferences about the psychological attributes of the people
who have been tested.
• Tests measure intelligence, abilities and interests to aspects of one’s personality
such as self-esteem and emotional stability.
• Personality Tests measure enduring and unique aspects of people.
• Tests are based on empirical research and theoretical background.
• They are valid, reliable and standardized.
• They help draw up a comprehensive behavioral profile of a person.
• Warn management of one’s weaknesses and strengths.

Personality tests are useful

• In hiring decisions.
• to forecast who is the best bet for a job
• to better understand employees
• To effectively manage who work for them.

THREE MAIN WAYS OF MEASUREMENT

Self-report surveys
• Most common way to measure Completed by the individual
 • Individual at times may lie or practice impression management.
• Concern about the accuracy

Observer-ratings surveys
• To provide independent assessment of personality.
• Coworker might help with the rating.
• Observer-ratings a better predictor
• Self-report and Observer-rating surveys tell us something unique about the
individual’s behavior in the work place.

Projective measures
• Rosrschach Inkblot Test:
- To state what inkblot seem to resemble.

• TAT – Thematic Apperception Test

- A series of pictures on cards are shown
- Individual writes a story about each picture
- Clinicians score the responses in both the tests. They perceive the results differently.
- Projective measures are not very effective and are rarely used.

USE OF ASSESSMENT IN ORGANIZATIONS

• Association of Graduate Recruiters’ study shows that 92% say that psychometric
tests are useful in recruitment processes.
• As recent as in the year 2007 but for a mere 2% respondents all were of the
opinion that the psychometric tests had some influence (67%) or strong influence
(24%) on recruitment.
• Assessment of individual differences is carried out at the time of selection and
during other times in an employee’s career.
• Personality test can help in screening, succession planning career planning, team
building, and management development activities.10

PERSONALITY DETERMINANTS
• An age old debate of whether the personality was the result of heredity or of
environment.
• It is as a result of both hereditary and environmental factors.
• Research has tended to support the importance of hereditary over the
environment.

Heredity
• Factors determined at conception.
• Ultimate explanation of an individual’s personality is the molecular structure of
the genes, located in the chromosomes.
• We must recognize the power of heredity.
• Some personality traits may build into the same genetic code that affects factors
such as height and hair color.
 • The most important contribution our parents have made to our personalities is
giving us their genes.
• Over periods of time personalities do change.

The art of facilitation

Meaning:
• This is a new approach to manage people.
• From the old traditional command and control approach to a new one that enable
the managers to manage effectively in different situations.
• Dictionary meaning of facilitator: ‘One who makes easier; one who assists the
progress of another’. It is not a soft approach rather a challenging one.

Emphasis
• Facilitation emphasizes collaboration and cooperation.
• Managers and trainers are attracted by this new approach to improve working
practices.
• It is in keeping with the objective of trainers and managers:
• To encourage others to learn and work together.

Principles of Facilitation:
• Help people be ‘self-directed’
• The old practice of telling people ‘what to do’ and ‘how to do’ has no place today.
• This requires managers to adapt a new style to help the person or the group
achieve its purpose.
• Be aware of the situation you are in. Are you a team leader, consultant or a
teacher?

Three modes of authority to use:

1. Hierarchy: The manager is in absolute control and everybody knows and
understands it. Here a clear (explicit) or unstated (implicit) command and control
system is in practice. In a hierarchically managed system the manager may not be
using the expertise contained in the team. He imposes his way of doing things as
the right way of doing. Such managers stifle initiatives.

2. Co-operation: The manager shares his power and manages from his knowledge
and experience. He works towards enabling people and teams to become self-
directing by conferring with them. Decisions are made together.
SPECIAL FEATURES:
- They meet to make decisions together.
- Everyone has an equal say.
- Responsibility is shared and owned by all team members.
This mode makes full use of manager’s and the team’s expertise.
 3. Autonomy: Here one learns to respect the total autonomy of the individual or the
group. The manager does not do things for them but with them. In this mode the
manager gives authority and responsibility to the team to make decisions and
agrees to abide their decisions.
SPECIALITY:
- Makes full use of the expertise of the team.
- Implies a high level of trust.
- Demands maturity and responsibility from the manager and team.

EFFECTIVE FACILITATOR moves with ease between all three modes depending on
the needs of situation. THERE IS NO ONE RIGHT MODE.

Dimensions of facilitation
Planning: It is the goal-oriented aspect of facilitation where ‘what to do’ rather ‘how to
do’ is the concern.
- Hierarchical Mode: Manager imposes planning decisions without
consultation.
- Co-operative Mode: Facilitator negotiates with the individual or the group.
- Autonomous Mode: Facilitator defines with the group the goals and
objectives. After that all planning is done by the group members on their
own.

Meaning: This is the knowledge aspect of facilitation.

- Hierarchical Mode: Facilitator offers the individual or the group the
reason for the change initiative and the relevance of it. It is limiting factor
since it is based on just one perspective.
- Co-operative mode: Facilitator may prompt the individual or group to
consider for them what change might mean to their working lives. He may
support it with offering helpful models or his personal experiences.
- Autonomous Mode: Facilitator leaves the individual or group to come to
their own conclusions. If the individual or group lacks enough information
to make sense of what is happening they may feel abandoned and
demoralized rather than empowered.

Confronting: Facilitator challenges the individual or the group.

He deals with resistance to change and raises their awareness of their blind
Spots.
- Hierarchical Mode: Facilitator challenges someone head on about the
Behavior with confronting questions.
Co-operative Mode: Feedback from the facilitator is received in the right
spirit. The group uses it as a basis for learning or development.
Autonomous Mode: Facilitator works with a high trust group. An
individual looks at him as a mentor or a coach. In this atmosphere the
individual or the group feel safe and supported and they begin to challenge
themselves to do their best.
Feeling: Facilitator should be aware of his own emotional responses and those of the
People they are working with. This concerns sensing and managing the
Mood of the group.
Hierarchical Mode: Facilitator by using energizing games and techniques
Target the feeling state of the group. In the beginner groups facilitators
Should be sensitive to the moments when they are suppressing their
feelings. They must be helped to identify, own and accept their feelings.