Training and Development(819) Assignment: 1

Allama Iqbal Open University, Islamabad

Training and Development (819)
Assignment: 1

Submitted by:

Bushra Qamar

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Training and Development(819) Assignment: 1

Q#1: Explain the various techniques managers can use in

evaluating employees performance.
Employee performance evaluation methods are defined as the techniques used to judge a
particular employee's work performance in order to give him/her benefits of the
job. There are many things which depend on these performance evaluation methods
like an employee's appraisal, performance reviews, and career development.

What to be evaluated?

This employee management evaluation is analyzed by recording their success, failures,

strengths and weakness information and then deciding their worth to the
organization. The productivity of a certain employee towards the work assigned to
him/her is also observed in the time period given to them to prove themselves.

There are three main aspects which are considered while evaluating any employee and
those are, quality and quantity of work done, time in which is it done and the
benefit it makes to the company in terms of cost. With these main factors in mind
there are methods by which employee performance is judged, so take a look at a
few common ones mentioned below.

Performance appraisal methods

1. Critical incident method

The critical incidents for performance appraisal is a method in which the manager writes
down positive and negative performance behavior of employees throughout the
performance period

2. Weighted checklist method

This method describe a performance appraisal method where rater familiar with the jobs
being evaluated prepared a large list of descriptive statements about effective and
ineffective behavior on jobs

3. Paired comparison analysis

Paired comparison analysis is a good way of weighing up the relative importance of

options.
A range of plausible options is listed. Each option is compared against each of the other
options. The results are tallied and the option with the highest score is the preferred
option.

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4. Graphic rating scales

The Rating Scale is a form on which the manager simply checks off the employee’s level
of performance.
This is the oldest and most widely method used for performance appraisal.

5. Essay Evaluation method

This method asked managers / supervisors to describe strengths and weaknesses of an

employee’s behavior. Essay evaluation is a non-quantitative technique
This method usually use with the graphic rating scale method.

6. Behaviorally anchored rating scales

This method used to describe a performance rating that focused on specific behaviors or
sets as indicators of effective or ineffective performance.
It is a combination of the rating scale and critical incident techniques of employee
performance evaluation.

7. Performance ranking method

Ranking is a performance appraisal method that is used to evaluate employee

performance from best to worst.
Manager will compare an employee to another employee, rather than comparing each one
to a standard measurement.

8. Management By Objectives (MBO) method

MBO is a process in which managers / employees set objectives for the employee,
periodically evaluate the performance, and reward according to the result.
MBO focuses attention on what must be accomplished (goals) rather than how it is to be
accomplished (methods)

9. 360 degree performance appraisal

360 Degree Feedback is a system or process in which employees receive confidential,

anonymous feedback from the people who work around them. This post also include
information related to appraisal methods such as 720, 540, 180…

10.Forced ranking (forced distribution)

Forced ranking is a method of performance appraisal to rank employee but in order of

forced distribution.

For example, the distribution requested with 10 or 20 percent in the top category, 70 or
80 percent in the middle, and 10 percent in the bottom.

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11. Behavioral Observation Scales

Behavioral Observation Scales is frequency rating of critical incidents that worker has
performed

Q#2: Describe management development techniques.

Asnwer:
What is Training?
Training refers to improving competencies needed by professionals today or in the near
future.
Training is a learning process that involves the acquisition of knowledge, sharpening of
skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance
of employees. Training is activity leading to skilled behavior.
It is a subsystem of an organization. It ensures that randomness is reduced and learning or
behavioural change takes place in structured format.
Development, on the other hand is a more long-term perspective of bringing about a
permanent change in the skills and attitudes of the person and grooming the professional
for a larger role in the late future.
Approaches to Training and Development
1. Traditional approach: Most of the organizations before never used to believe in
training. They were holding the traditional view that managers are born and not
made. There were also some views that training is a very costly affair and not
worth. Organizations used to believe more in executive pinching.
2. Modern approach: It is that Indian Organizations have realized the importance
of corporate training. Training is now considered as more of retention tool than a
cost. The training system in Indian Industry has been changed to create a smarter
workforce and yield the best results.
Importance of Training & Development
• Optimum Utilization of Human Resources – Training and Development helps
in optimizing the utilization of human resource that further helps the employee to
achieve the organizational goals as well as their individual goals.
• Development of Human Resources – Training and Development helps to
provide an opportunity and broad structure for the development of human
resources' technical and behavioral skills in an organization. It also helps the
employees in attaining personal growth.
• Development of skills of employees – Training and Development helps in
increasing the job knowledge and skills of employees at each level. It helps to
expand the horizons of human intellect and an overall personality of the
employees.
• Productivity – Training and Development helps in increasing the productivity of
the employees that helps the organization further to achieve its long-term goal.
• Team spirit – Training and Development helps in inculcating the sense of team
work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to
learn within the employees.

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• Organization Culture – Training and Development helps to develop and

improve the organizational health culture and effectiveness. It helps in creating
the learning culture within the organization.
• Organization Climate – Training and Development helps building the positive
perception and feeling about the organization. The employees get these feelings
from leaders, subordinates, and peers.
• Quality – Training and Development helps in improving upon the quality of work
and work-life.
• Healthy work environment – Training and Development helps in creating the
healthy working environment. It helps to build good employee, relationship so
that individual goals aligns with organizational goal.
• Health and Safety – Training and Development helps in improving the health
and safety of the organization thus preventing obsolescence.
• Morale – Training and Development helps in improving the morale of the work
force.
• Image – Training and Development helps in creating a better corporate image.
• Profitability – Training and Development leads to improved profitability and
more positive attitudes towards profit orientation.
• Training and Development aids in organizational development i.e. Organization
gets more effective decision making and problem solving. It helps in
understanding and carrying out organizational policies
Methods of Training
There are various methods of training, which can be divided in to cognitive and
behavioral methods. Trainers need to understand the pros and cons of each method, also
its impact on trainees keeping their background and skills in mind before giving training.
1. Cognitive Methods
Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or
verbal information, demonstrate relationships among concepts, etc.
FOCUSES- changes in knowledge and attitude by learning.
2. Behavioral Methods
Behavioral methods are more of giving practical training to the trainees. The various
methods in this allows the trainee to behavior in a real fashion
These methods are best used for skill development.

Methods of Cognitive Training

a) LECTURES
- This method is used to create understanding of a topic or to influence behavior,
attitudes through lecture.
- A lecture can be in printed or oral form.
- Lecture is given to enhance the knowledge of listener or to give him the
theoretical aspect of a topic.
- It is difficult to imagine training without lecture format.
- There are some variations in Lecture method.
- The variation here means that some forms of lectures are interactive while some
are not.

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b) DEMONSTRATION
- This method is a visual display of how something works or how to do something.
- Example: The trainer shows the trainees how to perform or how to do the tasks of
the job.
- Helps the focusing their attention on critical aspects of the task

c) DISCUSSION METHOD
- This method uses a lecturer to provide the learners with context that is supported,
elaborated, explains, or expanded on through interactions both among the trainees and
between the trainer and the trainees.
- Discussion method is a two-way flow of communication
- Knowledge in the form of lecture is communicated to trainees. Then
understanding is conveyed back by trainees to trainer.

d) COMPUTER BASED TRAINING (CBT)

- Providing training to employees through Intranet or Internet.
- CBT does not require face-to-face interaction with a human trainer.

Benefits of CBT are:

* It Reduces Cost of Training

* Provides Instructional Consistency
* Reduces Trainee Learning Time
* Increases Access to Training
*Affords Privacy of Learning
* Allows the Trainee to Master Learning

Methods of Behavioral Training

1. GAMES & SIMULATIONS
- Game is defined as spirited activity or exercise in which trainees compete with
each other according to the defined set of rules.
- Simulation is creating computer versions of real-life games.
- It is about imitating or making judgment or opining how events occur in a real
situation.

2. BUSINESS GAMES
- These are based on the set of rules, procedures, plans, relationships, principles
derived from the research.
- In business games, trainees are given some information that describes a particular
situation and are then asked to make decisions that will best suit in the favour of the
company.

3. ROLE PLAYS
- Role play is a simulation in which each participant is given a role to play.
- Information is given to Trainees related to:

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• Description of the role

• Concerns
• Objectives
• Responsibilities
• Emotions, etc.
• Then, a general description of the situation, and the problem that each one of them
faces, is given.example,
• Situation could be strike in factory,
• Managing conflict between two parties
• Scheduling vacation days, etc.
4. IN-BASKET TECHNIQUES
- In this technique, trainee is given some information about the role to be played
such as, description, responsibilities, general context about the role.
- The trainee is then given the log of materials that make up the in-basket and asked
to respond to materials within a particular time period.
- After all the trainees complete in-basket, a discussion with the trainer takes place.

5. CASE STUDIES
- The trainee is given with some written material, and the some complex
situations of a real or imaginary organization.
-
MANAGEMENT DEVELOPMENT
The more future oriented method and more concerned with education of the employees.
To become a better performer by education implies that management development
activities attempt to install sound reasoning processes.
Parts of Management Development
a) On The Job Training:
The development of a manager's abilities can take place on the job.
b) Off The Job Training:
There are many management development techniques that an employee can take in off
the job.

ON THE JOB TRAINING

a) COACHING
- Coaching is one of the training methods, which is considered as a corrective
method for inadequate performance. \
- Coaching is the best training plan
- It is one-to-one interaction
- It can be done on phone, meetings, through mails, chat etc.

b) MENTORING
- Mentoring is an ongoing relationship that is developed between a senior and junior
employee.
- Mentoring provides guidance and clear understanding of how the organization
goes to achieve its vision and mission to the junior employee.

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c) JOB ROTATION
- This approach allows the manger to operate in diverse roles and understand the
different issues that crop up.
- It is the process of preparing employees at a lower level to replace someone at the
next higher level.

d) JOB INSTRUCTION TECHNIQUE (JIT)

- Job Instruction Technique (JIT) uses a strategy with focus on knowledge (factual
and procedural), skills and attitudes development.
Off the Job Training
a. SENSITIVITY TRAINING
- Sensitivity training is about making people understand about themselves and
others reasonably, which is done by developing in them social sensitivity and behavioural
flexibility.
b. TRANSACTIONAL ANALYSIS
- Transactional Analysis provides trainees with a realistic and useful method for
Analysing and understanding the behavior of others.
- In every social interaction, there is a motivation provided by one person and a
reaction to that motivation given by another person. This motivation-reaction relationship
between two persons is a transaction.

c. LECTURES
- Lecture is given to enhance the knowledge of listener or to give him the
theoretical aspect of a topic.
- Training is basically incomplete without lecture.
Conclusion
Hence, it can be said that Training is about knowing where you stand at present, no
matter how good or bad the current situation looks, and where you will be after some
point of time. And all the techniques of Training and Development are different means
towards achieving those ends for the organization.

The better trained the employees of any industry will be, the better would be its
productivity

Q#3: Descrribe the various theories of learning in detail.

Learning is commonly defined as a process that brings together cognitive, emotional,
and environmental influences and experiences for acquiring, enhancing, or making
changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod,
1995). Learning as a process focuses on what happens when the learning takes place.
Explanations of what happens constitute learning theories. A learning theory is an
attempt to describe how people and animals learn, thereby helping us understand the
inherently complex process of learning. There are 12 learning theories:

• Constructivism
• Behaviorism

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• Piaget's Developmental Theory

• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition

There are three sets of learning theory generally used in educational circles, under the
headings of:

Behaviourist A particular embodiment of a positivist "scientific" approach to

learning
Humanistic Arising from a value-base of empowering and even liberating the
learner

• with Constructivism somewhere in-between this and

Cognitive which includes everything else apart from

• sheer imitation, which does not seem to be dignified with a

theoretical home and
• situated learning theory, which is primarily social, but raises
important questions about how we expect people to learn.

Cognitive theories are very varied and this site does not pretend to
cover all of them.

Constructivism

The following definition is quoted from the Website:

http://curriculum.calstatela.edu/faculty/
psparks/theorists/501const.htm.

Constructivist learning is based on students' active participation in problem-solving and

critical thinking regarding a learning activity which they find relevant and engaging.
They are "constructing" their own knowledge by testing ideas and approaches based on
their prior knowledge and experience, applying these to a new situation, and integrating
the new knowledge gained with pre-existing intellectual constructs
. Among its key precepts are:

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• situated or anchored learning, which presumes that most learning is

context-dependent, so that cognitive experiences situated in authentic
activities such as project-based learning;
• cognitive apprenticeships, or case-based learning environments
result in richer and more meaningful learning experiences;
• social negotiation of knowledge, a process by which learners form
and test their constructs in a dialogue with other individuals and with the
larger society .collaboration as a principal focus of learning activities so
that negotiation and testing of knowledge can occur.

Cognitivism
The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt
psychologist. He criticized behaviorists for being too dependent on overt behavior to
explain learning. Gestalt psychologists proposed looking at the patterns rather than
isolated events. Gestalt views of learning have been incorporated into what have come to
be labeled cognitive theories.

Two key assumptions underlie this cognitive approach: (1) that the memory system is an
active organized processor of information and (2) that prior knowledge plays an
important role in learning.

Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists

consider how human memory works to promote learning. For example, the physiological
processes of sorting and encoding information and events into short term memory and
long term memory are important to educators working under the cognitive theory. The
major difference between gestaltists and behaviorists is the locus of control over the
learning activity: the individual learner is more key to gestaltists than the environment
that behaviorists emphasize.

The social/situational orientation to learning

It is not so much that learners acquire structures or models to understand the world, but
they participate in frameworks that that have structure. Learning involves
participation in a community of practice.

Social learning theory 'posits that people learn from observing other people. By
definition, such observations take place in a social setting' (Merriam and Caffarella 1991:
134). Within psychology, initially it was behaviourists who looked to how people learned
through observation. Later researchers like Albert Bandura looked to interaction and
cognitive processes. One thing that observation does is to allow people to see the
consequences of other’s behaviours. They can gain some idea of what might flow from
acting in this way or that.

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The four orientations can be summed up in the following figure:

Four orientations to learning (after Merriam and Caffarella 1991: 138)

Aspect Behaviourist Cognitivist Humanist Social and

situa
tiona
l

Learning Thorndike, Koffka, Kohler, Maslow, Rogers Bandura, Lave

theorists Pavlov, Watson, Lewin, Piaget, and Wenger,
Guthrie, Hull, Ausubel, Salomon
Tolman, Bruner, Gagne
Skinner
View of the Change in Internal mental A personal act Interaction
learning behaviour process to fulfil /observation in
process (including potential. social contexts.
insight, Movement from
information the periphery to
processing, the centre of a
memory, community of
perception practice

Locus of Stimuli in Internal Affective and Learning is in

learning external cognitive cognitive needs relationship
environment structuring between people
and
environment.

Purpose in Produce Develop Become self- Full participation

education behavioural capacity and actualized, in communities
change in skills to learn autonomous of practice and
desired better utilization of
direction resources

Educator's role Arranges Structures Facilitates Works to

environment to content of development of establish
elicit desired learning activity the whole communities of
response person practice in which
conversation and
participation can
occur.

Manifestations Behavioural Cognitive Andragogy Socialization

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in adult objectives development

learning Self-directed Social
Competency Intelligence, learning participation
-based learning and
education memory as Associationalism
function of age
Skill Conversation
development Learning how to
and training learn

Q#4: what are the main objectives of simulation? Also describe

different aspects of simulations.
There are three attributes that every simulation has. If all three attributes exist, then you
can legitimately call something a simulation. However, if even one attribute is missing,
then it’s not a simulation.

Here are the three attributes required for every simulation–

A simulation:

1. imitates something real, but

2. is not real itself, and
3. Can be altered by its users.

A simulation imitates something real

Imitating something real is what distinguishes simulations from games

A simulation is not real

Simulations are used to practice at something, not replace actual experiences. Simulations
are simplifications of real things. Contrary to what inexperienced simulation developers
claim, simple simulations are usually better than complicated ones. Complicated
simulations make it difficult for the user to extract the handful of valuable lessons that the
sim is trying to teach because the user gets lost in the detail.

A simulation can be altered

Simulations are active. Passive lecturing is often easier for instructor and learners– but
less productive. Simulations force passive learners into more active learning. Sometimes
demos are called simulations. But if the demo is essentially a movie where you watch
someone else, then it’s not a simulation. However, if you can change things within the
demo and see how they respond, the demo becomes a simulation.

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Business simulation is simulation used for business training or analysis. It can be

scenario-based or numeric-based.

Most business simulations are used for business acumen training and development.
Learning objectives include: strategic thinking, financial analysis, market analysis,
operations, teamwork and leadership.

Gredler divides experiential simulations into the following four categories:

1. Data management simulations,

2. Diagnostic simulations,
3. Crisis management simulations, and
4. Social-process simulations.

Business simulation games are most often of the first kind. A participant in a data
management simulation typically functions as a member of a team of managers or
planners. Each team is managing a company allocating economic resources to any of
several variables in order to achieve a particular goal.

Business strategy games are intended to enhance students’ decision-making skills,

especially under conditions defined by limited time and information[16]. They vary in
focus from how to undertake a corporate takeover to how to expand a company’s share of
the market. Typically, the player feeds information into a computer program and receives
back a series of optional or additional data that are conditional upon the player’s initial
choices. The game proceeds through several series of these interactive, iterative steps. As
can be noted, this definition does not consider continuous (real-time) processing an
alternative.

Scenario simulations
In a business game or business simulation game, a scenario is played out in a simulated
environment and the learner or user is asked to make individual or team based decisions
on how to act in the simulations. Often multiple choice alternatives are used and the
scenario is played out following a branching tree based on which decisions the learner
makes. Throughout or at certain intervals feedback is provided. These are similar to role-
play simulations.

Numeric simulations
A numeric simulation can mimic a whole company on a high level or it can be more
detailed and mimic specific organizational units or processes. In a numeric simulation the
learner or user makes decisions by pulling levers and dialers as well as through inputting
numbers. The decisions are processed and the outcomes are calculated and shown in
reports and graphs, eg. price and volume as well as number of employees can be
decisions and the outcome can be viewed in e.g. an income statement, a balance sheet and

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a cash flow statement. Feedback is given throughout the simulation or at certain intervals,
such as when a year has passed. Many numeric business simulations include elements of
competition against other participants or against computer generated competitors.

Types of Business Simulation Games

Business simulation games can be classified according to several properties. The first
taxonomies were introduced already in the beginning of the 1960s (see e.g. Greenlaw et
al., 1962). Here we introduce the taxonomy from Biggs[36], which is practically identical
with the taxonomy from Greenlaw et al.

Dimension Description of alternatives

Designed to focus specifically on problems of decision-making as
seen in one functional area; OR
Functional or Total
enterprise Designed to give participants experience in making decisions at a top
executive level and in which decisions from one functional area
interact with those made in other areas of a firm.
Competitive or Whether the decisions or participants influence the results of other
Non-competitive participants or not.
In an interactive game participants respond to the questions at the
Interactive or computer, receive an immediate response, and then submit additional
Noninteractive decisions. In a noninteractive game decisions are submitted to the
game administrator.
In an industry specific game the authors attempt to replicate closely
Industry specific or
the actual industry. In generic games only general business
Generic
relationships are replicated.
Played by
Individuals or by
Teams
Deterministic or
The stochastic alternative is probabilistic, including chance elements.
Stochastic
Mainframe or (note: this dimension may have been a valid consideration still in
Microcomputer 1990, but is irrelevant today)
Degree of Two dimensions of complexity: (a) game decision input variable
complexity complexity, (b) the computer model complexity
The time period
E.g. day/week/quarter/year
simulated

Objective of simulation:

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Companies across the world regularly use simulations as a tool to teach employees.[4]
With the enormous range of simulation-based activities available across the world, it is
unsurprising that the specific aims of the sessions vary very widely. Some simulations are
focused on making decisions in a particular area of the business, such as personnel or
product design, and these are called Functional Simulations. Others give a general
overview of a company and give experience of making executive management decisions,
and are called Total Enterprise Simulations.[5] In recent years, however, this classification
has become somewhat impractical, as increasing numbers of training simulations are
involving both elements, and combining both an overall view of the industry with some
decisions relating to specific sectors.

Training Simulations normally form part of a programme designed to educate employees

or students about the skills needed to operate a business, as well as persuade them to
think outside the box and see the bigger picture.[6] This can make for a better organized,
more fluid system in which all employees understand their part in making the company
successful.

In their book Experiential Management Development: From Learning to Practice ,

Hoberman and Mailick provide a number of benefits of business simulations including:

• highly motivated and involved students

• improved ability to connect learning to real-world situations
• freedom to experiment with new behaviors in a risk-free environment
• opportunity for immediate feedback from decisions
• enhanced ability to teach teamwork and leadership

Benefits
Since training simulations are available based on such a wide range of different
industries, and with thousands of different aims and objectives, it is difficult to outline a
specific skill-set that will be improved by taking part in a training simulation. However,
skills that every good training simulation should build on include:

• Business awareness - before participating in the training programme, many

players will have little idea of how to run a business or what it involves.
Simulations allow them to temporarily have control over a virtual company, to see
whether their decisions lead them to success or failure![19]

• Time management and organization - most simulations contain timed sessions,

which will test the candidates’ skill in submitting decisions within the allotted
time slot.[20] This is an excellent skill for any employee or graduate.

• Team coordination - the majority of training simulations involve working in

groups or teams of people;[21] improving the abilities to communicate effectively,
delegate tasks and diplomatically resolve any situations.

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• Problem solving - simulations will often present tricky circumstances that must
be thought through logically to be solved.[22] Successful resolution of these shows
good management skills.

If every participant improves in these four key skill areas, the training programme will be
a success, and any business should notice an improvement in efficiency and motivation,
and students will be inspired and animated.

Q#5(a) Define the process of experimental and action learning.

Experimental learning
Building upon earlier work by John Dewey and Kurt Levin, American educational
theorist David A. Kolb believes “learning is the process whereby knowledge is created
through the transformation of experience” (1984, p. 38). The theory presents a cyclical
model of learning, consisting of four stages shown below. One may begin at any stage,
but must follow each other in the sequence:

• concrete experience (or “DO”)

• reflective observation (or “OBSERVE”)
• abstract conceptualization (or “THINK”)
• active experimentation (or “PLAN”)
•

Kolb’s four-stage learning cycle shows how experience is translated through reflection
into concepts, which in turn are used as guides for active experimentation and the choice
of new experiences. The first stage, concrete experience (CE), is where the learner
actively experiences an activity such as a lab session or field work. The second stage,
reflective observation (RO), is when the learner consciously reflects back on that

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experience. The third stage, abstract conceptualization (AC), is where the learner
attempts to conceptualize a theory or model of what is observed. The fourth stage, active
experimentation (AE), is where the learner is trying to plan how to test a model or theory
or plan for a forthcoming experience.

Kolb identified four learning styles which correspond to these stages. The styles highlight
conditions under which learners learn better. These styles are:

• assimilators, who learn better when presented with sound logical theories to
consider
• convergers, who learn better when provided with practical applications of
concepts and theories
• accommodators, who learn better when provided with “hands-on” experiences
• divergers, who learn better when allowed to observe and collect a wide range of
information

Action learning
Action Learning is a process for bringing together a group of people with varied levels of
skills and experience to analyze an actual work problem and develop an action plan. The
group continues to meet as actions are implemented, learning from the implementation
and making mid-course corrections. Action Learning is a form of learning by doing.
When to use it
To address problems and issues that are complex and not easily resolved.
To find solutions to underlying root causes of problems.
To determine a new strategic direction or to maximize new opportunities.
How to use it
Clarify the objective of the Action Learning group.
Convene a cross-section of people with a complementary mix of skills and expertise to
participate in the Action Learning group.
Hold initial meetings to analyze the issues and identify actions for resolving them.
Return the group to the work place to take action.
Use subgroups to work on specific aspects of the problem if necessary.
After a period of time, reconvene the group to discuss progress, lessons learned, and next
steps.
Repeat the cycle of action and learning until the problem is resolved or new directions are
determined.
Document the learning process for future reference. Record lessons learned after each phase
of learning

General Electric (GE)

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General Electric (GE) forms action learning teams to work on organizational problems that
are real, relevant, and require decisions. Typically, two teams of five to seven people from
diverse businesses and functions within GE work together on the problem. Time is built in for
the team members to reflect on the total learning experience.

Q#5: (b) State the general concepts and dimensions for

training needs assessment.
Types of Needs Analyses

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

• Context Analysis. An analysis of the business needs or other reasons the training
is desired. The important questions being answered by this analysis are who
decided that training should be conducted, why a training program is seen as the
recommended solution to a business problem, what the history of the organization
has been with regard to employee training and other management interventions.
• User Analysis. Analysis dealing with potential participants and instructors
involved in the process. The important questions being answered by this analysis
are who will receive the training and their level of existing knowledge on the
subject, what their learning style is, and who will conduct the training.
• Work analysis. Analysis of the tasks being performed. This is an analysis of the
job and the requirements for performing the work. Also known as a task analysis
or job analysis, this analysis seeks to specify the main duties and skill level
required. This helps ensure that the training which is developed will include
relevant links to the content of the job.
• Content Analysis. Analysis of documents, laws, procedures used on the job. This
analysis answers questions about what knowledge or information is used on this
job. This information comes from manuals, documents, or regulations. It is
important that the content of the training does not conflict or contradict job
requirements. An experienced worker can assist (as a subject matter expert) in
determining the appropriate content.
• Training Suitability Analysis. Analysis of whether training is the desired
solution. Training is one of several solutions to employment problems. However,
it may not always be the best solution. It is important to determine if training will
be effective in its usage.

Cost-Benefit Analysis. Analysis of the return on investment (ROI) of training. Effective

training results in a return of value to the organization that is greater than the initial
investment to produce or administer the training

Bushra Qamar 18
Training and Development(819) Assignment: 1

References:
1. hr-guide.com
2. wikipedia.org
3. http://www.humtech.com/opm/grtl/ols/ols2.cfm#Related%20Strategies
4. Smith, M. K. (1999) 'The social/situational orientation to learning', the encyclopedia of informal
education, www.infed.org/biblio/learning-social.htm, Last update: .

5. http://www.articlesbase.com/college-and-university-articles/training-development-techniques-in-
the-current-context-4517288.html#ixzz1Iv8widoD
http://forio.com/resources/article/how-effective-are-training-simulations/
6. Simulation & Gaming:An Interdisciplinary Journal of Theory, Practice and Research
7. http://www.simulationtrainingsystems.com/business/index.html
8. http://www.learning-theories.com/
9. April training system
10. http://www.simulations.co.uk/DESIGN.HTM

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