METHODS OF TRAINING

1.Job instruction training The trainee receives an overview of the job, its purpose The trainer demonstrates the job in order to show a right way to handle the job The employee is permitted to copy the trainers way Demonstration by the trainer and practice by the trainee are repeated until the trainee masters the right way to handle the job

METHODS OF TRAINING
Finally, the employee does the job independently without supervision Merits: Trainee learns quickly through practice and observation It is economical
Trainee gains confidence as he does the work himself

METHODS OF TRAINING
Demerits: Trainee while learning may damage equipments Wastage of material May cause accident Experienced workers cannot use machinery while it is being used by trainee

METHODS OF TRAINING
2. Job rotation It involves the movement of employees from one job to another Allows to operate in diverse roles and understand the different issues that crop up Merits: It provides the employees with opportunities to broaden the horizon of knowledge, skills and abilities by working in different departments,

METHODS OF TRAINING
Units Cross-trained employees offer great amount of flexibility for organizations when transfers, promotions or replacements become inevitable. Determines the areas where improvement is required Builds rapport with a wide range of individuals within the organization for facilitating future cooperation among departments

METHODS OF TRAINING
Demerits: Employees get confused Requires additional effort on the part of employees for continuous learning Chances of committing errors are possible in a new role Increased workload May lead to stress and anxiety

METHODS OF TRAINING
3. Vestibule training: In this method, actual work conditions are simulated in a room. Material, files & equipment, etc that are used in actual job performance are also used in the training Merits: Training can be given to a number of people in a short period of time Training is given in separate room, distraction is minimized

METHODS OF TRAINING
The correct method can be taught without interrupting production

Demerits: Very expensive method Training situation is somewhat artificial and the trainee does not get a feel of the real job

METHODS OF TRAINING
4. Mentoring: It is a relationship in which a senior in an organization assumes the responsibility for grooming a junior person. The main objective is to help an employee attain psychological maturity & effectiveness and get integrated with the organization

Merits: Excellent opportunity to learn Constant guidance helps to be on track, using

METHODS OF TRAINING
facilities to good advantage.

Demerits: It may create feelings of jealousy Unwanted favoritism may result Can have demoralizing effect on other workers, affecting their work performance

METHODS OF TRAINING
5. Apprenticeship training: Trainees spend a prescribed amount of time working with an experienced guide or trainer.

Merits: It combines theory and practice Maintenance of skilled workforce

METHODS OF TRAINING
Demerits: Time consuming Expensive

METHODS OF TRAINING
6. Committee Assignments: Trainees are asked to solve an actual organizational problem. They have to work together and offer solution to the problem. It helps to develop team spirit and work united towards common goals.

METHODS OF TRAINING
8. Lecture Method Merits: It is an efficient way to transmit a large amount of information Cost effective Useful when training involves many learners Easy to organize Information can be communicated instantly

METHODS OF TRAINING
Demerits: Least effective training method Audience role is passive Audience feedback is limited Lack of interaction Techniques to make lecture method effective Make good eye contact Maintain a high degree of enthusiasm

METHODS OF TRAINING
Use of visual aids

METHODS OF TRAINING
9. Group Discussion Method Merits: Greater interaction between instructor and trainee Effective in engaging learners Encourages involvement and participation It centre around problems, questions, ideas or issues presented to the group for consideration

METHODS OF TRAINING
Demerits: Behavioral problems like hurting feelings, personal conflict, etc may happen in a group discussion Sometimes the discussion may be so lengthy that meaningful results may not be achieved May be dominated by the one trainee only

METHODS OF TRAINING
10. Conference Merits: Members usually discuss the topics of high relevance and common interest Suitable for acquiring conceptual knowledge and helps in clarifying doubts

METHODS OF TRAINING
Demerits: Attendance is often unpredictable Very expensive as arrangements have to be made for the venue, accommodation, catering, etc Finding a skilful chairman to conduct the proceedings effectively is difficult

METHODS OF TRAINING
11. Computer Based Training (CBT) Merits: Readily available Resources and time is effectively used People can work through the material at their pace The time devoted to the training is highly flexible Promotes consistency in training

METHODS OF TRAINING
11. Computer Based Training (CBT) Affords privacy of learning Reduces cost of training

METHODS OF TRAINING
Demerits: It demands a greater commitment Trainees may feel isolated as they work on their own All the trainees may not be computer savvy and may have some anxiety, apprehension and reservation in using computer for training

METHODS OF TRAINING
12. Role Play Role play is a simulation in which each participant is given a role to play Trainees are given with some information related to 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.

METHODS OF TRAINING
Merits: This method creates active participation and live demonstration of a problem situation It involves action, doing and practice It helps to improve the capacity to analyze information, demonstrate, describe and explain Participants awareness about the effect of feelings, emotions, etc are increased Gives a chance to assume the role and personality of another human being, which leads to a better

METHODS OF TRAINING
understanding of other persons point of view It develops the ability to perform before an audience (when addressing meetings or any situation involving face-to-face communication) Multi-way process of communication

METHODS OF TRAINING
Demerits: Trainees may discount the value of their learning due to artificiality of the situations depicted Preparation and presentation of a role-play will demand much time from both trainer & trainee Role-playing method sometimes deteriorates into fun and play, which jeopardizes the seriousness of learning

METHODS OF TRAINING
12. Role Play

METHODS OF TRAINING
There are various types of role plays, such as: (i)Multiple Role Play In this type of role play, all trainees are in groups, with each group acting out the role play simultaneously. After the role play, each group analyzes the interactions and identifies the learning points. (ii) Single Role Play One group of participants plays the role for the rest, providing demonstrations of situation. Other participants observe the role play, analyze their interactions with one another and learn from the play.

METHODS OF TRAINING
(iii) Role Rotation It starts as a single role play. After the interaction of participants, the trainer will stop the role play and discuss what happened so far. Then the participants are asked to exchange characters. This method allows a variety of ways to approach the roles.

METHODS OF TRAINING
13. Programmed Instruction (PI) It is a Computer-based training that comprises of graphics, multimedia, text that is connected to one another and is stored in memory. It provides the participant with content, information, asks questions, and based on the answer goes to the next level of information i.e. if the trainee gives the correct answer; moves the trainee forward to the new information. And if the trainee gives the wrong answer then

METHODS OF TRAINING
taking the trainee back to the review relevant information in more elaborate manner. This method allows the trainees to go through the content according to the individual speed, and capability. Those trainees, who respond better, move through the content rapidly. In programmed instruction, trainees receive information in substantial amount and then tested on their retention of information.

METHODS OF TRAINING
It provides immediate feedback to trainee response It frequently reviews the content It programs small learning steps that results in fewer response errors It requires frequent active responses by the trainees

METHODS OF TRAINING
14. Case Study Based on facts Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get trainees to apply known concepts and ideologies and ascertain new ones.

METHODS OF TRAINING
Merits: Improves problem-solving skills Trainees can apply theory to practical problems and learn quickly Helps in developing cooperation, interpersonal skills, analytical skills and communication skills This method facilitates synthesis of several conceptual principles resulting in a plan of action

METHODS OF TRAINING
Demerits: Time consuming Cases, sometimes, are not sufficiently realistic to be useful

METHODS OF TRAINING
Case Study method focuses on: Building decision making skills Assessing and developing Knowledge, Skills and Attitudes (KSAs) Developing communication and interpersonal skills Developing management skills Developing procedural and strategic knowledge

METHODS OF TRAINING
15. Business Games Business games are the type of simulators that try to present the way an industry, company, organization, consultancy, or subunit of a company functions. In the 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 favor of the company. And then the system provides the feedback about the impact of their decisions.

METHODS OF TRAINING
Some of the benefits of the business games are: It develops leadership skills It improves application of total quality principles It develops skills in using quality tools It strengthen management skills It demonstrates principles and concepts It explores and solves complex problem

METHODS OF TRAINING
16. In Basket Method Under this method a basket containing various kinds of correspondences such as reports, letters, replies, applications each involving some problems is given to the trainee. Within a specified time limit, one has to sort out all the correspondence by passing orders, recommendations, delegating authority to his subordinates and distributing work etc.

METHODS OF TRAINING
Merits: This method facilitates skill development in the areas of problem solving, organizing and planning Time management skills are developed

Demerits: Time consuming Trainers are asked to react to situations unaware

METHODS OF TRAINING
of critical issues like organizations history, culture, policies, etc which could affect their decisions

In Basket Method

METHODS OF TRAINING
17. Transactional analysis (TA) The transactional analysis(TA) is an attempt to understand and analyze the trainees personality through the communicative interaction. TA holds the view that the human personality is constituted by three ego states i.e., parent, child and adult. All these three ego states are reflected in personality when he communicates with others.

METHODS OF TRAINING
Parent state is reflected when he behaves and interacts like a parent and offers dos and don'ts. Parent state reflects dominance. An individual reflects a child state when his interaction is characterized by an impulse that is natural. An individual reflects his adult mode or state when his interactions are rational.

METHODS OF TRAINING
The adult state is rational and deals with reality. It collects information and see reasons and take decisions. Adult behavior and interactions are expected from executives and managers who are decisionmaker. Transactional analysis is an important psychiatric technique for executive development of recent origin used by many organisations.

Transactional Analysis

METHODS OF TRAINING
18. Sensitivity training This is the technique of bringing about a change in behavior of the executives through group processes. According to Edwin B.Flippo the objective of this technique is the development of awareness of and sensitivity to behavioral patterns of one self and others. This technique is also referred to as laboratory training.

METHODS OF TRAINING
Merits: The participants are provided open environment where they discuss freely among themselves. They openly express their ideas, concepts, attitudes and get opportunity to know about themselves and the impact of their behavior on their fellow participants. This technique helps in creating mutual trust and respect. It develops team spirit.

METHODS OF TRAINING
This method helps in creating a sense of respect for others and their thoughts, tolerance, improve listening skills, remove prejudices, create understanding, increase awareness of their own behavior.

METHODS OF TRAINING
Demerits: There is no specific assignment or formal agenda The group struggles to find some direction Difficult to have competent trainers to handle laboratory training

TRAINING EVALUATION
TRAINING EVALUATION

FORMATIVE

SUMMATIVE

DESIGN EVALUATION

PROCESS EVALUATION

OUTPUT EVALUATION

TYPES OF TRAINING EVALUATION

TRAINING EVALUATION
FORMATIVE EVALUATION : helps to ensure that (i) the training program is well organized and runs smoothly and (ii) trainees learn and are satisfied with the program SUMMATIVE EVALUATION : helps to determine the extent to which trainees have changed. It refers to answering questions as to: whether trainees have acquired knowledge, skills, attitudes, behavior or other outcomes. Have they derived

TRAINING EVALUATION
monetary benefits (ROI) that the company receives from the training program? DESIGN EVALUATION: assesses program design and helps to make choices among strategies PROCESS EVALUATION: assesses whether a program has been implemented as planned OUTPUT EVALUATION: determines project results or achievements.

TYPES OF OUTCOMES EVALUATION

1. COGNITIVE OUTCOME: used to determine the degree to which trainees are familiar with principles, facts, techniques, procedures or processes emphasized in the training program 2. SKILL-BASED OUTCOME: used to asses the level of technical or motor skills and behaviors acquired in the training program 3. AFFECTIVE OUTCOMES: these include attitude

TYPES OF OUTCOMES EVALUATION

& motivation. One type of affective outcome is trainees reactions toward the training program 4. RESULT OUTCOME: used to determine the training programs payoff for the company like increased production, reduced costs related to employee turnover, accidents, and equipment downtime as well as improvements in product quality or customer service

TYPES OF OUTCOMES EVALUATION

5. RETURN ON INVESTMENT: the payoffs or benefits that the organization has enjoyed out of the training program, Whether the benefits so derived is worth the cost incurred on it. (i) Cost-benefit evaluation: In this, the monetary cost of training is compared with the nonmonetary benefits. It refers to comparing the trainings non-monetary benefits with the

TYPES OF OUTCOMES EVALUATION

cost of training. Training costs can be direct or indirect. Direct costs: salaries & benefits for all employees involved in training, including trainees, instructors, consultants, employees who design program, program material, equipments, travel costs, etc Indirect costs: general office supplies, facilities, equipment & related expenses

TYPES OF OUTCOMES EVALUATION

(ii) Cost effectiveness evaluation: The monetary cost of training is compared with the financial benefits accrued from the training. Here, two approaches could be used a) Cost savings: the organization enjoys because of the change in results due to training b) Utility analysis: examines the value of overall improvement in performance of the trained employees to the cost incurred in the training

TRAINING EVALUATION --- CONCEPT

ANYTHING THAT CANNOT BE MEASURED CANNOT BE IMPROVED.

---- Peter Drucker

TRAINING EVALUATION --- CONCEPT Training evaluation refers to activities aimed at finding out the effectiveness of training programmes after they are conducted, against the objectives for which such programmes were organized Training evaluation techniques give us solutions to answer questions like---- where was the capability level of learners before the programme & where it is now

TRAINING EVALUATION --- CONCEPT -- what was intended to be achieved by a particular programme & what is really achieved now -- what is the monetary value of training outcome against the cost incurred for conducting the training programme Training evaluation brings rationality, objectivity, accountability & credibility.

PURPOSE/USES OF TRAINING EVALUATION

Identification of the strength & weakness in the training process Determine the success of the accomplishment of programme objectives Comparing the cost to the benefits of the training programme To gather data to assist in marketing future programmes Deciding the participants of the future programmes

PURPOSE/USES OF TRAINING EVALUATION

To determine if the programme was the appropriate solution for the specific need To establish a database that can assist management in making decisions

PRINCIPLES OF TRAINING EVALUATION

Training need should be identified & reviewed concurrently with the business & personal development plan process There should be correlation to the needs of the business & the individual Organizational, group & individual level training need should be identified & evaluated Techniques of evaluation should be appropriate The evaluation function should be in place before the training takes place

PRINCIPLES OF TRAINING EVALUATION

The outcome of evaluation should be used to inform the business & training process The principal questions should be : i. To what extent were the identified training needs objectives achieved by the programme? ii. To what extent were the learners objectives achieved? iii. What specifically did the learners learn or be usefully reminded of? iv. What commitment have the learners made about

PRINCIPLES OF TRAINING EVALUATION

the learning they are going to implement on their return to work? v. How successful were the trainees in implementing their action plans?

ESSENTIALS OF EFFECTIVE TRAINING PROGRAMME

Time of planning for a training course Quality of a training course Coverage of syllabus/course content Extent of the use of the training aids Mid-term review(s) Training methods Training skills Field visits/study tours Lodging & boarding facilities Use of audio-visual equipments Training faculty/technicians Availability of funds for training Change in the behavior of the trainees Field applicability Trainees opinion Daily/alternative/weekly tests

TYPES OF TRAINING EVALUATION

Raab et al. (1987) have classified evaluation into four major types : 1) Evaluation for planning: training contents & methods, use of instructional aids & strategies are planned in this stage 2) Process evaluation: this is conducted to detect or predict defects in the procedural design of a training activity during the implementation phase 3) Terminal evaluation:

TYPES OF TRAINING EVALUATION

It is to evaluate the degree to which desired benefits and goals have been achieved, along with the causes of failure 4) Impact evaluation : It tries to evaluate changes in on-the-job behavior as a result of training & development efforts. It provides feedback from the trainees and supervisors about the outcome of training

EVALUATION OF TRAINING AND DEVELOPMENT Evaluation of training and development is the last stage in training and development activities . Evaluation of training and development involves assessing whether it is achieving its objectives; it is effective or not. Training and development effectiveness can be evaluated more meaningfully if the following process is adopted : training and development objectives , fixation of evaluation criteria based on

EVALUATION OF TRAINING AND DEVELOPMENT these objectives, collection of information relevant to evaluation of training and development, and analysis of information. There are many approaches of evaluating training and development effectiveness like Kirlpatrick approach, CIRO approach, and CIPP approach. 1. Kirlpatrick Approach This approach involves four levels of evaluation and answers to four questions:

1. KIRLPATRICK APPROACH

LEVEL
Reaction Learning Behavior

QUESTIONS
Were the participants pleased with the program? What did the participants learn from the program? Did the participants change their behavior based on what was learned? Did the change in behavior positively affect the organisation?

Results

2. CIRO APPROACH This approach gives importance to training and development evaluation in terms of context, input , reaction and output (CIRO). Context Evaluation It involves collecting of information about performance deficiency and setting objectives with three levels immediate, intermediate and ultimate Immediate objectives : New knowledge, skills, and attitudes required to reach intermediate objective.

2. CIRO APPROACH Intermediate Objective: Change in employees work balance necessary for ultimate objectives. Ultimate Objective: Particular deficiency in the organization that will be eliminated . Input Evaluation For evaluating the input of training and development following questions are put: 1. What are the relative merits and demerits of different training and development methods? 2. Is it feasible for an outside agency to conduct the

2. CIRO APPROACH
program more effectively? Should it be organized with the internal resources? How much time is available for training and development program? What results were obtained when a similar program was conducted in the past?

3. 4. 5.

2. CIRO APPROACH Reaction Evaluation This includes subjective reports from the participants about the whole program and contains questions about training and development materials, instructors, presentation, facilities, etc.

Outcome Evaluation This includes the following aspects: 1. Defining training and development objectives 2. Constructing measures of these objectives 3. Assessing the results and using them to improve

2. CIRO APPROACH future programs

3. CIPP Approach
This approach takes context , input, process and product (CIPP)for evaluation Context evaluation- Involves evaluation of training and development needs analysis and formulating objectives in the light of these needs. Input evaluation- Involves evaluation of determining policies, budget, schedules and procedures for organizing program

3. CIPP Approach Process evaluation- Involves evaluation of preparation of reaction sheets, rating scales and analysis of relevant records Product evaluation- Involves measuring and interpreting the attainment of training and development objectives

4. KAUFMANS APPROACH
LEVEL a) i- Enabling EVALUATION FOCUS Availability & quality of human, financial & physical resources input

ii- Reaction

Methods, means and process acceptability and efficiency

Individual & small group mastery and competency Individual & small group (products) utilization within the organization

b) Acquisition

c) Application

d) Organizational output

Organization contributions

4. KAUFMANS APPROACH
e) Societal outcomes Societal & client responsiveness, consequences

METHODS OF EVALUATION
Questionnaire Interview Test (Pre-test, Daily test, Weekly test) Observation Performance record