MTD

Management of Training &Development

Management of Training &DevelopmentLearning, Education, Training &Development- Definitions and concepts:Learning may be defined as a relatively permanent change in behaviour as a result of insight and /or experience, education, training etc. Learning may be to change/modify/improve knowledge, skills , attitude & attributes in general. Learning is a life long activity. We are never too old to learn.Categories of Learning ( CRAMP)ComprehensionReflectionAppropriate attitudesMemorisingProcedural learningCRAMP helps trainers to design training methods for different types of learning tasks.Cycle of learningIt consists of four stages:Having an experience Stage 1 (Feeling)Reviewing the experience (Reflective)- Stage 2( watching)Abstract conceptualisation (Thinking)-Stage 3Active experimentation (Doing)- Stage 4Levels of learning may be Unconscious incompetence, Conscious incompetence, Conscious competence & unconscious competence.

Models of Learning stylesLearning styles vary among individuals. The popular styles are:VAK ( Visual-Auditory-Kinesthetic) learning style. This is also referred to as VAP( Visual-Auditory- Physical) style or VARK ( Visual-Auditory-Reading- Kinesthetic ) style.Visual- Seeing & reading. This style involves the use of seen or observed things including pictures, diagrams, demonstrations, displays, handouts, films, flip charts etc.VAK model continuedAuditory- Listening & speaking. This involves the transfer of information through listening to the spoken words, of self or others, of sounds and noises etc.Kinesthetic-Touching & doing. This involves physical experiences- touching, feeling, holding, doing, practical hand on experience.VAK model provides a tool by which to assess peoples preferred learning styles and then to design learning methods & experiences that match peoples preferences.Learning models continuedAccording to this model, most people possess a dominant or preferred style of learning. However, some have a mixed or evenly balanced style of all the three VAK.Kolbs learning style: David Kolbs learning theory sets out four distinct learning styles (or preferences), which are based on a four stage learning cycle. Also called Kolbs experiential learning model.Kolbs Model of learning styleKolbs model explained at two levels:At First level, the four stage cycle consisting of: Concrete experience (CE)Reflective observation (RO)Abstract conceptualisation (AC), and Active experimentation (AE)Kolbs model continuedAt second level, a four type definition of learning style- each representing a combination of two preferred styles:Diverging (CE/RO)Assimilating(AC/RO)Converging (AC/AE)Accommodating (CE/AE)Kolbs model continuedThis model explains a way to understand individual peoples different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.CE(Feeling)RO(Watching)AC(Thinking)AE( DOING)(Four stage cycle of learning in KOLBS model)

KOLBS MODEL4MAT model of instruction4MAT model of instruction developed by Bernice Mccarthy takes into account individual differences in learning styles & develops/modify the events of instruction so as to address individual differences in learning styles.According to this system, there are 4 major learning styles, each of which asks different questions and displays different strengths in learning process.4MAT continued4 styles are:Concrete-random Why?SP( Sensing/Perceiving)Abstract- sequential What?NJ( Intuitive/Judging)Concrete-Sequential What?SJ(Sensing/Judging)

4MAT continuedAbstract-random If?NP ( Intuitive/Perceiving)Each learning style is associated with both left and right brain learners.Left brain Right brainLogical, rational Intuitive,Sequential, serial emotional, Verbal holistic, parallel tactile, kinesthetic 4MAT continuedThis system is designed to provide every student with a preferred task during every lesson. There are 8 instructional events here.Why- Create an experience, Reflect/analyse about experience.What- Integrate into concepts, Develop concepts and skills.How-Practice defined givens, add something of oneself.4MAT continuedIf- Analyse applications for relevance, add something of oneself.4MAT model of instructional design thus takes into account individual differences in learning styles; paving the way for improved learning effectiveness in training and instructions. How ever, it is very difficult to practice it in actual training situations. 4MAT learning styles4MAT

Gardners model of multiple intelligenceIntelligence typeLinguisticLogical, mathematicalMusical Bodily kinestheticSpatial, visualInterpersonalIntrapersonalNaturalistSpiritual, existentialMoralCapability &perceptionWords &languagesLogic &numbersMusic, sound, rhythmBody movement &controlImages &spaceOthers feelingsSelf awarenessNatural environmentReligion, ultimate issuesEthics, humanity, values of life

Gardners learning model continuedThis model focuses on multiple intelligence given in the previous slide. Based on the intelligence preferences, learning styles and training methods will change. Hence, he advocated that first to identify the intelligence preferences of people and then design appropriate learning methods suited to their learning preferences.Role competencyRole competency or competence may be defined as a set of required knowledge, skills and attributes, traits & behaviours to perform the assigned role of a position effectively in an organisation.The process of competency is a life long activity.Competency is a sum of theoretical & practical knowledge, skills, attributes, behaviours and values to perform assigned roles effectively and efficiently.Types of competenciesCore competenciesJob specific competenciesGeneral management competenciesCorporate specific competenciesCompetency mapping & assessment centres are important HR functions in modern organisations. Competency mapping helps identify the gap between required & available competencies for various jobs in organisations.Training &EducationTraining is the management of the learning process to change/modify/improve knowledge, skills and/or attitude, attributes & values to change/improve behaviour of the employees on the job in organisations, so as to result in organisational performance. Training may be to improve productivity, quality, employees general behaviour ,organisational performance etc. Training is generally short term and used in organisational context.Training &HRDHRD refers to all activities in the organisations to develop employees on current and future jobs, develop them as individuals, equip them for future promotions &growth, develop team spirit &collaboration in the organisations and finally the survival &growth of organisations. HRD includes manpower planning, training, appraisals, QWL, MDPs, job enrichment, career & succession planning etc. However, Training is the prime mover of HRD.Education Education is a continuous learning process for the overall development of individuals. It may be formal or informal education. It will help acquire knowledge, social & other skills, attitude etc for the overall improvement as individuals. It is a life long process, not confined to the four walls of the organisations. DevelopmentDevelopment is a broad term used to denote the overall individual improvement /growth & development in life as a human being. It may be due to various learning activities &processes-education, training, experience, insight etc.In organisations, training is the main activity for the development of individuals, as it is the prime mover of HRD.Training facilitates learning process .

Training VS DevelopmentTrainingTraining is one of the processes for developmentTraining is teaching/learning job related skills in organisationsTraining is generally short term and focuses on current or future job skillsEvaluation of training is essential

DevelopmentDevelopment is the outcome expected from trainingDevelopment is all round growth of the individualsDevelopment is general personality improvement of individualsDevelopment evaluation in full is difficultLearning curve conceptThe concept of learning curve refers to the time it takes an inexperienced person to reach the required level of performance in a job/task. Rates of learning vary, depending upon the effectiveness of training, the experience and natural aptitude & interest of the learner. Graphically, it is a graph showing performance (Improvement)/rate of learning vs time (Experience)Learning curve may be stepped, steep type depending upon the rate of learning of the learner.Standard Learning curve

Stepped learning curve

Steep learning Curve

Experience curveExperience curve shows the unit cost of production Vs cumulative production in industry. It is the application of learning curve in industry used for cost projections.Learning curve may be exponential, S-curve or exponential decay type depending upon the rate of learning of the learner and the time he takes to leran.Experience curve

Factors (Facilitators) of LearningMotivation & interest to learnA feeling of need for self developmentReinforcement &feedback.Participation and involvementTransfer and application of knowledge.Recognition of individual differencesOverall conducive environment and facilities/supportFacilitators continuedCapacity & Participation of learner is importantOrder of presentation of material is important- Inductive or DeductiveLearning is more effective if aided by audiovisual aids.Feed back of errors & knowledge of results tend to increase learningLearning something new will be more interesting. Application of knowledge is an incentiveLearn quickly if they have clear goals.

Barriers to learning &TrainingIndividual differences not consideredTraining not related to job/real life situationNo motivation &interest for the learnerTrainers are incompetent. Training methods not suitable or appropriateFacilities not satisfactory.No opportunities for application after learningNo feedback taken No participation for the learnerLearning theoriesThese theories can be grouped into three:Cognitive theories: Learning by insight ( By W. Kochler), purposive learning ( By E.C Tolman)Behaviourist theories: Classical conditioning theories by Pavlov, Watson ; Operant conditioning by E.L. Thorndike, B.F. Skinner.Social learning theories: Learning by observation by A. Bandura; Learning through social cognition by L.S. Vygotsky.

Learning theoriesAccording to cognitive theories, people learn by simply being exposed to it. Cognitive means processing of input from the senses. Kochler focuses on the role of insight in the learning where as Tolman focuses on the relationship between cognitive environmental cues and expectations.Developing good organisational culture and its proper communications, directing/observing standard operating procedures etc are the contributions from this theory.Social learning theoriesAccording to these theories, much of human behaviour is learnt through interactions with society and environment. A. Bandura focuses on the observational process of how other people act & behave ;where as LS. Vygotsky focuses on the culture and its impact on human behaviour.Thus, employees educational and cultural background is the determinant of their behaviour.Behaviourist theoriesPavlov contended that unconditional stimuli could be paired with conditional stimuli to produce a conditional response. Waston proved that learning takes place as a response to external stimuli. Both focus on classical conditioning. Here, learning is the result of connections or associations between stimulus and response.In other words, particular stimuli will eventually elicit particular response. ( S-R principle)Operant conditioningThis theory focuses on reinforcement for operant conditioning. A reinforcer is any stimulus or situation that strengthens the response which precedes it. Thus, if a response due to a stimulus is followed by a satisfying event, the association between stimulus and response strengthened. Learning of desired performance is thus contingent upon the successive reinforcements given to employees in organizations. Positive & negative reinforcements given to employees are based on this theory. Gagnes nine events of instructionRobert Gagne proposed a series of events which follow a systematic training process (Instructional design process). Nine events are:Gain attention of students: Ensure that the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention.Gagnes instructions continuedInform students of the objectives/outcomes of training before instructions begin.Stimulate recall of prior learning students already experienced.Present the content : use strategies and techniques to make contents more effective.Provide learning guidance: Advise students of strategies to aid them in learning content and of resources available.

Gagnes instructions continuedElicit performance (Practice): Help students internalise new skills and knowledge.Provide feedback to assess and facilitate learning.Assess performance: Evaluate the effectiveness of instructional events to know whether learning outcomes achieved. Evaluation is to be based on previously stated objectives.

Gagnes instructions continuedEnhance retention and transfer to the job: To help learners develop expertise, they must internalise new knowledge and skills.These nine instructions can help build the framework with which to prepare and deliver instructional contents. Ideally, we should prepare course goals and learning objectives before implementing the nine events. The nine events of instruction can then modified to fit both the content to be presented and the students level of knowledge.Blooms Educational domains &levelsAccording to Bloom, there are three learning domains:1. Cognitive (Knowing/head)2. Affective ( Feeling/heart)3. Psychomotor( Doing/hand)Within each domain, learning occurs at different levels in a hierarchical order.Bloom aims at Holistic education through his theory.Blooms Taxonomy of Cognitive learning levelsBlooms taxonomy is a hierarchy that describes levels of learning. Benjamin Bloom proposed this theory of learning which states there are six levels of cognitive learning and can be visualised in the form of a hierarchy.This theory shows the difference in the levels of learning at school/degree levels and Higher education levels ( PG, PhD etc).Blooms learning levelsThe six cognitive levels are:Knowledge level : Memorise & recall information but with no evidence of understanding.Comprehension: Understand concepts and be able to describe them in your own wordsApplication: Use knowledge & understanding to solve practical problems. Transfer theories/abstract concepts to practical situations.Blooms learning levels continuedAnalysis: Identify component parts of concepts so organizational structure may be understood.Synthesis: Put parts together to form new meaning or structure.Evaluation: Make judgments about vale of ideas.At higher education levels, we should focus on the three higher levels of learning. ( Analysis, synthesis & evaluation), starting from Application level.Blooms levels of learning continuedBloom later proposed these six levels in verbal forms and interchanged the hierarchical levels of synthesis & evaluation ( called Revised Blooms taxonomy). The new ones are:Remembering (Knowledge), Understanding (Comprehension), Applying ( Application), Analyzing (Analysis) , Evaluating ( Evaluation) and Creating ( synthesis). In revised taxonomy, it may be noted that synthesis & Evaluation are interchanged.Blooms Affective learning levelsAffective domain includes five levels:1. Receiving2. Responding3. Valuing4. Organizing5. CharacterizingEach level learning is dependent on having attained ability ( knowledge &skill) at lower level.Blooms Psychomotor skills domainThis domain includes:1. Ability to manipulate tools/instruments etc.2. Perception what to do &how3. Set-readiness to act4. Guided response Doing under guidance, committing mistakes, corrective steps etc.5.Mechanism- becoming expert to do 6. Complex overt response, adaptation & origination.Gagnes Learning levelsThere are nine levels of learning here:1. reception- gaining attention2. Expectancy- informing learning objectives3. Retrieval- Recall of prior learning4. Selective perception- presenting stimulus5. semantic encoding- providing learning guidanceResponding- Eliciting performanceGagnes learning continued7. Reinforcement- providing feedback.8. Assessing performance- retrieval of what learnt in the training process. So far.9. Generalization- Enhancing retention &transfer.This model is ideally suitable for understanding the concept of learning through training.Models of Training1. System model: This model consists of five phases in a planned sequence: Analysing training needs (TNA) Setting objectives Designing and developing training programme contents, facilities etc, Implementation of trainingEvaluation of training-all activities & phases Traditional (System) model -figTraining needs assessment(TNA)Design of training programImplementation of training programEvaluation of training programSetting Training ObjectivesFEEDBACKFEEDBACKModels of training continued2. Instructional system development (ISD) model: This model consists of five phases-Analyse: Training needs, Job analysis, target audience etcPlanning: Setting objectives, training plans, content, evaluation strategies etcDevelopment of training materials, facilities etcExecution and finally Evaluation phases

ISD model diagramModels of Training continued3. Transitional model: This model focuses on the organisation as a whole. The outer loop consists of vision, mission and values of the organisation based on which this model is developed.The inner loop consists of : Objectives setting, planning , implementation and Evaluation phases.

Transitional model diagram4. Spiral model of trainingThis model views training process as a spiral form where all partners of training- trainer, trainee and the trainees organisation participate equally and fully in all phases of training process. This model was developed by Dr. Udai Pareek &Lynton.Once one spiral is completed, the second one is repeated indicating that training is a continuous process in organisations.

Role, importance, objectives of TrainingTraining is a continuous & perennial activity. Training is essential due to:Technological changes & advances, gap between skills demand &availabilityOrganisational complexities and changes in business environmentComplex human relations & changing management practices.Stiff competition & search for survival and success.Role of TrainingImproved efficiency in production, management, customer management, quality etcTechnology changes & associated requirementsBetter morale of employeesBetter human relations, Team spirit etcIncreased organisational viability & resilienceImplementation of effective organisational policies for survival & success and excellence.

Roles of training continuedPerformance improverRole of orienting new employeesRole to develop employees as individualsRole to improve human relations & organisational climateRole to improve efficiency, quality, productivity, catalyst for survival &growth of organisationsNeed &importance of trainingRapid technology advancements & gap between skills demand &availabilityEmployees have to work in different multi-dimensional areas. To keep pace with the times.Changes in style of management, better organisational climate & human relationsFor career advancement, motivation of employees, self developmentFor better efficiency, quality &productivity, survival & growth of organisations

Objectives of trainingTo fill the gap between skills demand & availability of employees- Improve/modify KSATo meet requirements due to technological changes, improve productivity, quality , efficiency etcTo develop team spirit, interpersonal relations, organisational climate etcTo develop employees to perform current & future duties & responsibilities. Also to orient new employees.

Objectives continuedTo prevent obsolescenceTo develop employees as responsible individualsTo improve managerial effectiveness and efficiencyTo ensure survival, growth & success of organisationsTo ensure effective career & succession planning, understanding organisational culture &ethos.To reduce accidents/improve safetyBenefits from trainingImprove capability & efficiency, motivation, morale, productivity of employees, meet organisational goals & individual goals together.Good human relations, organisational climate, team spirit, good labour management relations etc.Understand organisational policies, programmes, strategies, mission etc.Develop all managerial skills-leadership etc.Ensure survival, growth & success of organisation

Benefits of training continuedIncreased knowledge &skillsPositive attitude, better performanceImproved motivation &moraleCareer advancementLess accidentsIncreased mobilityBetter development as individuals

Problems in trainingTraining is not a panacea for all problems in organisations.Lack of TNA & setting objectives which essential for success of all training Lack of proper Training methods, facilities etc Poor Top management supportTraining not related to job current or future. No scope for application.Individual not interested in training Future Trend in trainingNecessity for a system that imparts competency (Skills)for his life &workChange in orientation from academic to work place led programs, more skills- based programs than academic programsParity for academic & vocational qualificationsTransfer of credit for training undergone, assessment based on target and outcomes.Modern technologies for delivering training programsWhen training required?New employees join the organisationRoles &responsibilities changedTechnology changeDeficiency in behaviour (KSA)Performance not up to the markOverall organisational performance not satisfactoryCustomer satisfaction not up to the level expectedRole & responsibilities of training departmentWorking with Management to produce corporate plans including man power plansPrepare proper training policies, plans to fill up the demand-supply gap in HRPPrepare training plans, budgets etc for all types of training Design , implement & evaluate all training programs and report to Top management

Responsibilities of training departmentConduct job analysis, induction programs & other training programs Conduct MDP for managerial personnel.Develop training staff & sufficient number of trainersDevelop all infrastructural facilities for trainingConduct TNA & Select trainees for the training programsArrange external training programs wherever necessary. Submit reports to Top management regularlyStrategic training-STEM modelThe Strategic Training of Employees Model (STEM) offers a methodology to effectively and efficiently design training and career-development programs so that organizations can generate the highest possible output value, given the realization that resources will always be scarce to some extent in all organizations. STEM model is based on strategic objectives

STEM modelSTEM model continuedSTEM model has three levels:Macro organisational training level: Here, strategic objectives are integrated into designing training process.Micro organisational training level: At this stage, specific training activities are planned (after task analysis in stage 1) to develop employees to meet strategic goals/objectives.

STEM model continuedAt third level, implementation, evaluation & feedback and control are carried out to check whether strategic objectives could be fulfilled. Training department has a major role in strategic training planning process.STEM model increases management commitment and also employees motivationHRD, Training & Business strategyThe HRD & Training strategy should be properly dovetailed with Business strategy.The business strategy should be based on mission & objectives of the organisation.There are three partners in training:TraineesTraining department/organisationParticipants organisationPhases in trainingThere are three phases in training:Pre-training phase: Here, training program design, selection of participants, and making all plans & arrangements for traininig.Training phase: Implementation of trainingPost training phase: Follow up & support, organisational adjustments etcRoles & Responsibilities of Training managersThe training manager has five roles:

The trainer Role

The provider Role

The consultant Role

The innovator Role

The manager RoleSkills for training managerPresentation skills & communication skills, special knowledge in one or two subject area for presentation is desirable.Leadership & decision making skillsManagerial skills like planning, organising, coordinating & controllingSkills to manage a training institutionRapport with Top management & other functional managers, Linkage with outside experts, institutions etc

Responsibilities of Training managerDesign, develop, schedule, implement and evaluate all training programmesTake measures for improvement of trainingAppraise Top management of HRD policies, programs and ensure that sufficient budget is sanctionedMake necessary linkage activities with all outside agencies & institutionsResponsibilities continuedMotivate the trainees and maintain communication with them even after trainingPerform the role of a manager and carry out all managerial functions Formulate HRD &training policies & programmes in consultation with Top managementInspire all line managers & all employees for learning & for development and career advancement. Propagate the importance and benefits of training to all.Roles & Skills for Trainers continuedMentor & counselor, developer of traineesChange agents for bring organisational change strategiesManager cum administratorA continuous learnerLeader of training departmentSubject matter specialistFacilitator of learning process trough motivation, innovative methods of training, group activities etc

Training Needs Analysis (TNA)Training needs analysis or assessment (TNA) is done to find out the gap or discrepancy between the KSA required for the employees to perform effectively (as per norms/targets) and that available for them. It is find out what kind of training required, who needed them, where they are needed and which methods will best deliver the needed skills etc. It may be proactive TNA which focus on future performance OR Reactive TNA which focus on present performance.

TNI &TNATraining needs Identification (TNI) focuses on the training needs of employees, as opposed to the desires of employees for training. It focuses on the training activities which will help employees improve their productivity, performance ( present & future). Training needs analysis (TNA) is analysis of training needs at various levels Contextual analysis, user (individual) analysis, work analysis etc. In fact, both TNI and TNA focus on the determination of training needs of employees in general. Training needs Index (TNI)Training needs index (TNI) is a quantitative representation of the training needs of a group or organization as a whole. A simple formula is TNI = (Total scores obtained through survey using a questionnaire / Maximum scores possible in the questionnaire) x 100.The questionnaire for the purpose may be on 3 point, 5 point or 7 point Likert scale. The interest, motivation, competency & importance given to specific areas of skills/ knowledge etc by employees are surveyed through the questionnaire.Why TNA ?To find out the discrepancy/gap in KSA for expected performance levels and present performance levels of employeesTo pinpoint if training will make a difference in productivity and the bottom line.To find out what specific training is required for each employee to improve performance.To differentiate between need for training and non-training needs (Organisational issues)Why TNA?To determine content &scope of trainingTo determine causes of poor performanceTo determine desired training outcomesTo provide a basis of measurement and convince the Management regarding the necessity of trainingEffective use of money &time spent on training, determining bench mark for evaluation of training, Align training activities with organisational strategy &objectivesTNA methodsTraining needs analysis methods are broadly classified into three :Analysis of organisation ( organisation analysis)Analysis of Job/work/Task (task analysis)Analysis of persons/employees (Person analysis)These are however carried out jointly or in combination so as to have maximum benefit from the whole process.Organisation analysisIt involves examination of organisational parameters like profits, strategies, market share, overall productivity, image etc to check if training can help improve any of the factors. It examines data like organisational goals, strategies &objectives, HRIS, organisational climate, index, efficiency indices, technology &system changes, exit interviews, MBO systems , customer satisfaction etcTask analysisHere, job analysis are done and discrepancies are found out.Data sources analysed are job descriptions, job specifications,performance standards, work performing, work sampling, training committees, operating problems etc. Questionnaires are also used to collect data.Person analysisThis is to know if employees require training to do jobs as per norms or for advancement.Data sources include appraisals sheets, work sampling, interviews, questionnaires, attitude surveys, training progress &evaluations, assessment centres, critical incidents etc.Various methods &techniques are used to collect data for TNA.Methods &techniques of TNACommon methods &techniques are: Questionnaires, surveysInterviews including exit interviewsObservations Check listsFeedback &performance reviewsGroup discussionsRole play, business game, in-basket exercise, critical incidents, case studies etcMethods &techniques of TNA continuedWork diaries, work sampling, signature analysisReview & evaluation of MDP Referring to technical manuals/recordsJob analysisReview of organisational parameters like profit, customer satisfaction, organisational climateWorkshops &seminarsMotivation &morale surveysAudio-visual aidsAV aids significantly increase and reinforce learning. They add interest in presentations. Also, helps engage more than one of the senses to facilitate learning and remembering. People remember 20% of what is heard, 30% of what is seen and 50% of what is seen & heard at the same time. AV aids also increase teaching effectiveness especially when abstract concepts, equipments etc are discussed.Types of AV aidsChalk board, white board, plastic writing boards, magnetic boards etcFlip chartsLCD projector- most common nowadaysSlides and filmsWhile preparing PPTs for LCD projector, the letter sizes may be 8mm minimum and 8 lines maximum/slide.Skills for trainers (Faculties)Ability to motivate learners. Maintain interest among trainees throughout training sessionsCapacity to communicate and present information. Scan the entire trainees frequentlyGood knowledge of subject matterAbility to relate training to practical situationsClarity of thought and use of analytical and logical skillsAbility to control the learning groupSkills of trainers continuedGood social and leadership skillsAbility to manage crisis situations in trainingAbility to use AV aidsSPST ratio should be not less than 10%Never sit and speak. Dont speak to the board.Humour in training helps create interest among trainees.Objectives of training should be clearly spelt and understood by trainees. Also, feedback & summary elements are compulsory.Skills continuedBe friendly with the trainees, Be a guide and advisorAbility to use appropriate training methods like role play, case study, business games etc wherever required in addition to lecture.Take rehearsal of training sessions before going for real training sessions. If the trainees are new, have an ice-breaking session in the beginningBe a passenger train. Avoid acceleration in presentation.

Design and delivery of effective training programsSetting training objectivesUnderstanding profile of traineesDrawing time table of trainingArranging faculties & other facilities for trainingPrepare content, syllabus and course materials for trainingUse of appropriate training methodologiesEffective training continuedUse of AV aidsBoarding & lodging facilities for trainees & tranersEvaluation of training- all phases and all aspectsFollow up after training- To get feedback about the utility of training, applications in work situations etc. The real test if a training was useful is whether the objectives set were fulfilled and organisational deficiency could be removed. Classification of Training OFF the job and ON the job training:OFF the job training includes lectures, exercises, role play, case study, business games, sensitivity training, in-basket training, fish bowl exercises, vestibule training, general supervisory & MDPs, simulation training etcON the job training includes Coaching, mentoring, counseling, apprentice training, job rotations etcTraining MethodsFactors considered in selection of training methods are:Objectives of trainingTrainees knowledge & their requirementsSubject area and faculty-human factorsFacilities available, time & money constraintsBasic learning principles motivation, active involvement, individual approach, sequencing &structuring, feedback, transfer to real/live situation etc are to be taken into account.Human factors- trainer, trainees & environmentSubject area-specific, interdisciplinary etcTime, money and other facilitiesPrinciples of learning- motivation, active involvement, individual approach, sequencing &structuring, feedback , transfer Selection of training methodsObjectives- knowledge, skills, attitude, attributes etcOFF the Job Training methodsLectureDiscussions &exercisesRole playCase study- different typesBusiness games, simulation trainingIn-basket exercise, sensitivity training, fish bowl exercise, vestibule training, apprenticeship trainingApplication projects- project worksTraining methods- Exercise 1Briefly explain the various training methods given in the previous slide and compare them on the following criteria:What it isWhat it will achieve.Where to be applied and points to considerMerits &demeritsCompare and contrast Role play &Case studyTraining methods exercise 2Describe vestibule training, apprenticeship training, sensitivity training (T-group), business games, simulations training, in-basket exercise, fish bowl exercise, case study and role play. (Explain What they are, Where they are used, benefits, limitations etc. Refer any book on Training &development for preparing notes)