MTD Notes

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MANAGEMENT TRAINING&

DEVELOPMENT

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MODULE I

Training

Training is a systematic process through which an organization’s human resources gain

knowledge and develop skills by instruction and practical activities that result in improved

corporate performance. Training provides learning experience to employees to develop their

abilities and improve their performance. It helps organization in human resource planning by

making available competent and motivated personnel.

Importance of Training

Maintains qualified products / services

Achieves high service standards

Provides information for new comers

Refreshes memory of old employees

Achieves learning about new things; technology, products / service delivery

Reduces mistakes - minimizing costs

Opportunity for staff to feedback / suggest improvements

Improves communication & relationships - better teamwork

Benefits of Training

Increased job satisfaction and morale of employees

Increased employee motivation

Increased efficiencies in processes, resulting in financial gain and

competitiveness

Increased capacity to adopt new technologies and methods

Increased innovation in strategies and products

Reduced employee turnover and absenteeism

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Enhanced organizational image

Risk management

Components of Training

Insight

Motivation

Opportunity to learn

Opportunity to practice in real world

Follow up

Training Process

1. Assessing training needs

Conduct a training needs analysis by either one, or both, of the following;

External approach (company, guests, society)

Internal approach – using a staff opinion survey.

2.

Preparing training plan

Ask your self “What are we going to achieve in the time period?”

Use a holistic approach by using a calendar for inputting your training activities.

3. Specifying training objectives

Training Objectives must be specific & measurable.

What should trainees be able to accomplish after participating in the training

program?

What is the desired level of such accomplishment, according to industry or

organizational standards?

Do you want to develop attitudes, skills, knowledge or some combination of these

three?

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4. Designing the training program(s)

Program duration

Program structure

Instruction methods

Trainers qualification

Nature of trainees

Support resources – materials, OHP, classroom

Training location & environment

Criteria & methods for assessing participant learning and achievement

Criteria & methods for evaluating the program

5.

Selecting the instructional methods

On-the job-training (OJT)

learn while you’re working

Off -the job-training

In house, training or classroom

External, consultancies or attending external classes

Independent bodies, such as government talks

Distance learning, from books or notes

Computer-assisted learning

Interactive-video training

Video conferencing, same as classroom except teachers and students are in

different locations

6. Completing the training plan

Target group – assess your audience

Topic – task, skill or attitude ingredient

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Method – direct (one way communication) or indirect (discussion, games, experimental

exercises…). Important as evaluation of trainees usually lies on the perception on what

they did in the training session

Time – length, period, breaks important to consider

Location – away from the office?

7. Implementing the training program

Participant selection

Group comfort - physical & psychological

Trainer enthusiasm & skills

Effective communication

Feedback mechanism

The need to learn new training skills

Preparation by trainers

8. Evaluating the training

Three Levels of Evaluation

Immediate Feedback

Survey or interview directly after training

Post-Training Test

Trainee applying learned tasks in workplace?

Post-Training Appraisals

Conducted by immediate supervisors of trainees

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9. Planning future training

Last step in the training process

After taking all evaluated comments, trainers should modify the programs to keep

good things and make suggested improvements

Remember, even with the same topic for different trainees, trainers should address

many parts of the training process again and consider new approaches.

Training, Education & Development

Training is short term, task oriented and targeted on achieving a change of attitude, skills

and knowledge in a specific area. It is usually job related.

Education is a lifetime investment. It tends to be initiated by a person in the area of

his/her interest

Development is a long term investment in human resources.

Difference Between Training And Development

Training and development are two different processes but inter-linked with each other.

The training refers to the process of learning, acquisition of knowledge and skills in order

for a person to perform a specific task or job according to the requirements. Development

extends the capabilities of a person to improve the job performance and is about helping a

person to grow as well through gradual process.

Training is a short term process consisting of an event but development indicates the

gradual and long term process relevant to the growth of personality and maturity

regarding their potential capabilities. The scope of training is limited to specific job,

development serves the purpose of general knowledge and covers large area. Generally,

the characteristics such as to improve the productivity, quality of service, organizational

climate, health and safety are included in training purposes. The extension in capabilities,

job performance and personal growth with the passage of time are the main objectives of

development.

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A Systematic approach to Training

Key Concepts in Preparing a Training Plan

Before you train and develop people identify what:

They must know - before they can perform job

They should know - to improve performance

Would be nice for them to know – but not necessary to perform duties

Structure of Training Organization

Organizational structure is the framework upon which roles, decision making and

responsibilities are arranged. Like a graph or pyramid, it provides you with a reference overview

of your training organization, and its lines of reporting. Structuring your training organization is

dependent on factors such as how many employees are involved, whether power is decentralized

and what sort of training is offered. Training organizations range from federal government

departments to small private businesses. In a small training organization with frequent face-to-

face interaction, a highly developed structure may not be necessary. In a government department,

however, it is essential.

How to Structure a Training Organization

1. Determine who is responsible for the overall operation of the training organization. In the

case of large operations, it will be the board and the CEO. For smaller businesses, it will

be whoever owns the company.

2.

Sketch out a chart indicating the structure of your training organization. In most cases, it

will be a pyramid shape, but in some instances it might be a diamond, where there is

senior administration, a large number of trainers and a small support staff, or a circle,

where there is a collective of trainers.

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3. Develop job descriptions of who is responsible for what in your training organization.

Identify the specific skills required for each position, goals, expectations and evaluation

procedures. Also identify who the person reports to, as outlined in your training

organizational chart.

4. Review the structural plans for your training organization with a senior colleague or

mentor. Second and third opinions are helpful when looking at important plans.

5. Invite stakeholders to a meeting about how to structure the training organization. Solicit

opinions from trainers and support staff about what they think of the structure and where

there might be room for improvement. Participation encourages "ownership."

Workplace training

It is about ensuring employees are equipped with the skills and knowledge they need to

complete their work safely and to the required standard

Skills and abilities of workplace trainers

• Respect for the learner

• Good communication skills

• Subject knowledge

• provide clear instructions

• break larger tasks into smaller components

• demonstrate tasks clearly

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Training system

A training system is a group or family of coursework that will achieve a statedseries of training objectives. A training system typically employs a syllabus or similar

document that specifies and outlines the coursework to be followed. A training system

may also incorporate a training manual that may serve as a guide, reference source, or

both during training. A training system typically mandates the use of specific teaching

methods for coursework; the choice of the teaching methods to be used depends largely

on the information or skill being taught and the aptitude and skills of the trainee.

Model of Training and Development Process

Assessment

Stage

Training Stage Evaluation

Stage

Organizational

Needs Assessment

Task Need

Assessment

Design & Select

Procedures

Measure Training

Results

Development of

Criteria for TrainingEvaluation

Train Compare Results

to Criteria

Feedback

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MODULE II

Learning

• Learning is a relatively permanent change in human capabilities that is not a result of

growth processes. These capabilities are related to specific learning outcomes.

• Learning is indexed by a change in behavior, which must be translated into observable

behavior. After learning, learners are capable of performing something that they could

not do before the learning experience. The change in behavior need not occur

immediately following the learning experience. The change in behavior results from

experience or practice.

Learning Outcomes

• Verbal information

– Includes names or labels, facts, and bodies of knowledge

– Includes specialized knowledge employees need in their jobs

– Intellectual skills

–

Include concepts and rules

– These are critical to solve problems, serve customers, and create products

• Motor skills

– Include coordination of physical movements

• Attitudes

–

Combination of beliefs and feeling that pre-dispose a person to behave a certain

way

– Important work-related attitudes include job satisfaction, commitment to the

organization, and job involvement

• Cognitive strategies; Regulate the process of learning

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Learning Styles

1. Kolb Learning Styles (David Kolb's learning styles model)

David A. Kolb (b. 1939) is an American educational theorist whose interests and publications

focus on experiential learning, the individual and social change, career development, and

executive and professional education

David Kolb gave the idea that learning is a circular process with a distinctive numbers of stages

Concrete experience (CE), is where the learner actively experiences an activity such as a lab

session or field work

Reflective observation (RO), is when the learner consciously reflects back on that experience

Abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or

model of what is observed

Active experimentation (AE), is where the learner is trying to plan how to test a model or

theory or plan for a forthcoming experience.

Feeling (concrete experience)

Watching (reflective observation)

Thinking (abstract conceptualization)

Doing (active experimentation)

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The combination of where our preference lies on each axis produces four possible learning

style types:

• Activist (doing and feeling concrete-active)- hands-on, relies on intuition rather than

logic, uses other people's analysis, and likes practical, experiential approach.

• Reflector (watching and feeling, or concrete-reflective) - able to look at things from

different perspectives, sensitive, prefers to watch rather than do it, gathers information and

uses imagination to solve problems.

• Theorist (watching and thinking, or abstract-reflective) - concise, logical approach, ideas

and concepts are more important than people, requires good clear explanation rather than

practical opportunity.

• Pragmatist (thinking and doing, or abstract-active) - can solve problems and will use

learning to apply to finding solutions to practical issues, prefers technical tasks, less

concerned with people and interpersonal aspects

2. VAK model (Fleming's)

The VAK learning style uses the three main sensory receivers: Visual, Auditory, and

Kinesthetic (movement) to determine the dominant learning style. It is sometimes known as

VAKT (Visual, Auditory, Kinesthetic, & Tactile) . It includes ;

Auditory learning

Auditory learning is a style of learning in which a person learns most effectively by

listening to information delivered orally, in lectures, speeches, and oral sessions

Kinesthetic learning

Kinesthetic learning is a teaching and learning style in which learning takes place by the

student actually carrying out a physical activity, rather than listening to a lecture or merely

watching a demonstration.

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Visual learning

Visual learning is a proven teaching method in which ideas, concepts, data and other

information are associated with images and represented graphically

Tactile learning

Tactile learning occurs through writing notes and drawing diagrams

Principles of learning

Educational psychologists have identified several principles of learning, also referred to as

laws of learning, which seem generally applicable to the learning process. These principles have

been discovered, tested, and used in practical situations. They provide additional insight into

what makes people learn most effectively

Readiness implies a degree of single-mindedness and eagerness. Individuals learn best

when they are physically and mentally, ready to learn, and they do not learn well if they

see no reason for learning

The principle of exercise states that those things most often repeated are best

remembered. It has been proven that students learn best and retain information longer

when they have meaningful practice and repetition The principle of effect is that learning is strengthened when accompanied by a pleasant or

satisfying feeling

Primacy, the state of being first, often creates a strong, almost unshakable, impression.

Things learned first create a strong impression in the mind that is difficult to erase.

The principle of intensity implies that a student will learn more from the real thing than

from a substitute. For example, a student can get more understanding and appreciation of

a movie by watching it than by reading the script

The principle of recency states that things most recently learned are best remembered

Learning Problems:

The instructor should have the knowledge of the possible learning problems. He should identify

the problems of trainees and take steps to solve them. The possible learning problems are:

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• Lack of knowledge, skill, aptitude and favorable attitude.

• Knowledge and skill not being adopted.

• Psychological problems like fear and shy,

• Unwilling to change.

• Lack of interest about the knowledge of results.

• Absence of self-motivation.

• Negative attitude about involvement and participation

BLOOMS TAXONOMY

In 1950 Benjamin Bloom led a team of educational psychologist in the analysis of

learning behavior.

In these theories hierarchy of learning behaviors was categorized into three interrelated and

overlapping learning domains:

1. Cognitive (knowledge)

2...Affective ( Attitude)

3. Psychomotor (Skills)

The cognitive Domain: the cognitive domain is exhibited by a person's intellectual

abilities. There are observable and unobservable skills such as comprehending

information, organizing ideas, evaluating information and actions

Cognitive Domain Example

Evaluation Judges the value of information

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The affective domain: addresses a learners emotions towards learning

experiences. The learners attitude, interests, attention and awareness

Affective Domain Example

Internalizing values Behavior which is controlled by a value system

Organization Organizing values into order of priority

Valuing The value of a person attaches to something

Responding to phenomena Taking an active part in learning; participating

Receiving phenomena An awareness; willingness to listen

Synthesis Builds a pattern from diverse elements

Analysis Separates information into part for better understanding

Application Applying knowledge to a new situation

Comprehension Understanding information

Knowledge Recall of data

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The psychomotor domain: refers to the use of basic motor skills, coordination and physical

movement.

Psychomotor Domain Example

Origination A learners ability to create new movement patterns

Adaptation A learners ability to modify motor skills to fit a new situation

Complex overt response The intermediate stage of learning a complex skills

Mechanism The ability to perform a complex motor skill

Guided response The early stage of learning a complex skill which include imitatio

Perception The ability to use sensory cues to guide physical activity

Andragogy

• Andragogy is the process of engaging adult learners in the structure of the learning

experience. Andragogy meaning adults teaching other adults

• Malcolm Knowles: Malcolm Knowles (1912-1998) referred as the father of adult

education, who has responsible for coining the term “Andragogy” in 1934

• Knowles suggested that adult educator should

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• Set cooperative learning climate

• Create mechanisms for mutual planning

• Arrange for a diagnosis of learners needs and interests

• Enable the formulation of learning objectives based on the diagnosed needs and interests

• Design sequential activities for achieving the objectives

• Execute the design by selecting methods, materials, and resources

• Evaluate the quality of learning experience

Pedagogy

• The term "pedagogy" refers to how teachers manage their classroom instruction in ways

that help students to learn subject matter.

• Pedagogy the art or science of being a teacher. The term generally refers to strategies of

instruction, or a style of instruction

• Pedagogy is the most standard classroom model. An instructor who is an expert in the

subject under study, lectures, give assignments, test students achievements etc

Learning Theories

Several theories relate to how people learn. Each theory relates to different aspects of the

learning process. Many of the theories also relate to trainee’s motivation to learn.

1. Reinforcement Theory:

Emphasizes that people are motivated to perform or avoid certain behaviors because of

past outcomes that have resulted from those behaviors.

Positive reinforcement: is a pleasurable outcome resulting from a behavior

Negative Reinforcement: is the removal of an unpleasant outcome Punishment

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• From a training perspective, it suggests that for learners to acquire knowledge, change

behavior, or modify skills, the trainer needs to identify what outcomes the learner finds

most positive) and negative). Trainers then need to link these outcomes to learners

acquiring knowledge, skills, or changing behaviors.

2. Social Learning Theory

• Emphasizes that people learn by observing other persons (models) whom they believe are

credible and knowledgeable.

• Recognizes that behavior that is reinforced or rewarded tends to be repeated.

• The models’ behavior or skill that is rewarded is adopted by the observer.

• Learning new skills or behavior comes from:

– directly experiencing the consequences of using behavior or skills, or

– the process of observing others and seeing the consequences of their behavior

• Learning is also influenced by a person’s self-efficacy .

– Self-efficacy is a person’s judgment about whether she can successfully learn

knowledge and skills.

Process of Social Learning Theory

Attention

Retention

Motor Reproduction

Motivational Processes

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MODULE III

Training need analysis

A training need is a shortage of skills or abilities, which could be reduced or eliminated

by means of training and development. Training needs analysis identifies training needs at

employee, departmental or organizational level in order to help the organization to perform

effectively. A successful training needs analysis will identify those who need training and what

kind of training is needed. It is counter-productive to offer training to individuals who do not

need it or to offer the wrong kind of training. A Training Needs Analysis helps to put the training

resources to good use.

Need for training need analysis

•Complaints from staff, customers/clients

• Poor quality work

• Frequent errors

• Large staff turnover

• Deadlines not being met

• Conflict amongst staff

• Lack of knowledge about new equipment systems

Components of Training need analysis

1. Organizational needs analysis –

In conducting organizational analysis, the company may consider issues like: Increased

competition for old and new business, greater emphasis on efficiency and cost reduction,

increased needs on cooperation among companies, business strategies of the rival companies,

research and innovation, Merger, acquisition, diversification and expansion,automation and

modernization, manpower plan on hiring, retrenching and deployment of staff

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2. Task analysis / job needs analysis

The process of collecting information regarding the job, for use in developing

training programs, is often referred to as task analysis or job needs analysis.

Task analysis explains what must be done to perform a job or complete a process

successfully.

Task analysis means detailed examination of a job role to find out what are the •

knowledge, skill, attitude, motives, values and self-concept needed in people for

superior or effective performance.

Important questions to ask when conducting a Task Analysis:

– What tasks are performed?

– How frequently are they performed?

– How important is each task?

– What knowledge is needed to perform the task?

– How difficult is each task?

–

What kinds of training are available? There are four steps involved in task analysis:

– Develop a list of task statements

– Develop list of task clusters

– Develop a list of KSAs (Knowledge, skills and attitude)

– Assess the importance of tasks

3. Person needs analysis

A person needs analysis identifies gaps between a person’s current ca pabilities

and those identified as necessary or desirable.

Person needs analysis can be either broad or narrow in scope. The broader

approach compares actual performance with the minimum acceptable standards of

performance. The narrower approach compares an evaluation of employee

proficiency on each required skill dimension with the proficiency level required

for each skill.

The important questions being answered by this analysis are:

– Who will receive the training and their level of existing knowledge on the

subject?

– What is their learning style and who will conduct the training?

–

Do the employees have required skills? – Are there changes to policies, procedures, software, or equipment that

require or necessitate training?

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Need Assessment Techniques

Several basic Needs Assessment techniques include:

direct observation

questionnaires

consultation with persons in key positions, and/or with specific knowledge

review of relevant literature

interviews

focus groups

assessments/surveys

records & report studies

work samples

Types of Cost in Training Programs

o Development Costs

(Costs related to the development of the training program; TNA, piloting of the training,

materials used to design the program, etc.)

o Direct Costs (Costs directly attributed to the delivery of the training; trainer

compensation, facilities, materials, etc)

o Indirect Costs (Cost incurred even if training were cancelled: preparation, marketing,

administrative, &clerical support)

o Overhead Costs

(Costs associated with purchase and maintenance of training equipment and

training facilities)

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o Participant Compensation

(Costs associated with trainees’ salary and benefits)

o Evaluation Costs

(Costs associated with evaluating the training; assessment tools, etc.)

Selection of Trainers

Trainers are professionals who work to develop other people’s skills. The main goalof the

trainer is to improve the performance of employees.

Competencies of trainers

Technical competencies:

– Adult-learning understanding

– Competency identification skill

– Electronic-systems skill

– Media selection skill

Business Competencies:

– Budget and resource management skill

– Business understanding

– Organization behavior understanding

– Organization development theories and techniques

Interpersonal Competencies:

– Coaching skill

– Feedback skill

– Negotiation skill

– Questioning skill

– Writing skill

Intellectual Competencies:

– Data-reduction skill

– Information-search skill

– Visioning skills

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.

Steps involved in hiring and training trainers

The steps involved in hiring and training trainers are as under;

1. Vacancy identification: The training manager should identify the need for hiring trainers.

2. Job analysis and competency mapping: Job analysis brings out the job description and the

job specification.

3. Estimate the cost and obtain sanction: The training manager should estimate the cost

involved for hiring, training and retaining trainers

4. Recruitment and Selection of Trainers: Recruitment involves communicating and

motivating qualified persons to apply for the job.

5. Training the trainers: Trainers require both domain expertise and training delivery skills. All

trainers are required to be trained in the areas in which they are deficient.

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MODULE IV

Technical Training

Technical training is the process of teaching employees how to more accurately and

thoroughly perform the technical components of their jobs. Training can include technology

applications, products, sales and service tactics, and more. Technical skills are job-specific as

opposed to soft skills, which are transferable.

Total Quality Management (TQM) Training

Total quality management (TQM) is a management approach to long-term success

through customer satisfaction. Training courses in TQM will teach you how to use a

combination of strategy, data, and effective communication to integrate quality into all aspects of

your organization.

It is important to note that although TQM training and education must be in line with

other (normal) training and education activities in an organization, TQM training and education

differs from traditional training and education. Traditional training and education may be in the

form of a once-off course which may not be presented every year (e.g. a financial calculator

course). TQM training and education is unending and continuous. If not so, it will not obtain the

TQM objective of continuous improvement. No matter what kind of training program is

implemented, employee training seems to have positive effects upon employee morale and

general enterprise effectiveness.

Attitudinal Training

In his classic book, The Conditions of Learning , Robert Gagne, defines attitude as “a

mental state that predisposes a learner to choose to behave in a certain way.” Attitudinal goals,

therefore, are those that ask a learner to choose to do something under certain circumstances. The

intent of attitudinal training is to influence or convince a person to make a decision in the desired

direction. It may involve changing attitudes as well as associated values and beliefs.

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Strategies of attitudinal training

Here are a variety of instructional strategies you can try for attitudinal training.

Behavior Modeling. In this approach, a person models the desired behavior to show how

effective it is or how easily it can be achieved. In a course to encourage employees to use

conflict resolution skills, for example, you might create a video comparing two ways of

managing an angry customer. The first confrontation ends poorly; the second is defused through

the use of conflict resolution techniques. The attitudinal component is the underlying message

that the skills are effective and easy to learn.

Role Play/Simulation. Role plays help learners understand the results of various choices in

simulated scenarios. To enhance realism, the scenarios should branch through alternate paths

depending on the learner’s decisions. In this way, learners discover how specific behaviors and

actions can result in different consequences.

Creating Cognitive Dissonance. Cognitive dissonance is a tension that occurs from holding

conflicting or inconsistent beliefs. People are compelled to reduce this dissonance by changing a

belief. An example of cognitive dissonance occurs in people who eat an unhealthy diet

associated with disease, yet these same people want to live a long healthy life. If you can find

ways to create and emphasize cognitive dissonance in your training, you can motivate people tochange.

Showing Results of Risky Behavior. There are often, but not always, risks associated with

failure to choose a desired behavior. This is the case when attitudinal training relates to safety

and health. Persuasion through emotional imagery or deeply moving stories can be effective. For

example, I conducted a video interview with a patient who suffered from a hospital-acquired

infection in order to motivate healthcare workers to improve their hand sanitation practices.

Emotional impact can change attitudes.

Telling Stories. Storytelling is a strategy that appeals directly to the emotions. Stories are known

to evoke emotions, which forms a connection between the message and the audience. In

particular, when audience members see themselves in a story, the message becomes more

meaningful.

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Appealing to the Intellect. On the other hand, some adults are persuaded to change an attitude

when they are given solid facts. For example, when persuading employees to recycle at work,

provide convincing arguments through statistics that show how a cleaner environment creates

benefits for employees and their families. Always try to present statistics in a visual format to

make them more appealing.

Being Subtle. Some forms of attitudinal training are purposefully indirect. They may not be a

critical goal of a course, but are still important. In these situations, integrate the attitudinal

training with other content. You can do this by pointing out or portraying the benefits change in a

subdued way. For example, the person who stopped smoking looks energetic or the tone

describing an organizational change is upbeat, but not overly enthusiastic.

Changing attitudes can take time and may require multiple points of contact, reminders and the

occasional motivational push. But it also lends itself to many creative approaches.

Importance of training for management of change

To describe the complexity and inevitability of changes in the workplace

To assess the changing role of public officials in the present context

To practice the method of scanning the environment

To propose a strategy to respond proactively to change by matching internal resources

with challenges in the external environment

To explain the need for blending managerial and leadership qualities

To write an action plan for enhancing leadership performance

To use different methods to improve the quality of their decision-making

To assess how to empower subordinates by delegating appropriately

To identify reasons for resistance to change

To propose a strategy for overcoming resistance to change in a situation of their choice To propose a communication strategy for easing the way to effective process of change

To write strategies to motivate their own roles and the roles of their subordinates for

continuous improvement and growth (incremental change)

To evolve strategies to motivate their own roles and the roles of their subordinates for

continuous improvement and growth

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To assess the role of an internal change agent in initiating, implementing, overcoming

resistance and succeeding in change programs/ projects

To prepare an action plan for introducing a change program/project of their choice related

to their workplace

Importance of Training for Leadership

1. Build trust and influence with others.

2. Define their team's purpose and their “job to be done.”

3. Create a strategic link between the work of the team and the goals of the organization.

4. Connect the work of the team to the organization's economic model.

5. Align the four essential systems of execution, talent, core work processes, and customer

feedback

Training and Communication

Communications training or communication skills training refer to various types of training

to develop necessary skills for communication. Effective communication is vital for the success

in various situations. Individuals undergo communications training to develop and improve

communication skills related to various roles in organizations.

In organizations, it is necessary to communicate with different sub-groups and overcome

difficulties in effective communication. Since each sub-group has a unique sub-culture, an

effective communications trainer may assist organizational members in improving

communications between sub-groups of the organization. It is necessary to ensure that

communications between individuals the various sub-cultures serve to meet the mission and

goals of the organization. Communications training can assist leaders to develop the ability to

perceive how various individuals and subgroups relate to each other and make appropriate

interventions.

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Types of skill development

Listening skills

Influence Skills

Responding to conflict

Customer service

Assertiveness skills

Negotiation

Facilitation

Report writing; business and technical writing

Public speaking, effective presentation

speaking skills

Interacting skills

Benefits of Training for Communication

Business communication training: It is possible for developing the skills needed for business

networking and enhance their communication skills. It helps in communicating the apt message

to the appropriate person at the most right time and to effectively manage and develop assertive

skills. It enable candidates to manage competently, maintain long-term relationships, form new

alliances, meet new people and establish contact with them and develop relationship with them

Corporate communications training: It is useful for corporate events and help in dealing with

other corporate participants, besides being helpful for routine dealings.

Executive communication training: It focus on how to conduct meetings by helping to develop

facilitation skills and through exceptional executive communication coaching, candidates learn

how to open, manage, as well as end meetings.

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Crisis communication training: It enables candidates to communicate while dealing with the

various difficulties and emergencies that can arise including conflict management and change

management. With training, candidates will be fit to come up with beneficial solutions for

solving the crisis or conflict or make change/transition easier.

Public speaking training: It is very useful to make presentations, for developing their verbal

communication skills so that it is possible to express their facts publicly with great confidence.

Training Evaluation

Training Evaluation involves assessment of effectiveness of training programs. A

program evaluation is the systematic collection of information about the activities,

characteristics, and outcomes of programs to make judgments about the program, improve

program effectiveness, and/or inform decisions about future programming.

Training Evaluation Process

STEP 1: CONDUCT Training Needs Analysis

STEP 2: DESIGN Training Program

STEP 3: SELECT Training Method

STEP 4: EVALUATE Training Program Participants were satisfied with the training program

Methods of Data Collection for Training Evaluation

• Questionnaires - Questionnaires offer a structured tool that may provide both quantitative and

qualitative information about employee reactions to the training event. The questionnaire should

focus on both training content and delivery. The training content section should target questions

to ascertain whether the training materials provide useful information that will assist in

performing work tasks and whether the employee is more knowledgeable about the subject

matter following the training event. This information will assist the training department in

determining how the training material should be revised or supplemented and whether the

training medium used is best suited to the training content. It will also allow the training

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department to maintain an internal inventory of training vendors or offerings that have been rated

best or least effective.

• Knowledge Review - Knowledge reviews offer an objective means of determining whether

training content has been learned. Knowledge reviews refer to a general group of assessment

tools in which employees read questions and respond in writing. The knowledge reviews may be

administered by delivering the tool at the start and end of the training event. The tool should be

developed as a short answer or multiple-choice instrument using the same questions in each

administration, presented in a different order. The questions on the knowledge review should

adequately address the learning objectives of the training. The results of each administration of

the knowledge review can be compared to measure knowledge transfer during the training event.

This information will be useful in assisting the training department to improve the course

material.

• Observation - Observation is another evaluation method that provides information regarding

employee reactions to the training. Training department personnel should observe employee

interaction, level of engagement with training instructors and responses to course content. This

evaluation technique may be informal or highly structured.. However, the information provided

to employees should be related to their ability to do their job better. These stakeholders will

benefit by understanding their own strengths and weaknesses and how they have been addressed

through the training process.

• Employee Portfolio - The employee portfolio is an effective means of providing information

to employees as well as their managers about the level of mastery of particular knowledge, skills

or abilities following a training event. The employee portfolio should be designed to be used for

informational purposes only.

• Skill Gap Analysis - Another means of providing employees information about their skill

development is to require business unit managers to conduct an assessment of each employee’s

level of knowledge, skills and abilities relative to the level required for successful performance

in the position. The Skill GapAnalysis can be administered using a survey instrument.

Employees can use the results of this assessment to track their skill development over time from

their manager's perspective.

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Kirkpatrick Evaluation Model

1. Determine what you want to find out

2. Design a form that will quantify reactions

3. Encourage written comments and suggestions

4. Get a 100 percent immediate response

5. Get honest responses

6. Develop acceptable standards

7. Measure reactions against standards and take the appropriate action

8. Communicate reactions as appropriate.

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MODULE V

Management Development

Management development is the structured process by which managers enhance their skills,

competencies and/or knowledge, via formal or informal learning methods, to the benefit of both

individual and organizational performance.

Objectives Of Management Development

1) To stimulate creative thinking

2) To improve thought process and analytical thinking

3) To increase versatility of the management group

4) To give specialists an overall view of the functions of an organization

5) To identify persons with the required potential

6) To increase morale of the members of the management group

7) To provide adequate leaders .

8) To increase the efficiency of performance of existing executives.

9) To serve as a means of control in operations

10) To train managers for higher assignment who show potential for growth greater than

those of their colleagues.

11)

To prepare them for adaptation to changes, environmental, ideological and technological.

12) To develop unity of purpose and improve morale.

Principles of Management Development

i. Encouraging growth and learning of employees as per business needs

ii. Improving competencies ( Knowledge, skills, behavior) that can be immediately applied

at work

iii. Increasing motivation and job satisfaction of managerial personnel

iv. Developing analytical and problem solving skills

v. Promoting communication and planning throughout the organization and department

networks

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Methods of Management Development

There are mainly two types of methods by which managers can acquire the knowledge,

skills and attitudes and make themselves competent managers One is formal training and the

other is through on-the-job experience On-the-job training is of utmost importance as the real

learning takes place only when the learner uses what he has learnt Class-room training or

pedagogical techniques have also got their own importance in gaining new knowledge, learning

new techniques and broader concepts

Selection of Techniques

The success of any management development programme largely depends on the

selection of the techniques It should also be remembered that no single technique can prove to besufficient, but only the combination of techniques makes any management development

programme effective This is because all managers at all levels require all kinds of skills but in

varied proportions

Evaluation of Management Development Programmes

It is the evaluation process which determines the success or otherwise of the desired programme

and results can be used for further improving the future programmes. The evaluation results

should be provided to trainees, their superiors, subordinates and HRD department of the

organization

Models of Management Development

Dysfunction Analysis

Simply put, this is a sort of test carried out in order to check a person’s mental stability and

whether or not he has any psychological disorder. This can also help in assessing a person’smental strength and ultimately also guides us whether or not the individual needs to undergo a

psychological training program.

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Professional Development

As the words suggests, it means undergoing a professional training program for both personal

progress and career enhancement. Under this, the manager is also made aware of the functioning

of the organization. Some of the most common methods include.

Case study learning

Lesson study

Technical assistance

Consultation

Regulation

Mentoring

Under this, a senior person in the same organization guides the manager, as to develop their

skills and solve the organizational problems. They teach them out of their own experiences.

He also helps in building up the confidence of the manager, by asking questions and

providing them challenges while also providing the necessary assistance and encouragement.

It gives the manager a chance to look more closely at themselves, their issues and what they

want in life. It makes them self aware, responsible and gives a direction to their life.

Action Learning

Individuals are given the freedom to solve a problem according to their understanding and

technique they think best. This lets them to attempt varied approaches to solve various issues

and problems. This approach recognizes that individuals learn best from experience so that

the process is structured.

Internal Training Programs

The organization itself develops a training program for the managers. The advantage here is,

that they get trained under your eyes, and they do not need to be provided training externally.

It also helps in breaking the communication barriers between the old and new employees.

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On- the job training is the most common internal training program where in the manager

learns while doing the work itself.

Job Rotation

It is a technique in which an employee is moved between two or more jobs at regular

intervals in a planned manner. This helps the manager in learning the aspects, roles and

responsibilities of all the jobs, and ultimately of all the employees that are going to be

working under him.

Vendor Provided Training

Your own vendors and clients are invited in to provide training. You can select from the

many trainers, costs, locations and programs. You can choose the one that can train your

managers on skills and techniques that you find useful and can make a difference to your

organization.

Business Workflow Analysis

It is a method allowing managers and businesses to have an improved understanding of their

requirements and also in establishing feasible objectives. The aim here is to reduce the costs

and improve overall performance.

Upward Feedback

This concept relies on the on subsidiary’s judgment and viewpoint of their managers as a key

element of assessing managerial effectiveness. This is based on the 360 degree principle that

managers can only be as excellent as per their employees’ opinions.

Over and above this, a firm can also formulate its own methods of management development,

which are flexible and are or can be formulated keeping in mind the working patterns of an

organization and the skill sets they’re looking for in the manager and the employees.

MTD Notes

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