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NATURE OF TRAINING AND DEVELOPMENT In simple terms, training and development re ers to t!e imparting o spe"i i" s#ills, a$ilities and #no%ledge to an emplo&ee' A ormal de inition o training ( development is) it is an& attempt to improve "*rrent or *t*re emplo&ee per orman"e $& in"reasing an emplo&ee+s a$ilit& to per orm t!ro*g! learning, *s*all& $& "!anging t!e emplo&ee+s attit*de or in"reasing !is or !er s#ills and #no%ledge' T!e need or training ( development is determined $& t!e emplo&ee+s per orman"e de i"ien"&, "omp*ted as ollo%s, Training ( Development need - .tandard per orman"e / A"t*al per orman"e' 0e "an ma#e a distin"tion among training, ed*"ation and development' .*"! distin"tion ena$les *s to a"1*ire a $etter perspe"tive a$o*t t!e meaning o t!e terms' Training, as %as stated earlier, re ers to t!e pro"ess o imparting spe"i i" s#ills' Ed*"ation, on t!e ot!er !and, is "on ined to t!eoreti"al learning in "lassrooms' Ta$le 2' Training and Ed*"ation Di erentiated Training Education Appli"ation T!eoreti"al Orientation 3o$ E4perien"e 5lassroom Learning .pe"i i" Tas#s General 5on"epts Narro% 6 Perspe"tive 7road Perspe"tive Training re ers to t!e pro"ess o imparting spe"i i" s#ills' Development re ers to t!e learning opport*nities designed to !elp emplo&ees gro%' Education is t!eoreti"al learning in "lassroom' T!o*g! training and ed*"ation di er in nat*re and orientation, t!e& are "omplementar&' An emplo&ee, or e4ample, %!o *ndergoes training is pres*med to !ave !ad some ormal ed*"ation' F*rt!ermore, no training programme is "omplete %it!o*t an element o ed*"ation' In a"t, t!e distin"tion $et%een training and ed*"ation is getting in"reasingl& $l*rred no%ada&s' As more and more emplo&ees are "alled *pon to e4er"ise 8*dgments and to "!oose alternative sol*tions to t!e 8o$ pro$lems, training programmes see# to $roaden and develop t!e individ*al t!ro*g! ed*"ation' For instan"e, emplo&ees in %ell9paid 8o$s and6or emplo&ees in t!e servi"e ind*str& ma& $e re1*ired to ma#e independent

de"ision regarding t!ere %or# and t!eir relations!ip %it! "lients' :en"e, organi;ation m*st "onsider elements o $ot! ed*"ation and training %!ile planning t!ere training programmes' Development re ers to t!ose learning opport*nities designed to !elp emplo&ees gro%' Development is not primaril& s#ill9oriented' Instead, it provides general #no%ledge and attit*des %!i"! %ill $e !elp *l to emplo&ees in !ig!er positions' E orts to%ards development o ten depend on personal drive and am$ition' Development a"tivities, s*"! as t!ose s*pplied $& management developmental programmes, are generall& vol*ntar&' To $ring t!e distin"tion among training, ed*"ation and development into s!arp o"*s, it ma& $e stated t!at < training is offered to operatives =, %!ereas <developmental programmes are meant for employees in higher positions ' Education however is common to all the employees , t!ere grades not%it!standing' AIMS/O !E"TI#ES O$ T%AI&I&' ( DE#E)O*ME&T T!e *ndamental aim o training is to !elp t!e organi;ation a"!ieve its p*rpose $& adding val*e to its #e& reso*r"e / t!e people it emplo&s' Training means investing in t!e people to ena$le t!em to per orm $etter and to empo%er t!em to ma#e t!e $est *se o t!eir nat*ral a$ilities' T!e parti"*lar o$8e"tives o training are to, Develop t!e "ompeten"es o emplo&ees and improve t!eir per orman"e> :elp people to gro% %it!in t!e organi;ation in order t!at, as ar as possi$le, its *t*re needs or !*man reso*r"e "an $e met rom %it!in> Red*"e t!e learning time or emplo&ees starting in ne% 8o$s on appointment, trans ers or promotion, and ens*re t!at t!e& $e"ome *ll& "ompetent as 1*i"#l& and e"onomi"all& as possi$le' I&*+TS I& T%AI&I&' A&D DE#E)O*ME&TS An& training and development programme m*st "ontain inp*ts %!i"! ena$le t!e parti"ipants to gain s#ills, learn t!eoreti"al "on"epts and !elp a"1*ire vision to loo# into distant *t*re' In addition to t!ese, t!ere is a need to impart et!i"al orientation, emp!asi;e on attit*dinal "!anges and stress *pon de"ision9ma#ing and pro$lem9solving a$ilities' S,ills Training, as %as stated earlier, is imparting s#ills to emplo&ees' A %or#er needs s#ills to operate ma"!ines, and *se ot!er e1*ipments %it! least damage or s"rap' T!is is a basic s#ill %it!o*t %!i"! t!e operator %ill not $e a$le to *n"tion' T!ere is also t!e need or motor s#ills' Motor s#ills re er to per orman"e o spe"i i" p!&si"al a"tivities' T!ese s#ills involve training to move vario*s parts o one+s $od& in response to "ertain e4ternal and internal stim*li' 5ommon motor

s#ills in"l*de %al#ing, riding a $i"&"le, t&ing a s!oela"e, t!ro%ing a $all and driving a "ar' Motor s#ills are needed or all emplo&ees / rom t!e "ler# to t!e general manager' Emplo&ees, parti"*larl& s*pervisors and e4e"*tives, need interpersonal s#ills pop*lar #no%n as t!e people s#ills' Interpersonal s#ills are needed to *nderstand one sel and ot!ers $etter, and a"t a""ordingl&' E4amples o interpersonal s#ills in"l*de listening, pers*ading, and s!o%ing an *nderstanding o ot!ers+ eelings' Education T!e p*rpose o ed*"ation is to tea"! t!eoreti"al "on"epts and develop a sense o reasoning and 8*dgement' T!at an& training and development programme m*st "ontain an element o ed*"ation is %ell *nderstood $& :R spe"ialist' An& s*"! programme !as *niversit& pro essors as reso*r"e persons to enlig!ten parti"ipants a$o*t t!eoreti"al #no%ledge o t!e topi" proposed to $e dis"*ssed' In a"t organi;ations dep*te or en"o*rage emplo&ees to do "o*rses on a part time $asis' 5!ie E4e"*tive O i"ers ?5EO+s@ are #no%n to attend re res!er "o*rses "ond*"ted $& $*siness s"!ools' Ed*"ation is important or managers and e4e"*tives t!an or lo%er9"adre %or#ers' Development Anot!er "omponent o a training and development is development %!i"! is less s#ill oriented $*t stressed on #no%ledge' Ano%ledge a$o*t $*siness environment, management prin"iples and te"!ni1*es, !*man relations, spe"i i" ind*str& anal&sis and t!e li#e is *se *l or $etter management o t!e "ompan&' Ethics T!ere is need or imparting greater et!i"al orientation to a training and development programme' T!ere is no denial o t!e a"t t!at et!i"s are largel& ignored in $*sinesses' Unet!i"al pra"ti"es a$o*nd in mar#eting, inan"e and prod*"tion *n"tion in an organi;ation' T!e& are less see and tal#ed a$o*t in t!e personnel *n"tion' I t!e prod*"tion, inan"e and mar#eting personnel ind*lge in *net!i"al pra"ti"es t!e a*lt rests on t!e :R manager' It is !is6!er d*t& to enlig!ten all t!e emplo&ees in t!e organi;ation a$o*t t!e need o et!i"al $e!avior' E4!i$it B 2 0!ite 5ollar 5rimes

T!e indings o t!e APMG+s ra*d s*rve& or 2CCD, "on irm t!e prevalen"e o %!ite "ollar "rimes in "orporate India' T!e s*rve& !as pegged t!e loss d*e to delin1*en"ies at Rs'EFF "rores $*t APMG eels t!at it is onl& t!e tip o t!e i"e$erg' A""ording to t!e st*d&, GGH o t!e respondents eel t!at t!e ra*ds %ill in"rease' Respondents !ave "ited #i"#$a"#s and e4penses a""o*nts as t!e most re1*ent t&pes o internal ra*ds, and patent in ringements, alse representation and se"ret "ommissions as t!e most avored e4ternal "rimes' Among management ra*ds, %indo% dressing o $alan"e s!eets is t!e !ot avorite ollo%ed $& more "reative ones li#e *dging MI. and giving %rong in ormation' Attitudinal "hanges Attit*des represent eeling and $elie s o individ*als to%ards ot!ers' Attit*de a e"ts motivation, satis a"tion and 8o$ "ommitment' Negative attit*des need to $e "onverted into positive attit*des' 5!anging negative attit*des is di i"*lt $e"a*se / 2' Emplo&ees re *se to "!anges E' T!e& !ave prior "ommitments I' And in ormation needed to "!ange attit*des ma& not $e s* i"ient Nevert!eless, attit*de m*st $e "!anged so t!at emplo&ees eel "ommitted to t!e organi;ation, are motivated or $etter per orman"e, and derive satis a"tion rom t!ere 8o$s and t!e %or# environment Decisions Ma,ing and *ro-lem Solving S,ills De"ision ma#ing s#ill and pro$lem solving s#ills o"*s on met!od and te"!ni1*es or ma#ing organi;ational de"isions and solving %or#9related pro$lems' Learning related to de"ision9ma#ing and pro$lem9solving s#ills see#s to improve trainees+ a$ilities to de ine str*"t*re pro$lems, "olle"t and anal&sis in ormation, generate alternative sol*tion and ma#e an optimal de"ision among alternatives' Training o t!is t&pe is t&pi"all& provided to potential managers, s*pervisors and pro essionals' E4!i$it B E Training inp*ts at :LL

T!e training and development a ords at :LL are designed to develop t!e ollo%ing, 2' :elping emplo&ees satis & personal goals t!ro*g! !ig!er level o s#ills and "ompeten"ies E' Fa"ilitating !ig!er "ontri$*tion at t!ere present 8o$s and preparing t!em or t!e ne4t level o responsi$ilities I' Developing individ*als and teams to meet t!e total needs o t!e organi;ation

T%AI&I&' A&D DE#E)O*ME&T AS SO+%"E O$ "OM*ETITI#E AD#A&TA'E 5ompanies derive "ompetitive advantage rom training and development' Training and development programmes, as %as pointed o*t earlier, !elp remove per orman"e de i"ien"ies in emplo&ee' T!is is parti"*larl& tr*e %!en 9 ?2@ t!e de i"ien"& is "a*sed $& a la"# o a$ilit& rat!er t!an a la"# o motivation to per orm, ?E@ t!e individ*al?s@ involved !ave t!e aptit*de and motivation need to learn to do t!e 8o$ $etter, and ?I@ s*pervisors and peers are s*pportive o t!e desired $e!aviors' Training ( Development o ers "ompetitive advantage to a irm $& removing per orman"e de i"ien"ies> ma#ing emplo&ees sta& long> minimi;ed a""idents, s"raps and damage> and meeting *t*re emplo&ee needs' T!ere is greater sta$ilit&, le4i$ilit&, and "apa"it& or gro%t! in an organi;ation' Training "ontri$*tes to emplo&ee sta$ilit& in at least t%o %a&s' Emplo&ees $e"ome e i"ient a ter *ndergoing training' E i"ient emplo&ees "ontri$*te to t!e gro%t! o t!e organi;ation' Gro%t! renders sta$ilit& to t!e %or# or"e' F*rt!er, trained emplo&ees tend to sta& %it! t!e organi;ation' T!e& seldom leave t!e "ompan&' Training ma#es t!e emplo&ees versatile in operations' All ro*nders "an $e trans erred to an& 8o$' Fle4i$ilit& is t!ere ore ens*red' Gro%t! indi"ates prosperit&, %!i"! is re le"ted in in"reased pro its rom &ear to &ear' 0!o else $*t %ell9trained emplo&ees "an "ontri$*te to t!e prosperit& o an enterpriseJ A""idents, s"rap and damage to ma"!iner& and e1*ipment "an $e avoided or minimi;ed t!ro*g! training' Even dissatis a"tion, "omplaints, a$senteeism, and t*rnover "an $e red*"ed i emplo&ees are trained %ell' F*t*re needs o emplo&ees %ill $e met t!ro*g! training and development programmes' Organi;ations ta#e res! diploma !olders or grad*ates as apprenti"es or management trainees' T!e& are a$sor$ed a ter "o*rse "ompletion' Training serves as an e e"tive so*r"e o re"r*itment' Training is an investment in :R %it! a promise o $etter ret*rns in *t*re' A "ompan&Ks training and development pa&s dividends to t!e emplo&ee and t!e organi;ation' T!o*g! no single training programme &ields all t!e $ene its, t!e organi;ation %!i"! devotes itsel to training and development en!an"es its :R "apa$ilities and strengt!ens its "ompetitive edge' At t!e same time, t!e emplo&eeKs personal and "areer goals are *rt!ered, generall& adding to !is or !er a$ilities and val*e to t!e emplo&er' Ultimatel&, t!e o$8e"tives o t!e :R department are also *rt!ered' The enefits of Employee Training

How Training Benefits the Organization:

Leads to improved pro ita$ilit& and6or more positive attit*des to%ards pro it orientation' Improves t!e 8o$ #no%ledge and s#ills at all levels o t!e organi;ation Improves t!e morale o t!e %or# or"e :elps people identi & %it! organi;ational goals :elps "reate a $etter "orporate image Fosters a*t!enti"it&, openness and tr*st Improves relations!ip $et%een $oss and s*$ordinate Aids in organi;ational development learns rom t!e trainee :elps prepare g*idelines or %or# Aids in *nderstanding and "arr&ing o*t organi;ational poli"ies' Provides in ormation or *t*re needs in all areas o t!e organi;ation Organi;ation gets more e e"tive de"ision9ma#ing and pro$lem9solving s#ills Aids in development or promotion rom %it!in Aids in developing leaders!ip s#ills, motivation, lo&alt&, $etter attit*des, and ot!er aspe"ts t!at s*""ess *l %or#ers and managers *s*all& displa& Aids in in"reasing prod*"tivit& and6or 1*alit& o %or# :elps #eep "osts do%n in man& areas, e'g' prod*"tion, personnel, administration, et"' Develops a sense o responsi$ilit& to t!e organi;ation or $eing "ompetent and #no%ledgea$le Improves La$o*r9management relations Red*"es o*tside "ons*lting "osts $& *tili;ing "ompetent internal "ons*ltation .tim*lates preventive management as opposed to p*tting o*t ires Eliminates s*$optimal $e!avior ?s*"! as !iding tools@ 5reates an appropriate "limate or gro%t!, "omm*ni"ation Aids in improving organi;ational "omm*ni"ation :elps emplo&ees ad8*st to "!ange Aids in !andling "on li"t, t!ere$& !elping to prevent stress and tension'

Benefits to the Individual Which in Turn Ultimately hould Benefit the Organization: :elps t!e individ*al in ma#ing $etter de"isions and e e"tive pro$lem solving T!ro*g! training and development, motivational varia$les o re"ognition, a"!ievement, gro%t!, responsi$ilit& and advan"ement are internali;ed and operationalised Aids in en"o*raging and a"!ieving sel 9development and sel 9"on iden"e :elps a person !andle stress, tension, r*stration and "on li"t

Provides in ormation or improving leaders!ip, #no%ledge, "omm*ni"ation s#ills and attit*des In"reases 8o$ satis a"tion and re"ognition Moves a person to%ards personal goals %!ile improving intera"tive s#ills .atis ies personal needs o t!e trainer ?and trainee@ Provides t!e trainee an aven*e or gro%t! and a sa& in !is6!er o%n *t*re Develops a sense o gro%t! in learning :elps a person develop spea#ing and listening s#ills> also %riting s#ills %!en e4er"ises are re1*ired' :elps eliminate ear in attempting ne% tas#s

Benefits in !ersonnel and Human "elations# Intra$group % Inter$group "elations and !olicy Implementation: Improves "omm*ni"ation $et%een gro*ps and individ*als, Aids in orientation or ne% emplo&ee and t!ose ta#ing ne% 8o$s t!ro*g! trans er or promotion Provides in ormation on e1*al opport*nit& and a irmative a"tion Provides in ormation on ot!er government la%s and administrative poli"ies Improves interpersonal s#ills' Ma#es organi;ational poli"ies, r*les and reg*lations via$le' Improves morale 7*ilds "o!esiveness in gro*ps Provides a good "limate or learning, gro%t!, and "o9ordination Ma#es t!e organi;ation a $etter pla"e to %or# and live

T.E T%AI&I&' *%O"ESS Fig*re B2 $elo% o*tline important steps in a t&pi"al training pro"ess'

Needs assessment Organi;ational s*pport Organi;ational anal&sis Tas# and A.A anal&sis Person anal&sis

Instr*"tional O$8e"tive .ele"tion and design o instr*"tional programs Training

Developm ent o "riteria

Training Validit&

Trans er Validit& Intraorgani ;ational validit& Interorgani ;ational validit&

Use o eval*ation models

T!e Training Pro"ess &EED ASSESSME&T Needs assessment diagnoses present pro$lems and *t*re "!allenges to $e met t!ro*g! training and development' Organi;ations spend vast s*ms o mone& ?*s*all& as a per"entage on t*rnover@ on training and development' 7e ore "ommitting s*"! !*ge reso*r"es, organi;ations %o*ld do %ell to t!e training needs o t!eir emplo&ees' Organi;ations t!at implement training programmes %it!o*t "ond*"ting needs assessment ma& $e ma#ing errors' For e4ample, a needs assessment e4er"ise reveal t!at less "ostl& interventions ?e'g' sele"tion, "ompensation pa"#age, 8o$ redesign@ "o*ld $e *sed in lie* o training' Needs assessment o""*rs at t%o levels$group and individual& An individ*al o$vio*sl& needs %!en !is or !er per orman"e alls s!ort o standards, t!at is,

%!en t!ere is per orman"e de i"ien"&' Inade1*a"& in per orman"e ma& $e d*e to la"# o s#ill or #no%ledge or an& ot!er pro$lem' T!e pro$lem o per orman"e de i"ien"& "a*sed $& a$sen"e o s#ills or #no%ledge "an $e remedied $& training' Fa*lt& sele"tion, poor 8o$ design, *ninspiring s*pervision or some personal pro$lem ma& also res*lt in poor per orman"e' Trans er, 8o$ redesign, improving 1*alit& o s*pervision, or dis"!arge %ill solve t!e pro$lem' Fig*re $elo% ill*strates t!e assessment o individ*al training needs and remedial meas*res' Per orman"e De i"ien"&

La"# o s#ill or Ano%ledge

Ot!er 5a*ses

Training

Non9training Meas*res

Fig*re BE Needs Assessment and Remedial Meas*res Assessment o training needs m*st also o"*s on anti"ipated s#ills o an emplo&ee' Te"!nolog& "!anges ast and ne% te"!nolog& demands ne% s#ills' It is ne"essar& t!at t!e emplo&ee $e a"1*ire ne% s#ills' T!is %ill !elp !im6!er to progress in !is or !er "areer pat!' Training and development is essential to prepare t!e emplo&ee to !andle more "!allenging tas#s' Dep*tation to a part9 time M7A programme is ideal to train and develop s*"! emplo&ees' Individ*als ma& also re1*ire ne% s#ills $e"a*se o possi$le 8o$ trans ers' Alt!o*g! 8o$ trans er "ommon as organi;ational personnel demands var&, t!e& do not ne"essaril& re1*ire training e orts' Emplo&ees "ommonl& re1*ire onl& an orientation to ne% a"ilities and 8o$s' Re"entl& !o%ever, e"onomi" or"es !ave ne"essitated signi i"ant retraining e orts in order to ass*re "ontin*ed emplo&ment or man& individ*als' 3o$s !ave disappeared as te"!nolog&, oreign "ompetition, and t!e or"es o s*ppl& and demand are "!anging t!e a"e o o*r ind*str&' Assessment o training needs o""*rs at t!e gro*p level too' An& "!ange in t!e organi;ations strateg& ne"essitates training o gro*ps o emplo&ees' For e4ample, %!en t!e organi;ation de"ide to introd*"e a ne% line o prod*"ts, sales personnel and prod*"tion %or#ers !ave to $e trained to prod*"e, sell and servi"e t!e ne% prod*"ts' Training "an also $e *sed %!en !ig! s"rap or a""ident rates,

lo% morale and motivation, or ot!er pro$lems are diagnosed' Alt!o*g! training is not all, s*"! *ndesira$le !appenings re le"t poorl&9trained %or# or"e' &eeds assessment methods :o% are training needs assessedJ .everal met!ods are availa$le or t!e p*rpose' As s!o%n in t!e $elo% ta$le, some are *se *l or organi;ational9level needs assessment ot!ers or individ*al needs assessment Table #2 Methods Used in Training Needs Assessment Individual Analysis Performance appraisal "or! sampling #ntervie$s '(estionnaires *ttit(de s(rve& Training progress Rating scales

Group or organizational Analysis Organizational goals and objective Personnel s!ill invention Organizational climate indices %fficienc& indices %)it intervie$s +,O or $or! planning s&stems -(stomer s(rve& satisfaction data -(stomer s(rve& satisfaction data -onsideration of c(rrent and projected changes Issue in &eeds assessment

Needs assessment, individ*al or gro*p, s!o*ld "onsider several iss*es as s!o%n in Fig' B2 Organi/ational Support, Needs assessment is li#el& to ma#e inroads into organi;ational li e' T!e assessment tends to "!ange patterns o $e!avior o emplo&ees' 0!en t!e needs assessment is "are *ll& designed and s*pported $& t!e organi;ation, disr*ption is minimi;ed and "o9operation is m*"! more li#el& to o""*r' O$vio*sl&, t!e anal&st needs to ta#e steps to %or# e e"tivel& %it! all parties and gain t!e tr*st and s*pport o t!e parti"ipants in t!e needs assessment' Organi/ational Analysis0 :aving o$tained organi;ational s*pport, t!e ne4t step in t!e needs assessment is an organi;ational anal&sis, %!i"! see#s to e4amine

t!e goals o t!e organi;ation ?s!ort9term and long9term@, and t!e trends t!at are li#el& to a e"t t!ese goals' T!e anal&st needs to as# and ans%er t!e ollo%ing 1*estions, Is t!ere a s* i"ient s*ppl& o peopleJ :o% does t!e irm attra"t, retain and motivate diverse %or#9 or"eJ :o% does t!e irm "ompete or individ*als %it! t!e rig!t s#ills, #no%ledge a$ilities and attit*desJ :o% do emplo&ees ma#e t!e irm "ompetitive, domesti"all& and internationall&J 0!i"! are t!e target 8o$s t!at re1*ire trainingJ T!ese iss*es ena$le t!e anal&st identi & s#ill gaps in people, %!i"! training see#s to ill' Organi/ational analysis see#s to e4amine t!e goals o t!e organi;ation and t!e trends t!at are li#el& to a e"t t!ese goals' Tas, and 1SA Analysis In addition to o$taining organi;ational s*pport and ma#ing organi;ational anal&sis, it is ne"essar& to assess and identi & %!at tas#s are needed on ea"! 8o$ and %!i"! #no%ledge, s#ills and a$ilities ?A.As@ are ne"essar& to per orm t!ese tas#s' T!is assessment !elps prepare a $l*eprint t!at des"ri$es t!e A.As to $e a"!ieved *pon "ompletion o t!e training programme' *erson Analysis0 T!is anal&sis o$livio*sl& targets individ*al emplo&ees' A ver& important aspe"t o person anal&sis is to determine %!i"! ne"essar& A.As !ave alread& $een learnt $& t!e prospe"tive trainee so t!at pre"io*s training time is not %asted repeating %!at !as alread& $een a"1*ired' Also, emplo&ed %!o need to *ndergo training are identi ied at t!is stage' enefit of &eeds Assessment Training programmes are designed to a"!ieve spe"i i" goals t!at meet elt needs' T!ere is al%a&s t!e temptation to $egin training %it!o*t a t!oro*g! anal&sis o t!ese needs' .!o*ld t!is !appen, t!e training programme $e"omes inappropriate and its administration t*rn to $e per *n"tor&' T!ere are ot!er $ene its o needs assessment are ot!er $ene its o needs assessment, 2' Trainers ma& $e in ormed a$o*t t!e $roader needs o t!e trainees' E' Trainers are a$le to pit"! t!eir "o*rse inp*ts "loser to t!e spe"i i" needs o t!e trainees' I' Assessment ma#es training department more a""o*nta$le and more "learl& lin#ed to ot!er !*man reso*r"e a"tivities, %!i"! ma& ma#e t!e training programme easier to sell to line manager' "onse2uences of A-sence of Training &eeds Assessment T!e signi i"an"e o needs assessment "an $e $etter *nderstood $& loo#ing at t!e "onse1*en"e o inade1*ate or a$sen"e o needs assessment' Fail*re to "ond*"t needs assessment "an "ontri$*te to, Loss o $*siness 5onstraints on $*siness development

:ig!er la$or t*rnover Poorer91*alit& appli"ants In"reased overtime %or#ing :ig!er rates o pa&, overtime premi*ms and s*pplements :ig!er re"r*itment "osts, in"l*ding advertising, time and in"entives Greater press*re and stress on management and sta to provide "over' Press*re on 8o$9eval*ation s"!emes, grading str*"t*res, pa&ment s&stem and "areer str*"t*re Additional retention "osts in t!e orm o le4i$le %or#ing time, 8o$ s!aring, part time %or#ing, s!i t %or#ing, et"' Need or 8o$ redesign and revision o 8o$ spe"i i"ations Undermining "areer pat!s and str*"t*res :ig!er training "osts

Deriving Instructional O-3ectives T!e ne4t p!ase in t!e training pro"ess is to identi & instr*"tional o$8e"tives' Needs assessment !elps prepare a $l*eprint t!at des"ri$es t!e o$8e"tives to $e a"!ieved $& t!e trainee *pon "ompletion o t!e training programme' Instr*"tional o$8e"tives provide t!e inp*t or designing t!e training programme as %ell as or t!e meas*res o s*""ess ?"riteria@ t!at %o*ld !elp assess e e"tiveness o t!e training programme' 7elo% are some sample instr*"tional o$8e"tives or a training programme %it! sales people' A ter training, t!e emplo&ee %ill $e a$le to smile at all "*stomers even %!en e4!a*sted or ill *nless t!e "*stomer is irate' A ter training, t!e emplo&ee %ill $e a$le to a""*ratel& "al"*late mar# do%n on all sales mer"!andise' Designing Training and Development *rogramme Ever& training and development programme m*st address "ertain vital iss*es ?2@ %!o parti"ipate in t!e programmeJ ?E@ 0!o are t!e trainersJ ?I@ 0!at met!ods and te"!ni1*es are to $e *sed or trainingJ ?L@ 0!at s!o*ld $e t!e level o trainingJ ?M@ 0!at learning prin"iples are neededJ ?G@ 0!ere is t!e programme "ond*"tedJ

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0!o are t!e 0!at met!ods Fig BI .teps in training Programme trainersJ and te"!ni1*esJ 4ho are the Trainees5 Trainees s!o*ld $e sele"ted on t!e $asis o sel nomination, re"ommendations o s*pervisors or $& t!e :R department itsel ' 0!atever is t!e $asis, it is advisa$le to !ave t%o or more target a*dien"es' For e4ample, ran#9and9 ile emplo&ees and t!eir s*pervisors ma& e e"tivel& learn toget!er a$o*t a ne% %or# pro"ess and t!eir roles' 7ringing several 0!at s!o*ld $e 0!at prin"iples o respe"tive 0!ere to "ond*"t target a*dien"e toget!er "an also a"ilitate gro*p pro"esses s*"! as pro$lem t!e level o learningJ t!e programmeJ solving and de"ision ma#ing, elements *se *l in 1*alit& "ir"le pro8e"ts' trainingJ 4ho are the Trainers5 Training and development programmes ma& $e "ond*"ted $& several people, in"l*ding t!e ollo%ing, 2' Immediate s*pervisors, E' 5o9%or#ers, as in $*dd& s&stems, I' Mem$ers o t!e personnel sta , L' .pe"ialists in ot!er parts o t!e "ompan&, M' O*tside "ons*ltants, G' Ind*str& asso"iations, and N' Fa"*lt& mem$ers at *niversities' 0!o among t!ese are sele"ted to tea"!, o ten, depends on %!ere t!e programme is !eld and t!e s#ill t!at is $eing ta*g!t' For e4ample, programmes tea"!ing $asi" s#ills are *s*all& done $& t!e mem$ers o t!e :R department or spe"ialists in ot!er departments o t!e "ompan&' On t!e ot!er !and, interpersonal and "on"ept*al s#ills or managers are ta*g!t at *niversities' Large organi;ations generall& maintain t!eir o%n training departments %!ose sta "ond*"ts t!e programmes' In addition, man& organi;ations arrange $asi"9s#ills training or "omp*ter litera"&' Methods and Techni2ues of Training0 A m*ltit*de o met!ods o training are *sed to train emplo&ees' T!e most "ommonl& *sed met!ods are s!o%n in Ta$le BE' Ta$le BE lists t!e vario*s training met!ods and presents a s*mmar& o t!e most re1*ent *ses to %!i"! t!ese met!ods are p*t' As "an $e seen rom Ta$le BE, training met!ods are "ategori;ed into t%o gro*ps9OI@ on9t!e98o$ and ?ii@ o 9 t!e98o$ met!ods' On9t!e98o$ met!ods re er to met!ods t!at are applied in t!e %or#pla"e, %!ile t!e emplo&ee is a"t*all& %or#ing' O 9t!e98o$ met!ods are *sed a%a& rom %or#pla"es'

0!o are t!e traineesJ

Training te"!ni1*es represent t!e medi*m o imparting s#ills and #no%ledge to emplo&ees' O$vio*sl&, training te"!ni1*es are t!e means emplo&ed in t!e training met!ods' Among t!e most "ommonl& *sed te"!ni1*es are le"t*res, ilms, a*dio "assettes, "ase st*dies, role pla&ing, video9tapes and sim*lations' Ta-le 67 presents t!e list o training te"!ni1*es along %it! t!eir ran#ing $ased on e e"tiveness' T!e !ig!er t!e ran#ing ?2 is t!e !ig!est ran#@, t!e more e e"tive t!e te"!ni1*e is' Ta$le B I Training Met!ods and t!e A"tivities or %!i"! t!e& are *sed Orienting Ne% .ales, 5reative, Emplo&ees, .pe"ial Administrative, .a et& Te"!ni"al ( Introd*"ing, .#ills .*pervisor& ( Ed*"ation Pro essional Innovations Training Managerial Ed*"ation In Prod*"ts Ed*"ation ( .ervi"es 2 E I L M A8 On the !oTraining Orientation P N N N N Training 3o$ P P N N N instr*"tion training Apprenti"e P P N N N training Interns!ips ( N & N P P Assistants!ip 3o$ Rotation P N N N P 5oa"!ing N P P P P 8 Off the !oMethods Vesti$*le Le"t*re .pe"ial .t*d& Films Televisions 5on eren"e or Dis"*ssion 5ase .t*d& Role Pla&ing .im*lation

P P P P P P N N P

P P P P P N N N P

N P P P P P N N P

N P P P P P N P P

N P P P P P P N N

Programmed Instr*"tions La$orator& training

P-Pes> N9No

P N

P N

P I

P I

I N

At t!is point, it is %ort!%!ile to ela$orate on important te"!ni1*es o training' 0e e4plain t!e ollo%ing9le"t*res, a*dio9vis*als, on9t!e98o$ training, programmed instr*"tion, "omp*ter aided instr*"tion, sim*lation and sensitivit& training' )ectures0 Le"t*re is a ver$al presentation o in ormation $& an instr*"tor to a large a*dien"e' T!e le"t*rer is pres*med to possess a "onsidera$le dept! o #no%ledge o t!e s*$8e"t at !and' A virt*e o t!is met!od is t!at is "an $e *sed or ver& large gro*ps, and !en"e t!e "ost per trainee is lo%' T!is met!od is mainl& *sed in "olleges and *niversities, t!o*g! its appli"ation is restri"ted in training a"tor& emplo&ees' ?.ee Ta$le BI@
Table #. Training Method Case study Con&erence )ecture ,usiness games .ilms Programmed Instruction "ole Playing ensitivity Training Television )ecture The Relative %ffectiveness of training +ethods Knowledge Acquisition "an! # ' * $ % / + ( Changing Problem Interpersonal Participant Knowledge Attitudes olving !ills Acceptance retention "an! !ills "an! "an! "an! $ ' + ( / # % * % $ * # / ' ( + $ ' + ( / # % * # % + ' ( / $ * # ( + / % $ ' *

Limitations o t!e le"t*re met!od a""o*nt or its lo% pop*larit&' T!e met!od violates t!e prin"iple o learning $& pra"ti"e' It "onstit*tes a one9%a& "omm*ni"ation' T!ere is no eed$a"# rom t!e a*dien"e'' 5ontin*ed le"t*ring is li#el& to $ore t!e a*dien"e' To $rea# t!e $oredom, t!e le"t*rer o ten resorts to ane"dotes, 8o#es and ot!er attention9getters' T!is a"tivit& ma& event*all& overs!ado% t!e real p*rpose o instr*"tion' :o%ever, t!e le"t*re met!od "an $e made e e"tive it i is "om$ined ot!er met!ods o training' Audio9visual0 Vis*als A*dio9vis*als in"l*de television slides, over!eads, video9 t&pes and ilms' T!ese "an $e *sed to provide a %ide range o realisti" e4amples o 8o$ "onditions and sit*ations in t!e "ondensed period o time' F*rt!er, t!e 1*alit& o t!e presentation "an $e "ontrolled and %ill remain e1*al or all training gro*p' 7*t, a*dio9vis*als "onstit*te a one9%a& s&stem o "omm*ni"ation %it! no

s"ope or t!e a*dien"e to raise do*$ts or "lari i"ation' F*rt!er, t!ere is no le4i$ilit& o presentation rom a*dien"e to a*dien"e' On the 3o- Training :O!T; Ma8orit& o ind*strial training is o t!e on9t!e98o$9 training t&pe' O3T is "ond*"ted at t!e %or# site and in t!e "onte4t o t!e 8o$' O ten, it is in ormal, as %!en an e4perien"ed %or#er s!o%s a trainee !o% to per orm t!e 8o$ tas#s' O3T !as advantages' It is t!e most e e"tive met!od as t!e trainee learns $& e4perien"e, ma#ing !im or !er !ig!l& "ompetent' F*rt!er, t!e met!od is least e4pensive sin"e no ormal training is organi;ed' T!e trainee is !ig!l& motivated to learn !e or s!e is a%are o t!e a"t t!at !is or !er s*""ess on t!e 8o$ depends on t!e training re"eived' Finall&, t!e training is ree rom an arti i"ial sit*ation o a "lassroom' T!is "ontri$*tes to t!e e e"tiveness o t!e programme' O3T s* ers orm "ertain demerits as %ell' T!e e4perien"ed emplo&ee ma& la"# e4perien"e or in"lination to train t!e 8*niors' T!e training programme itsel is not s&stemati"all& organi;ed' In addition, a poorl& "ond*"ted O3T programme is li#el&' to "reate sa et& !a;ards, res*lt in damaged prod*"ts or materials, and $ring *nne"essar& stress to t!e trainees' O!T is "ond*"ted at t!e %or# site and in t!e "onte4t o t!e 8o$' It is, m*"! time, in ormal' An e4perien"ed %or#er s!o%s a trainee !o% to %or# on t!e 8o$' Programmed Instruction (PI) T!is is a met!od %!ere training is o ered %it!o*t t!e intervention o a trainer' In ormation is provided to t!e trainee in $lo"#s, eit!er in a $oo# o t!o*g!t a tea"!ing ma"!ine' A ter reading ea"! $lo"# o material, t!e learner m*st ans%er a 1*estion a$o*t it' Feed$a"# in t!e orm o "orre"t ans%ers is provided a ter ea"! response' T!*s, programmed instr*"tion ?PI@ involves, 2' E' I' L' Presenting 1*estions, a"ts, or pro$lems to t!e learner Allo%ing t!e person to respond Providing eed$a"# on t!e a""*ra"& o !is or !er ans%ers I t!e ans%ers are "orre"t, t!e learner pro"eeds to t!e ne4t $lo"#' I not, !e or s!e repeats t!e same'

T!e main advantage o PI is t!at it is sel 9pa"ed9trainees "an progress t!ro*g! t!e programme at t!eir o%n speed' .trong motivation is provided to t!e learner to repeat learning' Material is also str*"t*red and sel 9"ontained, o ering m*"! s"ope or pra"ti"e' T!e disadvantages are not to $e ignored' T!e s"ope or learning is less, "ompared to ot!er met!ods o training' 5ost o preparing $oo#s, man*als and ma"!iner& is "onsidera$l& !ig!' Computer-Assisted Instruction (CAI) T!is is an e4tension o t!e PI met!od' T!e speed memor& and data9manip*lation "apa$ilities o t!e "omp*ter permit

greater *tili;ation o $asi" PI "on"ept' For e4ample, t!e learnerKs response ma& determine t!e re1*en"& and di i"*lt& level o t!e ne4t rame' 5AI is an improved s&stem %!en "ompared to t!e PI met!od, in at least t!ree respe"ts' First, 5AI provides or a""o*nta$ilit& as tests are ta#en on t!e "omp*ter so t!at t!e management "an monitor ea"! traineeKs progress and needs' .e"ond, a 5AI training programme "an also $e modi ied easil& to re le"t te"!nologi"al innovations in t!e e1*ipment or %!i"! t!e emplo&ee is $eing trained' T!ird, t!is training also tends to $e more le4i$le in t!at trainees "an *s*all& *se t!e "omp*ter almost an& time t!e& %ant, and t!*s get training %!en t!e& pre er' Not to $e ignored is t!e a"t t!at rom 5AI is as ri"! and "olor *l as modem ele"troni" games, "omplete %it! a*dio instr*"tion displa&s' A deterrent %it! regard to 5AI is its !ig! "ost, $*t repeated *se ma& 8*sti & t!e "ost' Simulation: A sim*lator is an& #ind o e1*ipment or te"!ni1*e t!at d*pli"ates as nearl& as possi$le t!e a"t*al "onditions en"o*ntered on t!e 8o$' .im*lation t!en, is an attempt to "reate a realisti" de"ision9ma#ing environment or t!e trainee' .im*lations present li#el& pro$lem sit*ation and alternatives to t!e trainee' For e4ample, a"tivities o an organi;ation ma& $e sim*lated and t!e trainee ma& $e as#ed to ma#e a de"ision in s*pport to t!ose a"tivities' T!e res*lts o t!ose de"isions are reported $a"# to t!e trainee %it! an e4planation o %!at %o*ld !ave !appened !ad t!e& a"t*all& made in t!e %or#pla"e' T!e trainee learns rom t!is eed$a"# and improves !is6!er s*$se1*ent sim*lation and %or#pla"e de"isions' T!e more %idel& !eld sim*lation e4er"ises are "ase st*d&, role pla&ing and vesti$*2 training' "ase Study0 is a %ritten des"ription o an a"t*al sit*ation in $*siness %!i"! provo#es, in t!e reader, t!e need to de"ide %!at is going on, %!at t!e sit*ation reall& is or %!at t!e pro$lems are, and %!at "an and s!o*ld $e done' Ta#en rom t!e a"t*al e4perien"es o organi;ations, t!ese "ases represent to des"ri$e, as a""*ratel& as possi$le, real pro$lems t!at managers !ave a"ed' Trainee st*dies t!e "ases to determine pro$lems, anal&ses "a*ses, develop alternative sol*tions, sele"t t!e $est one, and implement it' 5ase st*d& "an provide stim*lating dis"*ssions among parti"ipants as %ell as e4"ellent opport*nities or individ*als to de end t!eir anal&ti"al and 8*dgment a$ilities' It appears to $e an ideal met!od to promote de"ision9ma#ing a$ilities %it!in t!e "onstraints o limited data' %ole playing0 generall& o"*ses on emotional ?mainl& !*man relations@ iss*es rat!er t!an a"t*al ones' T!e essen"e o role pla&ing is to "reate a realisti" sit*ation, as in "ase st*d&, and t!en !ave t!e trainee ass*me t!e parts o spe"i i" personalities in t!e sit*ation' For e4ample, a male %or#er ma& ass*me t!e role o a emale s*pervisor, and t!e s*pervisor ma& ass*me t!e role o a male %or#er' T!en, $ot! ma& $e given a t&pi"al %or# sit*ation and as#ed to respond as t!e& e4pe"t ot!ers to do' T!e "onse1*en"es are a $etter *nderstanding among individ*als' Role pla&ing !elps promote interpersonal relation' Attit*de "!ange is anot!er res*lt o role pla&ing' 5ase st*d& and role pla&ing are *sed in MDPs

#esti-ule Training0 *tili;es e1*ipment %!i"! "losel& resem$les t!e a"t*al ones *sed on t!e 8o$' :o%ever, training ta#es pla"e a%a& rom t!e %or# environment' A spe"ial area or a room is set aside rom t!e main prod*"tion area and is e1*ipped %it! *rnis!ings similar to t!ose o*nd in t!e a"t*al prod*"tion area' T!e trainee is t!en permitted to learn *nder sim*lated "onditions, %it!o*t disr*pting ongoing operations' A primar& advantage o vesti$*le training it relieves t!e emplo&ee rom t!e press*re o !aving to prod*"e %!ile learning' T!e emp!asis is on learning s#ills re1*ired $& t!e 8o$' O "o*rse, t!e "ost o d*pli"ate a"ilities and a spe"ial trainer is an o$vio*s disadvantage' T!e advantage o sim*lation is t!e opport*nit& to K"reate an environmentK similar to real sit*ations t!e manager in"*rs, $*t %it!o*t t!e !ig! "osts involved s!o*ld t!e a"tions prove *ndesira$le' T!e disadvantage is ?i@ it is di i"*lt to d*pli"ate t!e press*res and realities o a"t*al de"ision9ma#ing non t!e 8o$ and ?ii@ individ*als o ten a"t di erentl& in real9li e sit*ations t!an t!e& do in a"ting o*t a sim*lated e4er"ise' Sensitivity Training0 .ensitivit& training *ses small n*m$ers o trainees, *s*all& e%er t!an 2E in a Gro*p' T!e& meet %it! a passive trainer and gain insig!t into t!eir o%n and ot!ersK $e!avior' Meeting !ave no agenda, are !eld a%a& rom %or#pla"es, and 1*estions deal %it! t!e K!ere and no%K o t!e gro*p pro"ess' Dis"*ssions o"*s on K%!& parti"ipants $e!ave as t!e& do, !o% t!e& per"eive one anot!er, and t!e eelings and emotions generated in t!e intera"tion pro"ess' T!e o$8e"tives o sensitivit& training are to provide t!e parti"ipants %it! in"reased a%areness o t!eir o%n $e!avior and !o% ot!ers per"eive t!em9greater sensitivit& to t!e $e!avior o ot!ers, and in"reased *nderstanding o gro*p+s pro"esses' .pe"i i" res*lts so*g!t in"l*de in"reased a$ilit& to empat!i;e %it! ot!er, improved listening s#ills, greater openness, in"reased toleran"e o individ*al di eren"e and in"reased "on li"t9resol*tion s#ills' T!e dra%$a"# o t!is met!od is t!at on"e t!e training is over, t!e parti"ipants are t!emselves again and t!e& resort to t!eir old !a$its' .ensitivit& training "an go $& a variet& o names9la$orator& training, en"o*nter gro*ps, or T9 gro*ps ?training gro*ps@' Ta$le C'C s!o%s some more te"!ni1*es o training' E4!i$it B I Training goes Te"!no9.avv& In toda&+s ele"troni" %orld, t!e 0orld 0ide 0e$ ?000@ is all pervasive' T!e internet and intranet are "!anging t!e a"e o training and learning' Using a P5, a modem and a %e$ $ro%ser, it !as $e"ome possi$le to learn online' 0e$9$ased "o*rses t!ro*g! distan"e learning are virt*al' An emplo&ee "an simpl& "onne"t to t!e Internet st*d& t!e s&lla$*s options availa$le, and enroll or t!e "o*rses ele"troni"all&' :e or s!e "an t!en re"eive a' "o*rse %or# online and even ta#e tests and advan"e to t!e ne4t level9all rom !is or !er o%n !o*se'

Glo$al giants li#e Motorola and Ford Motor are reaping t!e $ene its o virt*al learning' Emplo&ees o Motorola !ave a""ess o sel 9pa"ed "omp*ter $ased training ?57T@ material t!ro*g! t!e irmKs Intranet Motorola o ers nearl& one !*ndred online "o*rses, mostl& in in ormation te"!nolog&' Virt*al learning presents its o%n "!allenges' T!e $iggest $eing an in rastr*"t*re to "onne"t t!e entire organi;ation a"ross t!e seven seas' 0e$ servers, I.DN lines, laptops, and personnel "omp*ters are t!e $asi" re1*isites' 7*t t!ese a"ilities %ill pa&o in t!e long9r*n' Firms investing in virt*al learning te"!nologies "an slas! t!eir training $*dgets $& IF to MF per "ent Learning t!ro*g! t!e %e$ "an $e ver& "onvenient orK emplo&ees' T!ere are no i4ed s"!ed*les or limitations o time' One "an attend t!e "o*rse at !ome, in t!e evening %!en one is at leis*re, or %!ile traveling to %or#' T!e learners do not !ave to depend on t!e trainerKs availa$ilit&' It is not 8*st t!e te"!ni"al programs, so t s#ills "an also $e learnt ele"troni"all&' One irm *sed a 5DROM man*al to impart so t9s#ills li#e per orman"e management, "oa"!ing, and intervie%ing s#ills' T!e 5DROM $ased training %as s*pplemented %it! s!ared learning via tele"on eren"ing, %!ere managers dis"*ssed #e& learning+s and as#ed or "lari i"ations' Fa"e to a"e, role9pla&ing e4er"ises %ere added or t!e !*man to*"!' One advantage o "omp*ter9$ased so t9s#ills training is t!at it !elps maintain anon&mit& in sit*ations t!at ma& $e dis"om orting or trainees' For e4ample, role9 pla&ing e4er"ises, ma& "all or s!aring personal in ormation %it! strangers' T!is "an $e avoided in a virt*al9learning setting, till t!e time t!e learner $e"omes more open and le4i$le' It reads li#e %!o is %!o in *sing virt*al learning' Motorola and Ford are onl& t!e t%o' T!ere are ot!ers too' I7M, or e4ample, !as a virt*al *niversit&, I7M Glo$al 5amp*s, to provide its emplo&ees "ontin*o*s s#ills9driven9Learning opport*nities via t!e "orporate intranet a"ross t!e glo$e' Federal E4press !as t*rned to intera"tive m*ltimedia or a more e e"tive training s&stem' Emplo&ees !ave t!e a"ilit& to get training via personnel "omp*ters d*ring reg*lar %or#ing !o*rs at an& time "onvenient to t!em' Te4as Instr*ment !as $een *sing satellite9$ased and 57T or a long time' T!e irmKs satellite $road"ast lin#s emplo&ees in "o*ntries all over t!e %orld, in"l*ding German&, Ital&, Fran"e, England, 3apan, and India' 7oeing delivers intera"tive training to its EE,FFF managers glo$all& t!ro*g! a "omm*ni"ation servi"e t!at *ses t!e satellite $road"ast te"!nolog&' One appli"ation o t!e servi"e %as a s!ort strategi" planning s#ills "o*rse or emplo&ees in 7oeing o i"es in U., 3apan, A*stralia, and 0estern E*rope' T!e "o*rse parti"ipants vie%ed t!e %or#s!ops on monitors in "orporate "on eren"e

rooms as %ell as on large9s"reen video9pro8e"tion e1*ipment in a*ditori*ms' T!e online training %as s*pplemented %it! small9gro*p %or# %it! a site a"ilitator, presentations via satellite rom 7oeing e4perts, %or#$oo# e4er"ises, and a*dio intera"tion %it! instr*"tors' 7oeing reported savings o Q C million in travel "osts alone' Ta$le B5 Techniques of Training Technique Description I"e 7rea#ers Games to get team mem$ers #no% ea"! ot!er Leading Games E4er"ise to ea"! di erent st&les o leaders!ip .#ill Games Test to develop anal&ti"al s#ills 5omm*ni"ation Games E4er"ise to $*ild $ias ree listening and tal#ing .trategi" planners Games to test a$ilit& to plan a!ead Team $*ilding games E4er"ise re1*iring "olla$orative e ort Role reversal E4er"ise to tea"! pl*ralit& o vie% Do*$ling 7ring o*t t!e ideas t!at are not o ten e4pressed Tag Teams One role pla&ed alternatel& $& t%o parti"ipant Mirroring Training %it! e4ternal perspe"tive Monodrama Insig!t into a given intera"tion .!i ting p!&si"al position !ig!lig!ting o "omm*ni"ation pro$lems .tr*"t*red role pla&ing Role pla& %it! predetermined o$8e"tive M*ltiple role pla&ing Providing a "ommon o"*s o dis"*ssion 7*ilt9in9tension Tea"!ing t!e importan"e o resolving matter .!ado%ing 0or#ing *nder a senior to %at"! and learn O*t%ard $o*nd training Advent*re sports or teams C R 2 R EI .el 9assessment $& a leader o leaders!ip s#ills Lateral T!in#ing T!in#ing randoml& to "ome *p %it! ne% ideas Morp!ologi"al Anal&sis Listing o alternative sol*tion to pro$lems Gordon Te"!ni1*e .teering a dis"*ssion to "r&stalli;e sol*tions Attri$*te Listening Isolation, sele"tion and eval*ation o a pro$lem 5ross95*lt*ral Training Programmes to te"! spe"i i"s o varied "*lt*res 4hat should -e the )evel of )earning5 T!e ne4t 1*estion in designing training and development programme is to de"ide on t!e level o learning' As %as pointed o*t earlier, t!e inp*ts passed on to trainees in training and development programmes are ed*"ation, s#ills, and t!e li#e' In addition, t!ere are t!ree $asi" levels at %!i"! t!ese inp*ts "an $e ta*g!t' At t!e lo%est level, t!e emplo&ee or potential emplo&ee m*st a"1*ire *ndamental #no%ledge' T!is means developing a $asi" *nderstanding o a ield and $e"oming a"1*ainted %it! t!e lang*age, "on"epts and relations!ips involved in it' T!e goal o t!e ne4t level is s#ills development, or a"1*iring t!e a$ilit& to per orm in a parti"*lar s#ill area' T!e !ig!est level aims at in"reased operational pro i"ien"&' T!is involves o$taining additional e4perien"e and improving s#ills t!at !ave alread& $een developed'IL All t!e inp*ts o training "an $e o ered at t!e t!ree levels' :o% e e"tivel& t!e& are learned depends on several prin"iples o learning'

)earning *rinciples0 Training and development programmes are more li#el& to $e e e"tive %!en t!e& in"orporate t!e ollo%ing prin"iples o learning, 2' E' I' L' M' G' N' D' C' Emplo&ee motivation, Re"ognition o individ*al di eren"es, Pra"ti"e opport*nities, Rein or"ement, Ano%ledge o res*lts ? eed$a"#@, Goals ."!ed*les o learning, Meaning o material, and Trans er o learning'

'otivation to learn is t!e $asi" re1*isite to ma#e training and development programmes e e"tive' Motivation "omes rom a%areness t!at training et"!es some rise in stat*s and pa&' Motivation alone is not eno*g!' T!e individ*al m*st !ave t!e a$ilit& to learn' A$ilit& varies rom individ*al to individ*al and t!is di eren"e m*st $e "onsidered %!ile organi;ing training programmes' Regardless o individ*al di eren"es and %!et!er a trainee is learning a ne% s#ill or a"1*iring #no%ledge o a given topi", t!e trainee s!o*ld $e given t!e opport*nit& to pra"ti"e %!at is $eing ta*g!t' Pra"ti"e is also essential a ter t!e individ*al !as $een s*""ess *ll& trained' It is almost impossi$le to ind a pro essional "ri"#et pla&er %!o does not pra"ti"e or several !o*rs a da&' Pra"ti"e "an $e a orm o positive rein or"ement' "einforcement ma& $e *nderstood as an&t!ing t!at ?i@ in"reases t!e strengt! o response and ?ii@ tends to ind*"e repetitions o t!e $e!avior t!at pre"eded t!e rein or"ement' Distin"tion ma& $e made $et%een positive rein or"ement and negative rein or"ement' Positive rein or"ement strengt!ens and in"reases $e!avior $& t!e presentation o desira$le "onse1*en"es' T!e rein or"ement ?event@ "onsists o a positive e4perien"e or t!e individ*al' In more general terms, %e o ten sa& t!at positive rein or"ement "onsists o re%ards or t!e individ*al and, %!en presented, "ontingent *pon $e!avior, tends to in"rease t!e pro$a$ilit& t!at t!e $e!avior %ill $e repeated' For e4ample, i an emplo&ee does somet!ing %ell and is "omplimented $& t!e $oss, t!e pro$a$ilit& t!at t!e $e!avior %ill $e repeated %ill $e strengt!ened' In negative rein or"ement, t!e individ*al e4!i$its t!e desired $e!avior to avoid somet!ing *npleasant' An e4ample mig!t $& an emplo&ee %!o does somet!ing to avoid in"*rring a reprimand rom !is or !er $oss' I an emplo&ee %!o !ad t!e !a$it o "oming late to %or#, ass*ming t!is as an *npleasant e4perien"e, t!e emplo&ee mig!t $egin to "ome on time to avoid "riti"ism' T!*s, t!e e e"t o negative rein or"ement is avoidan"e o learning' (nowledge of results is a ne"essar& "ondition or learning' Feed$a"# a$o*t t!e per orman"e %ill ena$le t!e learner to #no% %!ere !e or s!e stands and to initiate "orre"tive a"tion i an& deviation rom t!e e4pe"ted goal !as ta#en pla"e'

T!ere are "ertain tas#s or %!i"! s*"! eed$a"# is virt*all& mandator& or learning' A "rane operator, or e4ample, %o*ld !ave tro*$le learning to manip*late t!e "ontrols %it!o*t #no%ing !o% t!e "rane responds to "ontrol a"tions' )oal setting "an also a""elerate learning, parti"*larl& %!en it is a""ompanied $& #no%ledge o res*lts' Individ*als generall& per orm $etter and learn more 1*i"#l& %!en t!e& !ave goals, parti"*larl& i t!e goals are spe"i i" and reasona$l& di i"*lt' Goals t!at are too di i"*lt or too eas& !ave little motivational val*e'IN *rt!er, goals %ill !ave $etter motivational val*e i t!e emplo&ee !as a s"ope or parti"ipation in t!e goal9setting pro"ess' Pro$a$l& one o t!e most %ell9esta$lis!ed prin"iples o learning is t!at distri$*ted or spa"ed learning is s*perior to "ontin*o*s learning' T!is is tr*e or $ot! simple la$orator& tas#s and or !ig!l& "omple4 ones' chedules of learning involve ?i@ d*ration o pra"ti"e sessions, ?ii@ d*ration o rest sessions, and ?ill@ positioning o rest pa*ses' All t!e t!ree m*st $e "are *ll& planned and e4e"*ted' A de inite relations!ip !as $een esta$lis!ed $et%een learning and meaning *lness o t!e s*$8e"t learnt' T!e more meaning *l t!e material, t!e $etter is t!e learning pro"ess' 0!at is learnt in training m*st $e trans erred to t!e 8o$' T!e traditional approa"! to trans er !as $een to ma4imi;e t!e identi"al elements $et%een t!e training sit*ation and t!e a"t*al 8o$' T!is ma& $e possi$le or training s#ills s*"! as maintaining a "as! register, $*t not or tea"!ing leaders!ip or "on"ept*al s#ills' O ten, %!at is learned in a training session a"es resistan"e $a"# at t!e 8o$' Te"!ni1*es or over"oming resistan"e in"l*de "reating positive e4pe"tations on t!e part o traineeKs s*pervisor, "reating opport*nities to implement ne% $e!avior on t!e 8o$, and ens*ring t!at t!e $e!avior is rein or"ed %!en it o""*rs' 5ommitment rom t!e top management to t!e training programme also !elps in over"oming resistan"e to "!ange' T!o*g!, it is desira$le t!at a training and development programme in"orporates all t!ese prin"iples, seldom is s*"! a "om$ination e e"ted in pra"ti"e' "onduct of Training0 A inal "onsideration is %!ere t!e training and development programme is to $e "ond*"ted' A"t*all&, t!e de"ision "omes do%n to t!e ollo%ing "!oi"es, 2' At t!e 8o$ itsel E' On site $*t not t!e 8o$9 or e4ample, in a training room in t!e "ompan& I' O t!e site, s*"! as in a *niversit& or "ollege "lassroom, !otel, a resort, or a "on eren"e "entres T&pi"all&, $asi" s#ills are ta*g!t at t!e 8o$, and $asi" grammar s#ills are ta*g!t on t!e site' M*"! o interpersonal and "on"ept*al s#ills are learnt o t!e site' Implementation of the Training *rogramme0

On"e t!e training programme !as $een designed, it needs to $e implemented' Implementation is $eset %it! "ertain pro$lems' In t!e irst pla"e, most managers are a"tion9oriented and re1*entl& sa& t!e& are too $*s& to engage in training e orts' .e"ondl&, availa$ilit& o trainers is a pro$lem' In addition to possessing "omm*ni"ation s#ills, t!e trainers m*st #no% t!e "ompan&Ks p!ilosop!&, its o$8e"tives, its ormal and in ormal organi;ations, and t!e goals o t!e training programme' Training and development re1*ires a !ig!er degree o "reativit& t!an, per!aps, an& ot!er personnel spe"ialt&' ."!ed*ling training aro*nd t!e present %or# is anot!er pro$lem' :o% to s"!ed*le training %it!o*t disr*pting t!e reg*lar %or#J T!ere is also t!e pro$lem o re"ord #eeping a$o*t t!e per orman"e o a trainee d*ring !is or !er training period' T!is in ormation ma& $e *se *l to eval*ate t!e progress o t!e trainee in t!e "ompan&' Programme implementation involves a"tion on t!e ollo%ing lines, 2' De"iding t!e lo"ation and organi;ing training and ot!er a"ilities' E' ."!ed*ling t!e training programme I' 5ond*"ting t!e programme L' Monitoring t!e progress o trainees' Evaluation of the *rogramme0 T!e last stage in t!e training and development pro"ess is t!e eval*ation o res*lts ?see Fig' B2@' .in"e !*ge s*ms o mone& are spent on training and development, !o% ar t!e programme !as $een *se *l m*st $e 8*dged6determined' Eval*ation !elps determine t!e res*lts o t!e training and development programme' In pra"ti"e, !o%ever, organi;ations eit!er overloo# or la"# a"ilities or eval*ation' &eed for Evaluation0 T!e main o$8e"tive o eval*ating t!e training programmes is to determine i t!e& are a""omplis!ing spe"i i" training o$8e"tives, t!at are, "orre"ting per orman"e de i"ien"ies' A se"ond reason or eval*ation is to ens*re t!at an& "!anges in trainee "apa$ilities are d*e to t!e training programme and not d*e to an& ot!er "onditions' Training programmes s!o*ld $e eval*ated to determine t!eir "ost e e"tiveness' Eval*ation is *se *l to e4plain programme ail*re, s!o*ld inall&, "redi$ilit& o training and development is greatl& en!an"ed %!en it is proved t!at t!e organi;ation !as $ene ited tangi$l& rom it' *rinciples of Evaluation0 Eval*ation o t!e training programme m*st $e $ased on t!e prin"iples, 2' Eval*ation spe"ialist m*st $e "lear a$o*t t!e goals and p*rposes o eval*ation' E' Eval*ation m*st $e "ontin*o*s' I' Eval*ation m*st $e spe"i i"' L' Eval*ation m*st provide t!e means and o"*s or trainers to $e a$le to appraise t!emselves, t!eir pra"ti"es, and t!eir prod*"ts' M' Eval*ation m*st $e $ased on o$8e"tive met!ods and standards' G' Realisti" target dates m*st $e set or ea"! p!ase o t!e eval*ation pro"ess' A sense o *rgen"& m*st $e developed, $*t deadlines t!at are *nreasona$l& !ig! %ill res*lt in poor eval*ation

"riteria for Evaluation0 T!e last "ol*mn in Fig' C'2 "ontains a n*m$er o potential goals 2' Training validity, Did t!e trainees learn d*ring trainingJ E' Transfer validity, 0!at !as $een learnt in training, !as it $een trans erred on t!e 8o$ en!an"ed per orman"e in t!e %or# organi;ationJ I' Intra$organizational validity, Is per orman"e o t!e ne% gro*p o trainees, or %!i"! t!e training programme %as developed, "onsistent %it! t!e per orman"e o t!e original training gro*pJ L' Inter$organizational validity, 5an a training programme validated in one organi;ation $e *sed s*""ess *ll& in anot!er organi;ationJ T!ese 1*estions o ten res*lt in di erent eval*ation te"!ni1*es' Techni2ues of Evaluation0 .everal te"!ni1*es o eval*ation are $eing *sed in organi;ation ma& $e stated t!at t!e *se *lness o t!e met!ods is inversel& proportional to t!e ease %it! %!i"! eval*ation "an $e done' One approa"! to%ards eval*ation is to *se e4perimental and "ontrol gro*ps' Ea"! gro*p is randoml& sele"ted, one to re"eive training ?e4perimental@ and t!e ot!er not to re"eive training ?"ontrol@' T!e random sele"tion !elps to ass*re t!e ormation o gro*ps 1*ite similar to ea"! ot!er' Meas*res are ta#en o t!e relevant indi"ators o s*""ess ?e'g' %ords t&ped per min*te, 1*alit& pie"es prod*"ed per !o*r, %ires atta"!ed per min*te@ $e ore and a ter training or $ot! gro*ps' I t!e gains demonstrated $& t!e e4perimental gro*ps are $etter t!an t!ose $& t!e "ontrol gro*p, t!e training programme is la$eled as s*""ess *l' Anot!er met!od o training eval*ation involves longit*dinal or time9series anal&sis' Meas*res are ta#en $e ore t!e programme $egins and are "ontin*ed d*ring and a ter t!e programme is "ompleted' T!ese res*lts are plotted on a grap! to determine %!et!er "!anges !ave o""*rred and remain as a res*lt o t!e training e ort' To *rt!er validate t!at "!ange !as o""*rred as a res*lt o training and not d*e to some ot!er varia$le, a "ontrol gro*p ma& $e in"l*ded' One simple met!od o eval*ation is to send a 1*estionnaire to t!e trainees a ter t!e "ompletion t!e programme to o$tain t!eir opinions a$o*t t!e programmes %ort!' T!eir opinions "o*ld t!ro*g! intervie%s' A variation o t!is met!od is to meas*re t!e #no%ledge and6or s#ills t!at emplo&ee possess at t!e "ommen"ement and "ompletion o a training' I t!e meas*rement reveals t!at t!e res*lts a ter training are satis a"tor&, t!en t!e training ma& $e ta#en as s*""ess *l' In order to "ond*"t a t!oro*g! eval*ation o a training programme, it is important to assess t!e "ost and $ene its asso"iated %it! t!e programme' T!is is a di i"*lt tas#, $*t is *se *l in "onvin"ing t!e management a$o*t t!e *se *lness o training' .ome o t!e "osts t!at s!o*ld $e meas*red or a training programme in"l*de needs assessment "ost, salaries o training department sta , p*r"!ase o

e1*ipment ?"omp*ters, videos, !ando*ts@, programme development "osts, eval*ation "osts, trainersK "osts, rental a"ilities and trainee %ages d*ring t!e training period' T!e $ene its to $e "ompared %it! t!e "ost are r*pee pa&$a"# asso"iated %it! t!e improvement in traineesK per orman"e, t!eir $e!avioral "!ange, and t!e longevit& o t!e period d*ring %!i"! t!e $ene its %o*ld last "losed9loop System Re erring to Fig*re B2, it ma& $e o$served t!at t!e model s*ggests t!at a training programme s!o*ld $e a "losed9loop s&stem in %!i"! t!e eval*ation pro"ess provides or "ontin*al modi i"ation o t!e programme' T!e in ormation ma& $e"ome availa$le at several stages in t!e eval*ation pro"ess' For e4ample, an e e"tive monitoring programme mig!t s!o% t!at t!e training programme !as not $een implemented as originall& planned' In ot!er instan"es, di erent "on"l*sions mig!t $e s*pported $& "omparing data o$tained rom t!e eval*ation o training' In addition, even %!en t!e training programme a"!ieves its stated o$8e"tives, t!ere are al%a&s developments t!at "an a e"t t!e programme, in"l*ding t!e ne% training te"!ni1*es or "!ara"teristi"s o trainees' O$vio*sl&, t!e development o training programme needs to $e vie%ed as a "ontin*o*sl& evolving pro"ess'

E9)EA%&I&' E9learning re ers to t!e *se o Internet or an organi;ational intranet to "ond*"t training on9line' E9learning is $e"oming in"reasingl& pop*lar $e"a*se o t!e large n*m$er o emplo&ees, %!o need training' Ta#e 0ipro, or e4ample, o*t o its 2N,MFF emplo&ees, E,MFF are on site and 2M,FFF emplo&ees are in o 9s!ore "enters at 7angalore, :&dera$ad, 5!ennai, P*ne and Del!i' :o% to organi;e training or all t!eseJ 0ipro also !as a poli"& o s*$8e"ting an& emplo&ee or a t%o9%ee# training ever& &ear' E9learning !elps 0ipro "onsidera$l&' .imilarl&, at .at&am nearl& DFH o t!e C,FFF emplo&ees are logged into t!e in9!o*se learning management s&stem or vario*s "o*rses' In os&s !as almost 2FH o its total training t!ro*g! e9Learning' E9learning !as "ome a long %a& rom its earl& da&s %!en it %as *sed e4tensivel& or te"!ni"al ed*"ation s*"! as learning ne% lang*ages and amiliari;ation %it! ne% te"!nologies' Toda&, irms are introd*"ing so t s#ill mod*les as %ell' .at&am *ses e9learning mod*les on management provided $& :arvard Manage Mentor Pl*s' .at&am !as even tied *p %it! Universitas E29a "onsorti*m o 2G international *niversities and T!omson learning9 or an on9line M7A' It is not t!at e9learning repla"es traditional training s&stem' In a"t, e9learning $e"omes more e e"tive %!en $lended %it! traditional learning met!ods' Man& irms *se e9Learning as a prere1*isite $e ore "lassroom training pop*larl& "alled $lended training, a "om$ination o ele"tri" learning %it! "lassroom approa"!'

Ro*tine training s*"! as orientation, sa et& and reg*lation "omplian"e is $est !andled in "lassrooms' Learning t!at re1*ires dis"*ssion, t*toring and team9%or# "an go on9line, t!o*g! it mig!t also sta& in t!e "lassroom' %e2uisites for E9)earning, E9Learning does not simpl& mean p*tting e4isting "o*rses and materials on a %e$site' Follo%ing re1*isites need to $e provided $e ore la*n"!ing learning on9line, .* i"ient top management s*pport and *nding needs to $e "ommitted to develop and implement e9Learning Managers and :R pro essionals need to $e SretrainedS to a""ept t!e idea t!at training is $eing de"entrali;ed and individ*ali;ed' 5*rrent training met!ods ?"ompared to e9Learning@ are not ade1*atel& meeting organi;ational training needs' Potential learners are ade1*atel& "omp*ter literate and !ave read& a""ess to "omp*ters and t!e Internet .* i"ient n*m$er o learners e4ists and man& o t!em are sel 9motivated to dire"t t!eir o%n learning' Advantages and Disadvantages of E9)earning , E9Learning is advantageo*s in as m*"! as it is sel 9pa"ed, allo%s or "onsisten"& and in"orporates $*ilt9in g*idan"e and !elp' T!ere are pro$lems nevert!eless' E9Learning tends to "a*se trainee an4iet&, as man& ma& not $e read& to a""ept or !ave a""ess to "omp*ters and Internet' Ta$le BG $rings o*t t!e advantages and disadvantages more "ompre!ensivel&' Ta$le BG Advantages and Disadvantages of E9)earning Ad antages Disad antages It is sel pa"ed' Trainees "an Ma& "a*se trainee an4iet& pro"eed on t!eir o%n time It is intera"tive, tapping m*ltiple Not all trainees ma& $e read& or e9 trainee senses Learning Allo%s or "onsisten"& in t!e Not all trainees ma& !ave eas& and deliver& o training *ninterr*pted a""ess to "omp*ters Ena$les s"oring o Not appropriate or all training servi"es6assessments and "ontent ?e'g' leaders!ip, "*lt*ral appropriate eed$a"# "!ange@ In"orporates $*ilt9in g*idan"e and Re1*ires signi i"ant *p ront K"ost !elps or trainees to *se %!en and investment needed It is relativel& eas& or trainers to No signi i"antl& greater learning *pdate "ontent eviden"ed in resear"! st*dies 5an $e *sed to en!an"e instr*"tor9 Re1*ires signi i"ant top led training management s*pport to $e s*""ess *l

Success $actors It is %ort! pointing o*t t!at organi;ations *sing e9Learning e4!i$it a n*m$er o "ommon s*""ess a"tors, 5*lt*ral "!ange !as ta#en pla"e a$o*t !o% training and learning !appens and is delivered> E9Learning is "losel& aligned to t!e needs o t!e $*siness> E9Learning is "losel& S$lendedS %it! ot!er t&pes o training s*"! as "lassroom a"tivities and is not *sed to %!oll& repla"e ot!er a"tivities> Learning needs t!at drive t!e te"!nolog& rat!er t!an t!e ot!er %a& aro*nd> E9Learning !as ongoing s*pport rom a senior level and is mar#eted e e"tivel& t!ro*g!o*t t!e organi;ation> A range o people %it! di erent s#ills are involved, in"l*ding e4pert trainers, a"ilitators, "!ampions o e9Learning and spe"ialist %e$ and grap!i" designers IM*EDIME&TS TO E$$E"TI#E T%AI&I&' T!ere are man& impediments %!i"! "an ma#e a training programme ine e"tive' Follo%ing are t!e ma8or !indran"es, !anagement Commitment is "ac#ing and $ne en Most "ompanies do not spend mone& on training' T!ose t!at do, tend to "on"entrate on managers, te"!ni"ians and pro essionals' T!e ran#9and9 ile %or#ers are ignored' T!is m*st "!ange, or, as a res*lt o rapid te"!nologi"al "!ange, "om$ined %it! ne% approa"!es to organi;ational design and prod*"tion management, %or#ers are re1*ired to learn t!ree t&pes o ne% s#ills, ?i@ t!e a$ilit& to *se te"!nolog&, ?ii@ t!e a$ilit& to maintain it, and ?ill@ t!e a$ilit& to diagnose s&stem pro$lems' In an in"reasingl& "ompetitive environment, t!e a$ilit& to implement rapid "!anges in prod*"ts and te"!nologies is o ten essential or e"onomi" via$ilit& Aggregate Spending on Training is Inadequate 5ompanies spend min*s"*le proportions o t!eir reven*es on training' 0orse still, $*dget allo"ation to training is t!e irst item to $e "*t %!en a "ompan& a"es a inan"ial "r*n"!' %ducational Institutions A&ard Degrees 'ut (raduates "ac# S#ills T!is is t!e reason %!& $*siness m*st spend vast s*ms o mone& to train %or#ers in $asi" s#ills' Organi;ations also need to train emplo&ees in m*ltiple s#ills' Managers, parti"*larl& at t!e middle level, need to $e retrained in team9pla&ing s#ills, entreprene*rs!ip s#ills, leaders!ip s#ills and "*stomer9orientation s#ills' "arge-scale Poaching of Trained )or#ers Trained %or# or"e is in great demand' Unli#e German&, %!ere lo"al $*siness gro*ps press*re "ompanies not to poa"! on anot!er "ompan&Ks emplo&ees, t!ere is no s*"! s&stem in o*r "o*ntr&' 5ompanies in o*r "o*ntr&, !o%ever, insist on emplo&ees to sign K$onds o ten*reK $e ore sending t!em or training, parti"*larl& $e ore dep*ting t!em to *ndergo training in oreign "o*ntries' .*"! $onds are not e e"tive as t!e emplo&ees or t!e poa"!ers are prepared to pa& t!e stip*lated amo*nts as "ompensation %!en t!e $onds are $rea"!ed'

*o +elp to )or#ers Displaced 'ecause of Do&nsi,ing Organi;ations are do%nsi;ing and de9la&ering in order to trim t!eir %or# or"es' T!e government s!o*ld set apart "ertain *nd rom t!e National Rene%al F*nd or t!e p*rpose o retraining and re!a$ilitating displa"ed %or#ers' %mplo-ers and . Schools !ust De elop Closer Ties 7 ."!ools are o ten seen as, responding to La$o*r9mar#et demands' 7*siness is seen as not "omm*ni"ating its demands to 7 ."!ools' T!is m*st "!ange' 7*sinessmen m*st sit %it! Deans and str*"t*re t!e "o*rses t!at %o*ld serve t!e p*rpose o $*siness $etter' /rgani,ed "a'our can +elp Organi;ed La$o*r "an pla&a positive role in imparting training %or#ers' Ma8or trade *nions in o*r "o*ntr& seem to $e $*s& in attending to m*ndane iss*es s*"! $on*s, %age revision, settlement o disp*tes, and t!e li#e' T!e& !ave little time in imparting training to t!eir mem$ers' .O4 TO MA1E T%AI&I&' E$$E"TI#E5 A"tion on t!e ollo%ing lines needs to $e initiated to ma#e training pra"ti"e e e"tive, 2' Ens*re t!at t!e management "ommits itsel to allo"ate ma8or reso*r"es and ade1*ate time to training' T!is is %!at !ig!9per orming organi;ations do' For e4ample, Tero4 5orporation, in t!e U. invests a$o*t Q IFF million ann*all&, or a$o*t E'M per "ent o its reven*e on training' .imilarl&, :e%lett9Pa"#ard spends a$o*t ive per "ent o its ann*al reven*e to train its DN'O5, %or#ers' E' Ens*re t!at training "ontri$*tes to "ompetitive strategies o t!e irm' Di erent strategies need di erent :R s#ills or implementation' Let training !elp emplo&ees at all levels a"1*ire t!e needed s#ills' I' Ens*re t!at a "ompre!ensive and s&stemati" approa"! to training e4ists, and training and retraining are done at all levels on a "ontin*o*s and ongoing $asis' L' Ma#e learning one o t!e *ndamental val*es o t!e "ompan&' Let t!is p!ilosop!& per"olate do%n to all emplo&ees in t!e organi;ation' M' Ens*re t!at t!ere is proper lin#age among organi;ational, operational and individ*al training needs' G' 5reate a s&stem to eval*ate t!e e e"tiveness o training' ?Eval*ation o training !as $een dis"*ssed a$ove'@

Ne%spaper Arti"le on Training ( Development

On A*g*st Lt! EFFG

Finance and marketing are pass -the function that really rocks India Inc is training. Corporate Dossier takes you deep inside the massive in-house training departments created by knowledge corporates, to find how they are powering their growth
Training ires t!e "orporate engine
At t!e .EEPU, And!eri , o i"e o T5. in M*m$ai, Dilip A*mar Mo!apatra, MG, glo$al !ead or learning and development , is o""*pied t!ese da&s %it! somet!ing ver& *n*s*al or people !is age V "omp*ter games' O#a&, %e+re e4aggerating' Mo!apatra+s team is a"t*all& developing an online game t!at %ill $e part o t!e ind*"tion #it or ne% !ires, and %ill amiliarise T5. ind*"tees

aro*nd t!e %orld V 7* alo, Ne% Por# to :ang;!o*, 5!ina V %it! t!e "*lt*re o t!e "ompan&' <T!e "!allenge is to get ever&one on to t!e "ommon glo$al T5. "*lt*re,= sa&s Mo!apatra' To get a sense o t!is "!allenge, "onsider t!at t!e so t%are ma8or+s %or# or"e a"ross IL "o*ntries adds *p to N2,EFF people rom MI nationalities' And %it! E,MFF ne% people $eing re"r*ited ever& mont!, training !as to ind "reative %a&s to #eep pa"e' Up nort! in G*rgaon, 7PO pla&er I7M Da#s! is ta#ing training e1*all& serio*sl& V its training gro*p is "!ristened t!e Talent Trans ormation 7*siness Unit ?TT7U, and is r*n li#e a separate $*siness %it! its o%n inan"e "ontroller , 1*alit& !ead, an administration and transport %ing, and a dedi"ated :R representative' It is even !eld a""o*nta$le or o*tp*t meas*res o its trainees, s*"! as voi"e 1*alit&, re8e"tion rates, "ost o deliver& and "*stomer satis a"tion metri"s' <0e $elieve t!at training is t!e most important lever to deliver !ig! 1*alit& talent, %it! a dire"t impa"t on "lient satis a"tion' T!at e4plains o*r disproportionate o"*s on t!is *n"tion,= sa&s Pavan Vais!, 5OO, I7M Da#s!' 0!ile T5. and I7M Da#s! are not t!e onl& ones V ot!ers li#e In os&s, 0ipro, Genpa"t and I5I5I 7an#, a"e similar "!allenges o !iring and training people on a large s"ale V t!e& are per e"t e4amples o !o% t!e in9!o*se training department !as $e"ome "r*"ial, in a"t, "ore to t!e gro%t! and s*""ess o India+s ne% age $e!emot!s' And it s!o%s in t!e investments $eing made $& t!ese "ompanies into training in rastr*"t*re and reso*r"es' In os&s !as a staggering Q2EM million ann*al o*tla& or training and development, %!ile T5. too invests a "ompara$le ig*re on training' A""ent*re+s glo$al spends on training and development !as $een QMLG million ? or .eptem$er9A*g*st EFFM@'

&eed of the .our In t!e #no%ledge e"onom&, it+s no longer eno*g! to p*t &o*r emplo&ees t!ro*g! t!e o""asional training mod*le a e% times a &ear' 5ompanies loo#ing to operate

and "ompete in a glo$al mar#et need to "onstantl& s#ill and res#ill t!eir people, and training is $e"oming a EL6N6IGM a air, "*tting a"ross geograp!ies and time restri"tions' To deliver t!is training on t!is s"ale and re1*en"&, te"!nolog& is #e& V media9ri"! "ontent, video9on9demand, "!at and online sel 9t*torials !ave ens*red t!at most o t!e learning or emplo&ees ta#es pla"e at t!e pla"e, and time, o t!eir "onvenien"e' <Te"!nolog& !as made training as&n"!rono*s,= sa&s TV Mo!andas Pai, dire"tor :R, In os&s, %!ere IFH o training is no% IT ena$led' For I5I5I 7an#+s EN,DFF emplo&ees V a $*l# o t!em at t!e operational level V e9learning is a %a& o li e %!en it "omes to s#ill *p gradation' <For *s t!e "lassroom is t!e most ine i"ient %a& ?to train@,= sa&s :R !ead A Ram#*mar, %!ose training team "ond*"ts 2CF e9learning programmes ann*all&' 0!at+s interesting is t!at $& $ringing in t!e "onvenien"e o an&time, an&%!ere learning, "ompanies !ave managed to p*t t!e some o t!e on*s o learning onto emplo&ees' T!is is *rt!er re9in or"ed $& lin#ing training !o*rs "ompleted, to t!e individ*al+s overall per orman"e s"ore' <T!e responsi$ilit& o gaining "ompeten"& !as $een s!i ted to t!e learner, sin"e "ompeten"ies are no% "losel& aligned %it! appraisals,= sa&s MP Ravindra, VP9 Ed*"ation ( Resear"!, and In os&s' 7*t no%!ere does training ass*me greater importan"e t!an in t!e 7PO ind*str&' 0it! t!o*sands o res! grad*ates !andling "*stomer 1*eries, t!ere+s an ongoing need to e1*ip t!em %it! t!e ne"essar& so t and spe"iali;ed s#ills' .a&s Aas!* 5alapa, e4e"*tive VP, :R at I5I5I One9.o*r"e, <LFH o o*r re"r*its are res! grad*ates, and %it! most 8o$s $eing "*stomer9 a"ing ones, "lients are paranoid a$o*t t!e 1*alit& o people %e emplo&'= Periodi" and, o ten, re1*ent "!anges in t!e glo$al $*siness environment, !ave p*t greater press*re on training departments to $ring emplo&ees *p to speed on t!e latest r*les and reg*lations in t!eir "lients+ ind*stries' 5alapa re"alls t!at One.o*r"e asso"iates %ere on"e re1*ired to %rite t%o tests or a UA9$ased "lient V one on t!e data prote"tion a"t and ot!er on t!e mone& la*ndering a"t, and to pass t!e& !ad to s"ore 2D o*t o EF points'

Also, %it! 7PO "ompanies loo#ing to move *p t!e val*e "!ain, people need to $e "oa"!ed in ne% s#ills' <Traditional training %as 8*st a$o*t $e!avioral and te"!ni"al training,= sa&s Ra!*l Varma, !ead :R ?India@, A""ent*re' <No%, it in"l*des "*lt*ral and val*e training, *nderstanding &o*r o%n as %ell as &o*r "lients+ organi;ation, as %ell as t!e ind*str& in %!i"! one is %or#ing' T!ere is also a need to get people read& or potential 8o$s t!at %e ma& %ant t!em to ta#e *p'= "hanging $rom the Inside9Out T!e reall& $ig s!i t, o "o*rse, is t!at rom $eing a :R s*pport *n"tion, training !as moved on to $e"oming an independent entit& %it!in t!e organi;ation' <O*r s*ppl& "!ain is mission "riti"al to *s,= sa&s Pi&*s! Me!ta, senior VP:R , Genpa"t' <0!en &o* #eep training as part o :R, it gets $*ried' To give it t!e importan"e o an independent *n"tion, %e treat it as one'= And it s!o%s V last &ear, Genpa"t spent "lose to QD million on training, and !as I2I trainers along %it! NF part9time spe"ialists %!o also "ond*"t domain9spe"i i" training or its EM,FFF9strong %or# or"e a"ross t!e %orld' Monitoring o training 1*alit& is 8*st as important' I7M Da#s! !as $een %or#ing %it! I7M+s resear"! la$s to develop a tool "alled .ensei, a per orman"e eval*ation grid t!at assesses voi"e 1*alit& and generates a statisti"al s"ore' It+s $eing tested and %ill $e rolled o*t later t!is &ear' L&ndon 3 D+.ilva , VP, Talent Trans ormation 7*siness Unit, I7M Da#s!, sa&s, <0e $elieve t!e onl& %a& to prod*"e 1*alit& o*tp*t is to 1*anti & it'= It also !as eig!t people dedi"ated to R(D in training, %!o "ond*"t resear"! and re ine training met!ods, a ter eed$a"# rom trainers and $*siness *nits' 0it! s"ala$ilit& $e"oming an pro$lem, D+.ilva $elieves te"!nolog& %ill in"reasingl& $e training+s $est $et' Rapid s"aling *p in IT and ITE. "ompanies is also p*tting press*re on t!e training ma"!iner&, and li#e most ot!er $*siness *n"tions, training is a"ed %it! a talent s!ortage' <Trainers are de initel& s"ar"e V in n*m$ers, and in "apa$ilities,= sa&s Varma' 0!ile man& "ompanies are o*tso*r"ing part o t!eir re1*irement o trainers, ot!ers $elieve in gro%ing t!em internall&, sin"e t!e $est trainers are line managers and e4e"*tives %!o !ave spent time and *nderstand t!e $*siness irst !and' %unaway Train A""ent*re ollo%s %!at it "alls a Wleaders tea"!ing leaders+ approa"! or te"!ni"al training, %!ile "ross9"*lt*ral and "omm*ni"ation training is o*tso*r"ed to vendors' At I5I5I 7an#, senior e4e"*tives are re1*ired to spend time training ot!ers, and t!is !elps de"ide %!et!er t!e& get on t!e WLeaders!ip Talent List+ o potential ast tra"#ers' In os&s lin#s training to individ*als+ per orman"e' Trainers are also re1*ired to #eep *pdating t!eir s#ills and #no%ledge, and most "ompanies !ave str*"t*red Wtrain9t!e9trainers+ programmes in pla"e' :aving a glo$al presen"e !elps in leveraging training reso*r"es and s!aring e4pertise

a"ross "ontinents' T5. rotates its training a"*lt& $et%een t!e Indian and overseas lo"ations, and even $rings do%n people rom ot!er "o*ntries !ere' <T!is %a&, "ross9"*lt*ralisation !appens $etter,= sa&s Mo!apatra' &ew "hallenges It+s "lear t!at t!e 1*alit& o t!e internal training "apa$ilit& %ill $e among a #e& driver o $*siness s*""ess in t!e *t*re' Not s*rprisingl&, investment in training in rastr*"t*re is a priorit& or most :R !eads and 5EOs, and "oping %it! s"ale is a $ig iss*e' <E4panding t!e talent pool, managing in"idental "!anges in t!e training mod*les and s"ala$ilit& are t!e "!allenges t!e training department a"es toda&,= sa&s Ravindra' E4panding internal reso*r"es is one %a&' 7*ilding e4ternal partners!ips %it! ed*"ational instit*tions is anot!er V so "ompanies li#e T5., In os&s, and A""ent*re !ave $een developing 8oint programmes or training people at t!ese instit*tions $e ore t!e& 8oin t!e "ompan&' T5. r*ns an A"ademi" Inter a"e initiative, %!erein its o%n a"*lt& tea"!es at a"ademi" instit*tes, and t!is !elps in $etter $randing or t!e "ompan&, as %ell' Mo!apatra lists glo$ali;ation and M(As as t!e t%o $iggest tests o !is training department+s e e"tiveness in t!e *t*re V in terms o integrating a glo$all& diverse %or# or"e into a single plat orm, and ens*ring a seamless merger o "*lt*res d*ring a"1*isitions ' T!e e4isting model o training also needs to adapt %it! "!anging $*siness needs rom time to time' For instan"e, T5.+s Learning ( Development gro*p is "*rrentl& %or#ing on a pro8e"t ?"odenamed P&gmalion@ to develop training programmes and tools or a ne% "adre o people t!at t!e "ompan& !as never !ired $e ore V plain grad*ates' For ot!ers li#e I5I5I 7an#, %!o+re in t!e retail $an#ing and inan"e $*siness, t!e "!allenge is in e4tending t!e in9!o*se training "apa$ilities to a larger pool o Dire"t .ales Asso"iates ?D.As@ o*tside t!e "ompan& and ma#e t!em "ompati$le %it! t!e "ompan& "*lt*re' Ram#*mar sa&s %or# is on or a "erti i"ation pro"ess %!ere$& o*tside partners %ill $e rem*nerated a""ording to t!eir assessment s"ores a ter training' 7PO irms li#e I5I5I One9.o*r"e !ave mooted t!e National Assessment o 5ompeten"e ?NA5@ programme, a 8oint "erti i"ation and assesment programme %it! Nass"om to e4pand t!e emplo&a$le talent $ase or t!e ind*str&' I it %or#s, t!is initiative "o*ld ena$le training departments to o"*s on $*ilding !ig!er end "ompeten"ies in res! ind*"tees rom da& one' <0e+re "lear t!at training is one o t!e pillars t!at %e+re going to $*ild o*r *t*re on,= sa&s 5alapa'

On 3*l& I2st EFFG

In os&s plans largest training "entre) In os&s to set *p %orldKs largest training !*$)
MP.ORE, .o t%are ma8or In os&s plans to invest Rs'DFC "rores ?Q2NG million@ on e4panding its glo$al ed*"ation "entre in t!e ne4t one &ear, "ompan& e4e"*tives said' Over t!e ne4t one &ear, t!e NA.DAX9listed irm planned to set *p a ne% C,FFF9 seat training a"ilit& !ere, %!i"! %o*ld ena$le training o 2I,MFF individ*als in a single sitting, t!e& said' An additional N,NMF !ostel rooms %ere *nder "onstr*"tion, ma#ing it a total o 2F,FFF rooms' S0!en *ll& "ompleted it %ill !o*se ive ood "o*rts, one emplo&ee "are "entre, one m*ltimedia "entre ma#ing it *ndo*$tedl& t!e largest training a"ilit& in t!e %orld,S an o i"ial said' T!e "ompan&Ks M&sore "amp*s is spread over IIM a"res and it "*rrentl& !as G,IND emplo&ees' It !as t!ree million s1*are eet o $*ilt *p area, and %or# is in progress to $*ild anot!er I'E million s1*are eet' Dep*t& 5!airman o Planning 5ommission Monte# .ing! A!l*%alia on Monda& ina*g*rated t!e "ompan&Ks o*rt! so t%are development $lo"# !ere, set *p %it! an investment o Rs'DM "rores' It "an seat E,MFF people'

Daily News & Analysis

Online learning gets a t!*m$s9*p rom "orporates

On A*g*st 2Gt! EFFG 7ANGALORE, Indian so t%are servi"e irms spend si4 to eig!t %ee#s in training res! re"r*its $e ore deplo&ing t!em on pro8e"ts' 0it! more pro8e"ts on !and and !iring in t!o*sands, so t%are "ompanies are loo#ing at innovative %a&s to ma4imi;e t!e prod*"tivit& o t!eir emplo&ees and ens*re aster deplo&ment' No%, online learning "ompanies are o"*sing on $*ilding "ontent t!at aims to !elp IT irms save training time and "osts on emplo&ees' <T!e speed at %!i"! te"!nolog& irms "an develop, modi & and deplo& t!e e9 learning "ontent is t!e #e& parameters or improving 1*alit& o t!e emplo&ee talent,= .an8eev Fadnavis, asso"iate vi"e9president, $*siness development, at :ar$inger Ano%ledge Prod*"ts told DNA Mone&' A""ording to anal&sts, t!e Indian "orporate e9learning mar#et is estimated at Q2F9EF million %it! a potential to gro% at 2MFH' T!e te"!nolog& se"tor !as $een among t!e earl& adopters o online ed*"ation, %it! its o"*s on "onstant training o emplo&ees and *sing learning as a retention tool' In order to "apt*re t!is !*ge segment, several pla&ers are $*ilding spe"iali;ed tailor9made e9learning "o*rses or te"! irms in t!e "o*ntr&' 7angalore9$ased Li1%id Ar&stal, or e4ample, !as designed a sol*tion t!at allo%s aspirants or so t%are 8o$s to %rite a programme in an online test and assess t!eir "apa$ilit& o $*ilding "odes, *nli#e t!e traditional t!eor&9$ased tests' <T!e pro i"ien"& o t!e "andidate on vario*s programmes "o*ld $e assessed $etter,= Li1%id Ar&stal 5EO Anand Ad#oli said'

Li1%id Ar&stal !as tied *p %it! Vis%esvara&a Te"!ni"al Universit& in Aarnata#a and And!ra Universit& in t!e neig!$oring state to train over CF,FFF engineering st*dents t!ro*g! t!e mod*le, in"l*ding in $*siness and so t s#ills' <It is important or #no%ledge9driven "ompanies to develop and prote"t intelle"t*al propert&, %!i"! provides "ompetitive and $*siness advantage' T!e learning s!o*ld $e "onstant,= 7rain Leag*e "!ie #no%ledge o i"er Aal&an 5 Aan#anala said' 7rainleag*e and Ed*te"! !ave 8oined !ands to provide e9learning on intelle"t*al propert& rig!ts %it! a o"*s on resear"! *nits a"ross t!e "o*ntr&' 7*t t!ere is a %ord o "a*tion or irms t!at adopt e9learning %it!o*t a "lear o"*s on t!eir $*siness' <E9learning "an also $e a disaster i it is not managed "orre"tl&' It is not a pana"ea> it is a means to an end' To $e s*""ess *l, online learning !as to !ave t!e rig!t it %it! t!e organi;ation' It s!o*ld not $e "!osen $e"a*se it is as!iona$le,= Nass"om !as said'

On A*g*st Ct! EFFG Most agen"ies !ave developed t!eir o%n training met!ods tailored to s*it t!e nat*re o t!eir %or#' Gro*pM !as an internal training department "alled Aspire MG*r*Aool, %!i"! prepares mod*les to !one *n"tional and managerial s#ills' <O*r training programmes en"ompass strategi;ing, planning and $*&ing, and !elp develop %or# and so t s#ills, in addition to "ompeten"&9$ased training, %!i"! involves *nderstanding t!e media $*siness,= in orms Ras!mi Des!pande o Gro*p M' Agen"ies generall& rope in internal and e4ternal a"*lties ? rom India and a$road@ or training' <Most a"*lties are spe"iali;ed and $ring to t!e ta$le e4pertise in a parti"*lar area' .o, or planning and strategi;ing, %e ma& "all someone rom :LL, %!ile or so t s#ills %e ma& $ring someone rom IIM / 7angalore,= sa&s Des!pande' 30T "ond*"ts *n"tional %or#s!ops or senior9level sta , level9%ise %or#s!ops to *pgrade s#ills and middle9management %or#s!ops' <T!ese %or#s!ops see le"t*res, $rainstorming and a time9$o*nd delivera$le a"tion plan,= sa&s .apna .rivastava' As!is! 7!asin in orms t!at a team o o*r rom t!e U. and t!e UA re"entl& trained EM people in Lintas India on t!e 0orld%ide Planning Tool Ait' T!ese EM people %ill, in t*rn, train ot!ers to $ring a$o*t a "as"ading e e"t' <0e are getting t!e $est pra"ti"es %!en re1*ired, and at t!e same time e4porting #no%ledge'

A lot o res! #no%ledge is "reated in India in areas li#e r*ral mar#eting, design, et" t!at %e are read& to e4port,= sa&s 7!asin' Lintas, mean%!ile, !as set *p its o%n Nort!9point 5entre o learning to empo%er managers %it! *pdated #no%ledge and de"ision9ma#ing s#ills' .ome o t!ese programmes are o ten modeled on t!ose developed $& parent "ompanies' .a&s Des!pande, <All media "ompanies *nder 0PP e4"!ange training programmes on mod*les, "ontent, role et"' 0e sometimes adapt and sometimes s!are $est pra"ti"es %it! ot!ers'= For its part, O(M !as an :R and Training leaders!ip gro*p in Asia Pa"i i" t!at plans regional programmes and oversees training plans' Po*ng talent is given more opport*nit& to gro% as %ell' O(M nominates t!ose %!o !ave %or#ed or I9L &ears or t!e regional programme WAdopt a 5o*ntr&+, %!i"! is !eld t!ri"e a &ear a"ross di erent Asia9Pa"i i" "entres' A $*dd& is "!osen and t!e t%o $*ddies get an opport*nit& to visit ea"! ot!er+s "o*ntr&' T!e programme is intended to !elp &o*ngsters $*ild net%or#s a"ross di erent regions, %or# on pro8e"ts toget!er and develop a sense o $elonging' Gro*pM !as a programme "alled Fast Tra"#ers or &o*ng a"!ievers, %!ere &o*ngsters are p*t t!ro*g! a lot more grind in terms o opport*nities, sent to di erent regions, allo%ed to %or# %it! $igger "lients and groomed to ta#e on additional responsi$ilities' Lo%e sends t%o people, t&pi"all& one planner and one "reative or servi"ing person, or its Wglo$al &o*ng a"!iever+ or*m, %!i"! is !eld on"e a &ear' :ig! liers and t!e "rYme de la "rYme o t!e talent pool "an also loo# or%ard to attending spe"ial %or#s!ops' 30T nominates its top9level sta ?t!ose identi ied to !ead o i"es@ or its international programme W.am Mee#+, and introd*"ed a top a"!iever+s programme in De"em$er EFFM' O(M sends its senior sta or t!e regional senior management development programme ?.MDP@, a ive9mod*le programme spread over 2M mont!s' And Lo%e !as introd*"ed programmes li#e Wmedia training or non9media+, WIMAG Training or non9IMAG+ and Wadvertising %or#s!op or non9advertising+'

5ase .t*d&, Arti"le Training Employees of I M through E9)earning

*+$learning is a technology area that often has both first$tier benefits# such as reduced travel costs# and second$tier benefits# such as increased employee performance that directly impacts profitability&,
9 Re$e""a 0ettemann, resear"! dire"tor or N*"le*s Resear"!

In EFFE, t!e International 7*siness Ma"!ines 5orporation ?I7M@ %as ran#ed o*rt! $& t!e Training maga;ine on it+s <T!e EFFE Training Top 2FF=' T!e maga;ine ran#ed "ompanies $ased on t!eir "ommitment to%ards %or# or"e development and training imparted to emplo&ees even d*ring periods o inan"ial *n"ertaint&' .in"e its in"eption, I7M !ad $een o"*sing on !*man reso*r"es development, T!e "ompan& "on"entrated on t!e ed*"ation and training o its emplo&ees as an integral part o t!eir development' D*ring t!e mid 2CCFs, I7M reportedl& spent a$o*t Q2 $illion or training its emplo&ees' :o%ever, in t!e late 2CCFs, I7M *ndertoo# a "ost "*tting drive, and started loo#ing or %a&s to train its emplo&ees e e"tivel& at lo%er 5osts' A ter "onsidera$le resear"!, in 2CCC, I7M de"ided to *se e9Learning to train its emplo&ees' Initiall&, e9Learning %as *sed to train I7MKs ne%l& re"r*ited managers' I7M saved millions o dollars $& training emplo&ees t!ro*g! e9learning' E9 Learning also "reated a $etter learning environment or t!e "ompan&Ks emplo&ees, "ompared to t!e traditional training met!ods' T!e "ompan& reportedl& saved a$o*t Q2GG million %it!in one &ear o implementing t!e e9 learning program or training its emplo&ees all over t!e %orld' T!e ig*re rose to QIMF million in EFF2' D*ring t!is &ear, I7M reported a ret*rn on investment ?ROI@+s o EEDL per"ent rom its 7asi" 7l*e e9Learning program' T!is %as mainl& d*e to t!e signi i"ant red*"tion in t!e "ompan&Ks training "osts and positive res*lts reaped rom e9learning' Andre% .adler, dire"tor o I7M Mindspan .ol*tions, e4plained t!e $ene its o e9learning to I7M, SAll meas*res o e e"tiveness %ent *p' ItKs saving mone& and delivering more e e"tive training,K %!ile at t!e same time providing ive times more "ontent t!an $e ore'S 7& EFFE, I7M !ad emerged as t!e "ompan& %it! t!e largest n*m$er o emplo&eeKs %!o !ave enrolled into e9Learning "o*rses' :o%ever, a se"tion o anal&sts and some managers at I7M elt t!at e9Learning %o*ld never $e a$le toK repla"e t!e traditional modes o training "ompletel&' Ri"#

:orton, general manager o learning servi"es at I7M, said, ST!e "lassroom is still t!e $est in a !ig!9te"!nolog& environment, %!i"! re1*ires !ands9on la$oratories and teaming, or a sit*ation %!ere it 'is important or t!e gro*p to $e toget!er to ta#e advantage o t!e e1*ipment'S T!o*g! t!ere %ere varied opinions a$o*t t!e e e"tiveness o e9Learning as a training tool or emplo&ees, I7M sa% it as a ma8or $*siness opport*nit& and started o ering e9learning prod*"ts to ot!er organi;ations as %ell' Anal&sts estimated t!at t!e mar#et or e9Learning programs %o*ld gro% rom QE'2 $illion in EFF2 to QII'G $illion in EFFM representing a 2FF per"ent "ompo*nded ann*al gro%t! rate ?5AGR@' 7A5AGROUND NOTE .in"e t!e in"eption o I7M, its top management laid great emp!asis on respe"ting ever& emplo&ee' It elt t!at ever& emplo&eeKs "ontri$*tion %as important or t!e organi;ation' T!omas 3' 0atson .r' ?0atson .r'@, t!e at!er o modern I7M !ad on"e said, S7& t!e simple $elie t!at i %e respe"ted o*r people and !elped t!em respe"t t!emselves, t!e "ompan& %o*ld "ertainl& pro it'S T!e :R poli"ies at I7M %ere emplo&ee9 riendl&' Emplo&ees %ere "ompensated %ell 9 as t!e& %ere paid a$ove t!e ind*str& average' in terms o %ages' T!e "ompan& ollo%ed a Kno la&o sK poli"&' Even d*ring inan"iall& tro*$led periods, emplo&ees %ere relo"ated rom t!e plants, la$s and !ead1*arters, and %ere retrained or "areers in sales, "*stomer engineering, ield administration and programming' I7M !ad emp!asi;ed on training its emplo&ees rom t!e ver& $eginning' In 2CII ?a ter 2M &ears o its in"eption@, t!e "onstr*"tion o t!e KI7M ."!ool!o*seK to o er ed*"ation and training or emplo&ees, %as "ompleted' T!e $*ilding !ad 0atson .r'Ks KFive .teps o Ano%ledgeK "arved on t!e ront entran"e' T!e ive steps in"l*ded KRead, Listen, Dis"*ss, O$serve and T!in#'K Managers %ere trained at t!e s"!ool at reg*lar intervals' To %iden t!eir #no%ledge $ase and $roaden t!eir perspe"tives, managers %ere also sent or ed*"ational programs to :arvard, t!e London ."!ool o E"onomi"s, MIT and .tan ord' T!ose %!o e4"elled in t!ese programs %ere sent to t!e Advan"ed Managers ."!ool, a program o ered in a$o*t ort& "olleges in"l*ding some in :arvard, 5ol*m$ia, Virginia, Georgia and Indiana' I7MKs !ig!est9ran#ing e4e"*tives %ere sent to e4e"*tive seminars, organi;ed at t!e 7roo#ings Instit*tions t!is program t&pi"all& "overed a $road range o s*$8e"ts in"l*ding, international and domesti", politi"al and e"onXll2i" a airs' I7M e4e"*tives %ere e4posed to topi"al events %it! a spe"ial emp!asis on t!eir impli"ations or t!e "ompan&' In 2CCN, Lo*is Gerstner ?Gerstner@, t!e t!en 5EO o I7M, "ond*"ted a resear"! to identi & t!e *ni1*e "!ara"teristi"s o $est e4e"*tives and managers' T!e resear"! revealed t!at t!e a$ilit& to train emplo&ees %as an essential s#ill, %!i"! di erentiated $est e4e"*tives and managers' T!ere ore, Gerstner aimed at improving t!e managersK training s#ills' Gerstner adopted a "oa"!ing

met!odolog& o .ir 3o!n 0!itmore, %!i"! %as ta*g!t to t!e managers t!ro*g! training %or#s!ops' :o%ever, a ter some time, Gerstner reali;ed t!at t!e training %or#s!ops %ere not eno*g!' Moreover, t!ese %or#s!ops %ere not K8*st9in9time'K Managers !ad to %ait or mont!s $e ore t!eir t*rn o attending t!e %or# s!ops "ame' T!ere ore, in most o t!e "ases, d*ring t!e initial %ee#s at t!e 8o$, t!e emplo&ees did not possess t!e #no%ledge o "riti"al aspe"ts li#e team $*ilding' I7M trained a$o*t MFFF ne% managers in a &ear' T!ere %as a ive9da& training program or all t!e ne% managers, %!ere t!e& %ere amiliari;ed %it! t!e $asi" "*lt*re, strateg& and management o I7M' :o%ever, as t!e 8o$s $e"ame more "omple4, t!e ive9da& program t*rned o*t to $e ins* i"ient or t!e managers to train t!em e e"tivel&' T!e "ompan& elt t!at t!e training pro"ess !ad to $e "ontin*o*s and not a one9time event' Gerstner t!*s started loo#ing or ne% %a&s o training managers' T!e "ompan& spe"i i"all& %anted its management training initiatives to address t!e ollo%ing iss*es, Management o people a"ross geograp!i" $orders Management o remote and mo$ile emplo&ees Digital "olla$oration iss*es Red*"tions in management development reso*r"es Limited management time or training and development ManagementKs lo% "om ort level in a""essing and sear"!ing online :R reso*r"es T!e "ompan& re1*ired a "ontin*o*s training program, %it!o*t t!e "osts and time asso"iated %it! $ringing toget!er MFFF managers rom all over t!e %orld' A ter "ond*"ting a resear"!, I7M elt t!at online training %o*ld $e an ideal sol*tion to t!is pro$lem' T!e "ompan& planned to *tili;e t!e servi"es o I7M Mindspan .ol*tions to design and s*pport t!e "ompan&Ks manager training program' T!is %as I7MKs irst e9learning pro8e"t on international training' ONLINE TRAINING Z I7M In 2CCC, I7M la*n"!ed t!e pilot 7asi" 7l*e management training program, %!i"! %as *ll& deplo&ed in EFFF' 7asi" 7l*e %as an in9!o*se management training program or ne% managers' It imparted NM per"ent o t!e training online and t!e remaining EM per"ent t!ro*g! t!e traditional "lassroom mode' T!e e9Learning part in"l*ded arti"les, sim*lations, 8o$ aids and s!ort "o*rses' T!e o*nding prin"iple o 7asi" 7l*e %as t!at Klearning is an e4tended pro"ess, not a one9time event'S 7asi" 7l*e %as $ased on a KL9 TierK $lended learning modelK' T!e irst t!ree tiers %ere delivered online and t!e o*rt! tier in"l*ded one9 %ee# long traditional "lassroom training' T!e program o ered $asi" s#ills and

#no%ledge to managers so t!at t!e& "an $e"ome e e"tive leaders and people9 oriented managers' T!e managers %ere provided a""ess to a lot o in ormation in"l*ding a data$ase o 1*estions, ans%ers and sample s"enarios "alled Manager X*i"#Vie%s' T!is in ormation addressed t!e iss*es li#e eval*ation, retention, and "on li"t resol*tion and so on, %!i"! managers "ame a"ross' A manager %!o a"ed a pro$lem "o*ld eit!er a""ess t!e relevant topi" dire"tl&, or ind t!e relevant in ormation *sing a sear"! engine' :e6s!e !ad dire"t a""ess to materials on t!e "omp*ter+s des#top or online reading' T!e material also !ig!lig!ted ot!er important %e$ sites to $e $ro%sed or *rt!er in ormation' I7M $elieved t!at its managers s!o*ld $e a%are o pra"ti"es and poli"ies ollo%ed in di erent "o*ntries' :en"e, t!e gro*ps %ere oremen virt*all& $& video"on eren"ing %it! team mem$ers rom all over t!e %orld,S In t!e se"ond tier, t!e managers %ere provided %it! sim*lated sit*ations' .enior managers trained t!e managers online' T!e sim*lations ena$led t!e managers to learn a$o*t emplo&ee s#ill9$*ilding, "ompensation and $ene its, m*lti"*lt*ral iss*es, %or#6li e $alan"e9 iss*es and $*siness "ond*"t in an intera"tive manner' .ome o t!e "ontent or [!is tier %as o ered $& :arvard 7*siness ."!ool and t!e sim*lations %ere "reated $& 5ognitive Arts o 5!i"ago' T!e online 5oa"!ing .im*lator o ered eig!t s"enarios %it! MFFF s"enes o a"tion, de"ision points and $ran"!ing res*lts' I7M Management DevelopmentKs %e$ site, Going Glo$al o ered as man& as IFF intera"tive s"enarios on "*lt*re "las!es' In t!e t!ird tier, t!e mem$ers o t!e gro*p started intera"ting %it! ea"! ot!er online' T!is tier *sed I7MKs "olla$oration tools s*"! as "!ats, and team rooms in"l*ding I7M e9Learning prod*"ts li#e t!e Team9Room, 5*stomer9Room and Lot*s Learning .pa"e' Using t!ese tools, emplo&ees "o*ld intera"t online %it! t!e instr*"tors as %ell as %it! peers in t!eir gro*ps' T!is tier also *sed virt*al team e4er"ises and in"l*ded advan"ed te"!nologies li#e appli"ation s!aring, live virt*al "lassrooms and intera"tive presentation, on t!e %e$' In t!is tier, t!e mem$ers o t!e gro*p !ad to solve pro$lems as a team $& orming virt*al gro*ps, *sing t!ese prod*"ts' :en"e, t!is tier o"*sed more on developing t!e "olla$orative s#ills o t!e learners' T!o*g! training t!ro*g! e9Learning %as ver& s*""ess *l, I7M $elieved t!at "lassroom training %as also essential to develop people s#ills' T!ere ore, t!e o*rt! tier "omprised a "lassroom training program, o%n as KLearning La$'K 7& t!e time t!e managers rea"!ed t!is tire, t!e& all rea"!ed a similar level o #no%ledge $& mastering t!e "ontent in t!e irst t!ree tiers' Managers !ad to pass an online test on t!e "ontent provided in t!e a$ove t!ree tiers, $e ore entering t!e o*rt! tier' In t!e o*rt! tier, t!e managers !ad to master t!e in ormation a"1*ired in t!e a$ove t!ree tiers and develop a deeper *nderstanding and a $roader s#ills set' T!ere %ere no le"t*res in t!ese sessions, and t!e managers !ad to learn $& doing and $& "oordinating dire"tl& %it! ot!ers in t!e "lassroom'

T!e tremendo*s s*""ess o t!e 7asi" 7l*e initiative en"o*raged I7M to e4tend training t!ro*g! e9Learning to its9sales personnel and e4perien"ed managers as %ell' T!e e9Learning program or t!e sales personnel %as #no%n as K.ales 5ompass,K and t!e one or t!e e4perien"ed managers, as KManagingZ I7M'K Prior to t!e implementation o t!e .ales 5ompass e9Learning program, t!e sales personnel *nder%ent live training at t!e "ompan&Ks !ead1*arters and training "amp*ses' T!e& also attended ield training program, national sales "on eren"es and ot!er traditional met!ods o training' :o%ever, in most o t!e "ases t!ese met!ods proved too e4pensive, ine e"tive and time9"ons*ming' Apart rom t!is, "oordination pro$lems also "ropped *p, as t!e sales team %as spread a"ross t!e %orld' Moreover, in a !ig!l& "ompetitive mar#et, I7M "o*ld not a ord to #eep its sales team a%a& rom %or# or %ee#s toget!er' T!o*g! .ales 5ompass %as originall& started in 2CCN on a trial $asis to !elp t!e sales team in selling $*siness intelligen"e sol*tions to t!e retail and man* a"t*ring ind*stries, it9%as not implemented on a large s"ale' 7*t %it! t!e s*""ess o 7asi" 7l*e, .ales 5ompass %as developed *rt!er' T!e "ontent o t!e ne% .ales 5ompass %as divided into ive "ategories in"l*ding .ol*tions ?2I "o*rses@, ind*stries ?EI "o*rses@, personal s#ills ?E "o*rses@, selling s#ills ?22 "o*rses@, and tools and 8o$ aid ?L aids@' T!e sales personnel o I7M a"ross t!e glo$e "o*ld *se t!e in ormation rom t!eir des#tops *sing a %e$ $ro%ser' .ales 5ompass provided "riti"al in ormation to t!e sales personnel !elping t!em to *nderstand vario*s ind*stries ?in"l*ding a*tomotive, $an#ing, government, ins*ran"e et"@ in a m*"! $etter manner' T!e in ormation o ered in"l*ded ind*str& snaps!ot, ind*str& trends, mar#et segmentation, #e& pro"esses, positioning and selling ind*str& sol*tions and identi &ing reso*r"es' It also ena$led t!e sales people to sell "ertain I7M prod*"ts designed or 5*stomer Relations!ip Management ?5RM@, Enterprise Reso*r"e Planning ?ERP@, 7*siness Intelligen"e ?7I@, and so on' .ales 5ompass also trained t!e sales personnel on s#ills li#e negotiating and selling servi"es' Li#e t!e 7asi" 7l*e program, .ales 5ompass also !ad sim*lations or selling prod*"ts to a spe"i i" ind*str& li#e $an#ing, a$o*t !o% to "lose a deal, and so on' It also allo%ed its *sers to as# 1*estions and !ad lin#s to in ormation on ot!er I7M sites and related %e$sites' .ales 5ompass %as o ered to EF,FFF sales representatives, "lient relations!ip representatives, territor& representatives, sales spe"ialists, and servi"e pro essionals at I7M' 7renda Toan ?Toan@, glo$al s#ills and learning leader or I7M o i"es a"ross t!e %orld, said, S.ales 5ompass is a 8*st9in9time, 8*st9eno*g! sales s*pport in ormation site' Most o o*r *sers are mo$ile' .o t!e& are, most o t!e times, *na$le to get into a $ran"! o i"e and o$tain in ormation on a spe"i i" ind*str& or sol*tion' I7M .ales 5ompass provides ind*str&9spe"i i" #no%ledge, advi"e on !o% to sell spe"i i" sol*tions, and selling tools t!at s*pport o*r signat*re selling met!odolog&, %!i"! is "onvenient or t!ese *sers'S

I7M also la*n"!ed an e9Learning program "alled KManaging Z I7MK or its e4perien"ed managers, in late EFF2' T!e program provided "ontent related to leaders!ip and people management s#ills, and ena$led t!e managers to meet t!eir spe"i i" needs' Unli#e t!e 7asi" 7l*e program, t!is program ena$led managers to "!oose in ormation $ased on t!eir re1*irements' T!e program in"l*ded t!e a"e9to9 a"e Learning La$, e9learning, and Edvisor, a sop!isti"ated Intelligent 0e$ Agent' Edvisor o ered t!ree tra"#s o ering vario*s t&pes o in ormation' 7& implementing t!e a$ove programs, I7M %as a$le to red*"e its training $*dget as %ell as improve emplo&ee prod*"tivit& signi i"antl&' In EFFF, 7asi" 7l*e saved Q2G million %!ile .ales 5ompass saved QE2 million' In EFF2, I7M saved QEFF million and its "ost o training per9emplo&ee red*"ed signi i"antl& 9 rom QLFF to Q2IM' E9learning also res*lted in a deeper *nderstanding o t!e learning "ontent $& t!e managers' It also ena$led t!e managers to "omplete t!eir "lassroom training mod*les in lesser time, as "ompared to t!e traditional training met!ods *sed earlier' T!e sim*lation mod*les and "olla$oration te"!ni1*es "reated a ri"!er learning environment' T!e e9learning pro8e"ts also ena$led t!e "ompan& to leverage "orporate internal #no%ledge as most o t!e "ontent t!e& "arried "ame rom t!e internal "ontent e4perts' I7M+s "ost savings t!ro*g! E9Learning *rogram Saving in <=== :in +S >million; 7asi" 7l*e 2G'F Going glo$al F'G 5oa"!ing sim*lators F'D Manager X*i"#9Vie%s G'G 5*stomer9Room F'M .ales 5ompass E2'F E9LEARNING AT I7M 9 FUTURE PLAN. T!e e9Learning pro8e"ts o I7M !ad $een s*""ess *l rig!t rom t!e initial stages o t!eir implementation' T!ese programs %ere appre"iated $& :R e4perts o IDM, and ot!er "ompanies' T!e 7asi" 7l*e program $agged t!ree a%ards o KE4"ellen"e in Pra"ti"eK rom t!e Ameri"an .o"iet& or Training ( Development ?A.TD@ in Mar"! EFFF' It %as also in"l*ded among t!e ten $est K%orld9"lass implementations o "orporate learningK initiatives $& t!e SE9Learning a"ross t!e Enterprise, T!e 7en"!mar#ing .t*d& o 7est Pra"ti"esS ?7randon :all@ in .eptem$er EFFF' I7M "ontin*ed its e orts to improve t!e vis*al in ormation in all its e9Learning programs to ma#e t!em more e e"tive' T!e "ompan& also en"o*raged its ot!er emplo&ees to attend t!ese e9learning programs' Apart rom t!is, I7M planned to *pdate t!ese programs on a "ontin*o*s $asis, *sing eed$a"# rom its ne% and e4perien"ed managers, its sales or"e and ot!er emplo&ees'

I7M *sed e9Learning not onl& to train its emplo&ees, $*t also in ot!er :R a"tivities' In Novem$er EFF2, I7M emplo&ees re"eived t!e $ene its enrollment material online' T!e emplo&ees "o*ld learn a$o*t t!e merits o vario*s $ene its and t!e "riteria or availing t!ese $ene its, s*"! as "ost, "overage, "*stomer servi"e or per orman"e *sing an Intranet tool "alled KPat! Finder'K T!is tool also ena$led t!e emplo&ees to #no% a$o*t t!e vario*s !ealt! plans o ered $& I7M' 7esides, Pat! inder too# in ormation rom t!e emplo&ees and ret*rned a pre erred plan %it! ran#s and grap!s' T!is appli"ation ena$led emplo&ees to see and manage t!eir $ene its, ded*"tions in t!eir salaries, "areer "!anges and more' T!is o$vio*sl&, in"reased emplo&ee satis a"tion' T!e "ompan& also a*tomated its !iring pro"ess' T!e ne% tool on t!e "ompan&Ks intranet %as "apa$le o "arr&ing o*t most o t!e emplo&ee !iring pro"esses' Initiall&, I7M *sed to ta#e ten da&s to ind a temporar& engineer or "ons*ltant' No%, t!e "ompan& %as a$le to ind s*"! an emplo&ee in t!ree da&s' I7M also started e4ploring t!e evolving area o Kmo$ile learningK Anal&sts elt t!at or mo$ile sales or"e o I7M, m9Learning %as t!e ne4t ideal step ?a ter e9 Learning@' I7M leveraged man& ne% "omm*ni"ation "!annels or o ering its "o*rses to emplo&ees' I7M also started o ering t!e "o*rses to its "*stomers and to t!e general p*$li"' In earl& EFFE, Ameri"an Airlines ?AA@ *sed I7MKs e9 Learning pa"#age, %!i"! ena$led its lig!t attendants to log on to AAKs %e$site and "omplete t!e Ksa et& and se"*rit& trainingK rom an& pla"e, at an& time' T!e "ontent in"l*ded instr*"tion "lips, grap!i"s, las! animation, and so on' T!is made t!e airlines ann*al sa et& training "erti i"ation program g*ides more e e"tive' .!anta :*dson9Fields, AAKs manager or line training and spe"ial pro8e"ts, "ommented, ST!e *ll servi"e pa"#age t!at I7M o ers !as allo%ed *s to develop an e e"tive online "o*rse or o*r large gro*p o $*s& attendants' In addition to providing a le4i$le training "erti i"ation e4perien"e or o*r attendants, Ameri"an !as also $ro*g!t e i"ien"& and "ost savings to o*r training pro"esses *sing I7MKs e9Learning sol*tion'S T!e "ompan& !ad trained EL,FFF lig!t attendants $& Novem$er EFFE'

For more Notes, Presentations, Project Reports visit a2zmba.blogspot.com hrmba.blogspot.com mbafin.blogspot.com