ASIGNMENT NO.

COURSE CODE: MGT 619 COURSE TITLE: TRAINING AND DEVELOPMENT SYSTEM

COURSE INSTRUCTOER: MR. VANEET KASHYAP

DATE OF ALLOTMENT: 18/10/10; DATE OF SUBMISSION:28/10/10

SECTION: RS1903 STUDENT ROLL NO.B40

MARKS OBTAIN:

OUT OF:

NEW TECHNOLOGY BASED TRAINING

Today, using technologies such as the Internet, corporate intranets, CD-ROMs, and
videoconferencing, employees are able to learn from around the world—and at a
fraction of the time and cost. The benefits don’t end there, as many studies have shown that new
learning technologies increase learner achievement, forcing even the most traditional
organizations to take notice. Technology-based training (TBT) is no longer a choice, but a
competitive necessity.

Technology based training

creating a technology-based training function cannot be simply a “cut-and-past job.

Strategies for Technology-Based Training

Creating a Strategy. For technology-based training initiatives to be successful, trainers must first
understand organizational goals to determine where the learning function can have the greatest
impact on business results. These same trainers must also be aware of their organization’s
existing information technology (IT) strategy to make sure that new initiatives will be in line
with ongoing efforts and cost-effective for all involved. Producing results in this world of
increasing complexity is not easy. Leading edge organizations look at the business drivers of
training, enabling training departments to identify and tap new funding sources necessary for
technology-based initiatives. The ultimate goal is usually a well-rounded combination of
traditional classroom teaching and cutting-edge learning technologies that maximize the benefits
of each method.
The Evolving Training Team.

As technology-based training’s role increases in reference to learning strategies, the skills

required of trainers must evolve. Additional expertise is necessary to make sure that the
technologies in use are easily updated, maintained, and user-friendly. To provide this expertise,
training departments often must collaborate with information systems departments. Trainers
must also consider vendors and the extent to which control of the design process should be
turned over to outsiders.

Design and Delivery

Understanding the Capabilities of Technology. Good technology-based training is customized,

readily available, just-in-time, and gets the learner excited and involved in the process.
Additionally, the material should be presented in a framework that makes sense for users with
varied skill and knowledge levels—that’s why today’s trainer must be aware of the benefits of
each delivery method and how it will affect the way material is presented Best-practic
companies use one or more of the following methods:
- electronic text,
- multimedia,
- interactive TV,
- floppy disk,
- CD-ROM,
- Electronic Performance Support Systems,
- Internet/intranets,
- virtual reality, and- delivery methods for video.
Guidelines for Choosing Technologies

Top organizations often use a checklist to help them decide whether learning technologies
should be applied to a specific learning objective. While this study will not deal with the
complexities of conducting a full needs assessment, it will examine the broad guidelines
organizations use for selecting learning technologies.

Implementing and Achieving Results

Understanding the Human Side of Change. Regardless of the investment in hardware,

technology-based training efforts will not pay off unless employees understand how and why to
use the technology. Not surprisingly, employees may balk at the thought of learning outside of a
classroom and away from their peers. As a result, best-practice organizations not only design
programs that promote interaction and networking but also properly communicate the benefits of
these programs to both top management and end users to ensure buy-in and ample return on
investment. Measuring Results. If not managed properly, budgets for learning technologies can
quickly spiral out of control. Though assessing the impact of learning technologies is a tough
task, innovative organizations have developed ways to gauge how programs have benefited users
—and how they benefit the overall business and the bottom line.

Design and Delivery

1. Since TBT is often delivered to “non-captive” audiences, the best-employed

solutions are targeted to be highly job-relevant (as defined by the learner).

2. TBT is not the be-all, end-all for training needs. Best-practice organizations recognize this and
value a mixture of face-to-face and TBT offerings.

3. Best-practice organizations have been most successful with asynchronous TBT

delivery and plan to do more in this format.

4. Best-practice organizations use simple technologies well.

AIRLINES

The economic crisis has temporarily allayed recruitment concerns, but the training revisions
planned by potential staff shortages remain. The changes promise airlines a motivated, highly
skilled workforce in the years ahead.

“The industry now has a window of opportunity to implement a new training strategy so we’re
ready for future growth and any recruitment issues,” says Guido Gianasso, Vice President, and
Human Capital at IATA. “It is a different market now, but it’s a different strategy too. We’re
convinced aviation will reap the benefits in the years ahead.”

There are two main innovations, which are applicable across all sectors of the industry. First is
the move towards competency-based training and away from a bottom-up, classroom approach.
This entails teaching a candidate until they are deemed competent, rather than relying on
prescriptive rules such as counting the number of hours trained.

Pilot training provides the clearest example. “The new strategy has been developed to ensure
recruits are equipped to deal with modern aircraft in a 21st-century operating environment,” says
Guenther Matschnigg, Senior Vice President of IATA’s Safety, Operations and Infrastructure
department. “So we don’t delay a talented person from progressing quickly, and we don’t
jeopardize safety by passing somebody when they’re not ready.”

The Multi-crew Pilot Licence—a symbol of this brave new world—has already produced about
50 graduates in different countries and some 400 are currently in training.

The other crucial training development is utilizing industry data. This means using all available
information in a training program. “For example, there was nothing that trained pilots for a high-
altitude stall, even though we have clear evidence that this can be a real risk,” says Matschnigg.
“We have exhaustive data, and we must exploit that in our training methodologies. Evidence-
based training is vital.”

Other improvements will supplement the fresh outlook. Instructors will need to be schooled to
the same high standard throughout the world, and training exercises and simulators will need to
be aligned with the new methodology.

Outside the classroom

Dnata has been moving towards competency-based training for the past two years. Training Manager
Craig McBride says this means people don’t have to be pulled away from their jobs for days spent in the
classroom. “We can now conduct ongoing training and assessment on the job, and so keep productivity
levels high,” he says. “It makes a vital difference to costs.”

McBride reveals the sheer scale of operations at Dubai has allowed the company to identify further
efficiencies met by competency-based training. “For example, we have a new aircraft push-back
simulator arriving in 2010,” he says. “This will maximize the cost effectiveness of our training although,
of course, it isn’t an option for everybody. We have 85 push-back operators so can justify the
expenditure.”

Another low-cost competency training technique, e-learning, is also allowing Dnata to do more with less.
Software is becoming more interactive and a better training tool as a result.

Indeed, interaction is a cornerstone of the modern training philosophy. Moore explains that Dubai’s status
as a transfer hub means a large number of nationalities use the airport on a daily basis, and staff must
have excellent customer-facing skills and be competent in dealing with a variety of issues from new
technology to simple wayfinding. “Some aspects of our work can still be quite intensive here,” he says.

E-LEARNING

electronic learning or e-learning systems have caught on rapidly during the past few years. E-
learning programs provide a training system that employees can log into from anywhere, at any
time, a great advantage for workers who are constantly on the go.
E-learning programs continue to evolve as they grow out of infancy. The future direction of e-
learning has been defined as "blended learning," according to many company executives. E-
learning system providers, such as Centra and Mentergy, have found that their customers are
blending multiple training practices to provide a fuller, more beneficial training experience for
their employees. For example, a student may take a segment of a course through self-paced e-
learning and then attend a classroom session for the latter part of the course.

Match content to training method

1. Know your business problems, goals, and objectives.

2. Know the content being delivered and ask how it might be received.

3. Determine the length required for the class.

4. Find out the knowledge level of the student.

4. Determine how the student learns best: at his or her own pace or from a classroom instructor.

2. Weighing learning method

E-learning courses add value to traditional learning modes by offering self-paced or live,
instructor-led classes. Specifically, self-paced courses can be taken at the student's leisure and
are good for self-motivated students. Typically these types of courses have been well-suited for
IT training and can be taken at anytime, anywhere, making them convenient for busy workers as
well as for globally dispersed employees. Companies such as Digital Think and Smart Force
provide a number of self-paced courses.

Live e-learning takes place in a virtual classroom at a scheduled time that students commit to
attending, just as they would a traditional class, minus the travel. Students can collaborate, share
information, and ask questions of one another and of the instructor in real time.
Live e-learning is good for sharing information. Soft skills such as management, leadership, or
team building can be tackled in this environment. However, this type of training works best if the
class size is limited to 25 people to allow for optimal group interaction.