Following are the three ways used individually or in combination for learning and development

approach by an organisation -

1. Fragmented Approach - Such training approach focusses on the activity being conducted rather
than the overall developmental outcome of the training. These approaches are low impact on work
performance with more emphasis on knowledge based courses. In such approach, the role of trainer
is minimal and passive. The main advantage of such training is that they are fun, easy to understand
and measure. An example of Fragmented approach will be a guest session planned by an
organisation. Another example will be the induction program of new joinees.

2. Systematic Approach - Systematic approach focusses on long term career development of

participating members. This is considered as a needs based training approach as it focusses on the
learning of participant and thus those skills would be considered which the participant finds useful
for future purpose but lacks them or is unable to use such skills efficiently. The role of trainer is that
of a provider and co-ordinator who is more involved in imparting the training to participants. Such
training approach are not directly quantified and measured but their outcome can be seen in long
term. An example of systematic training will be an IT employee trying to learn a new programming
code due to changing client demands.

3. Strategic Approach - This approach is used to train at higher levels of organisation as it involves in
understanding the training policies, plans and budgeting of organisation. Such approach identifies
current and future learning needs of organisation as well as the participants. The role of trainer is
that of change agent as his experience and knowledge about the business would ensure the success
and failure of the training program. An example of strategic approach will be when a new CEO is
appointed by the organisation.

Following are the suggestions to make Learning and Development (L&D) more impacting

1. The session should start with ice-breakers to make participants comfortable.

2. Level of difficulty in training should be gradually increased as the training progresses. Thus, easier
topics need to be covered first followed by harder topics. But there should be adequate mix so as to
not make the latter part of training too difficult.

3. Attention span of individuals need to be considered and topics should not be too boring or too
confusing.

4. There should be frequent interaction between trainer and participants so as to break the
monotony. The trainer can also take verbal response of individuals to realise if they understand the
topic in discussion or are bored etc.

5. Adequate breaks with sufficient gaps between two breaks should be given. This will ensure that
individuals can focus on the L&D process in a more productive way.
Training Needs Assesment (TNA) is generally undertaken when Actual Organisational Performance
(AOP) is less than Expected Organisation performance (EOP). Such gap can be identified by carrying
out TNA but are usually not undertaken due to the following factors -

1. Misalignment of Training Goals - Change in strategic goals of a company has not been reflected in
the training design. Thus, the training methods adopted by organisation are not efficient to
effectively impact participants although they are regarded as perfect but are considered in
perspective of old strategic objectives. Thus, a TNA will be undertaken only when the organisation
realises that their training is deviating from their desired strategic objective.

2. Reluctance of Management - Improperly identifying training needs and lack of understanding

about the training expectations and demands of the participants. These create an artificial training
demand when the problem can be solved using non-training styles. Such gap arise due to over-
enthusiasm of of management by falsely assuming that training will solve such issues. This also
creates misidentified needs that are not the same as the needs of participants.

3. No feedback process - Lack of or inadequate feedback process which gives rise to lack of
understanding the effectiveness of training. Such inadequacy of data puts the trainer under the false
assumption that their training process has been effective as there are no feedback (they would
usually consider no feedback as a positive sign rather than analysing why there is not feedback, good
or bad).

Following would be the methods that I would use to understand the development needs of 2
Assistant General Managers (AGMs) who would be working as General Manager (GM) for IT
company.

1. Conduct a one-on-one interview with AGM individually to understand and assess their knowledge
about current requirements of the role of GM. These interviews would also highlight the skills that
these individuals already possess and also those skills that they need to develop.

2. If possible, conduct an interview (or send questionnaire) to the outgoing GM (if any) to
understand what are the problems that individual had faced during his tenure. If the position in
newly created, we can send a detained questionnaire to the board of directors to understand what
are their expectations from the GMs.

These methods are based on following assumption about the situation -

1. The AGM individuals have been working with the organisation for more than 3 years and they are
fairly known to the organisational functioning.

2. The AGMs being elevated have little or no knowledge about the functioning of GM roles and
responsibilities.

3. The AGMs, over their tenure in organisation, had little chance to interact with the outgoing GM to
fully understand the role. Thus, in a way, we can say that they have not been groomed for the
position but instead are selected under unexpected circumstances.

4. The AGM must have done a little assesment about what they are going to do as GM but have not
been officially debriefed or handed the position.

5. These independent units are distinct (in terms of business process, skills required etc) from what
the AGMs have been working.