INTRODUCTION

Every organisation requires well-trained and experienced personnel to carry out the necessary
tasks. Employee skill levels must be raised, as well as their versatility and adaptability.
Inadequate job performance, a decrease in productivity, or changes as a result of job
redesigning or a technological breakthrough necessitate some type of training and
development effort. Employee development becomes more important as the job becomes
more complex. Employee training and development are not only desirable in a rapidly
changing society; they are also an activity to which an organisation must commit resources if
it is to maintain a viable and knowledgeable work force.

The importance of training and development can be summed up by a Chinese proverb: "If
you want to plan for a year, sow seeds; if you want to plan for ten years, plant trees; if you
want to plan for a lifetime, develop men." As a result, no organisation can ignore its
employees' learning and development needs without seriously affecting their performance in
a rapidly changing society. If an organisation wants to keep a viable and knowledgeable
workforce, it must invest resources in it.

Training is the process of memorising a series of pre-programmed behaviours. There is some

education in all training, and some training in all education. And development cannot be
separated from training and education. Knowledge is applied through training. It aims to
improve employees' current job performance or to prepare them for a new job. Training is the
foundation of good management because it increases employee effectiveness and
productivity. It is an essential component of the overall management programme.
Development is a process that is related to it. It includes not only activities that improve job
performance, but also those that promote personality development, assist individuals in
maturing and realising their full potential, so that they become not only good employees, but
better men with greater responsibilities. Development is the preparation of a person for a
larger and more responsible position.

Training is a short-term process in which non-managerial personnel learn technical

knowledge and skills for a specific purpose using a systematic and organised procedure.
Development is a long-term educational process in which managerial personnel learn
conceptual and theoretical knowledge for general purposes through a systematic and
organised procedure. Training only refers to technical and mechanical instruction, whereas
development refers to philosophical and theoretical educational concepts. Training is
intended for non-managers, whereas development is intended for managers.

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STATEMENT OF THE PROBLEM

Management development aims to prepare employees for future positions within the
organisation. Acquiring skills and knowledge necessitated performing a variety of tasks and
functions related to their future roles. The primary goal of this research is to comprehend and
learn about the impact of Kotak Securities Pvt.Ltdtraining .'s and development programme on
its employees. As a result, the study is being conducted to assess the effectiveness of training
and development at the executive and non-executive levels of Kotak Securities Pvt. Ltd.
employees.

Hence the statement of problem is

A research on effectiveness of training and development Programme with special

reference to Kotak Securities Pvt.Ltd.

Objective of the study

 To know and evaluate the skills of the employees require to perform their jobs
 To study the various training programmed organized by the organization.
 To understand the impact of training programme on the employees of Kotak
Securities Pvt.Ltd.
 To find out opinion and satisfaction level of the employees regarding the training
programme at Kotak Securities Pvt.Ltd.

Scope of the study

The study will help to understand

 The present condition of training and development at Kotak Securities Pvt.Ltd.

 The expectation of employees towards training and development programmes
 To know the willingness of employees towards the training and development
programmes

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Design of the study

The design of the study is conceptual within which the study is conducted

Research Design

Research design has characteristics, problem definition, specific methods of data collection
and analysis.

Research methodology

 Descriptive
 Experimental
 Explorative

Data sources

 Primary data
 Secondary data

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 Chapter one

Training is one of the most important components of Human Resources; employees at all
levels must be developed in order to perform their duties effectively and grow in action. In
any organisation, training and development is a continuous process. The need for training and
development is determined by the employee's deficiencies, which are listed below.

Training and development are critical components of human resource development. It is

playing an increasingly important role as a result of technological advancements, which have
resulted in increased competition, increased customer expectations of quality and service, and
a subsequent need to reduce costs. It is also becoming increasingly important on a global
scale in order to prepare workers for new jobs. In this article, we will concentrate on the
emerging need for training and development, as well as its implications for individuals and
employers. Peter Drucker, a well-known management author, predicted that the fastest
growing industry would be training and development as a result of the replacement of
industrial workers with knowledge workers.

One of the most important HR functions is training and development. Most organisations
consider training and development to be an essential component of human resource
development. Since the turn of the century, there has been a greater emphasis on the subject
in organisations all over the world. Many organisations have mandated training hours per
year for employees in light of the fact that technology is rapidly deskilling employees.
Technically, training entails a change in a person's attitude, skills, or knowledge, with the
resultant improvement in behaviour. For training to be effective, it must be a planned activity
carried out after a thorough need analysis and must target specific competencies; most
importantly, it must be carried out in a learning environment.

Many times, training and development are confused; both are distinct in some ways but are
components of the same system. Development entails creating opportunities for employees to
grow. It is more long-term or futuristic in nature than training that focuses on the current job.
It is also not limited to job opportunities within the current organisation, but may also focus
on other aspects of development.

Employees at various organisations are required to attend a presentation skills training

programme, but they are also free to choose a course on 'perspectives in leadership through
literature.' Whereas the presentation skills programme assists them on the job, the literature-
based programme may or may not.Similarly many organisations choose certain employees
preferentially for programs to develop them for future positions. This is done on the basis of
existing attitude, skills and abilities, knowledge and performance of the employee. Most of
the leadership programs tend to be of this nature with a vision of creating and nurturing
leaders for tomorrow.

The primary distinction between training and development is that, whereas training
frequently focuses on current employee needs or competency gaps, development is concerned
with preparing people for future assignments and responsibilities.

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Training & development need = Standard Performance (expected) – Actual
Performance

Characteristics of an effective training system

1. It is a systematic process of changing knowledge, skill, behavior and or motivation of

employees to improve their performance on the job as per the aims and objectives of
the organization.
2. It should facilitate introduction of newer technology, new work methods, innovations
and all round enhancements of productivity and quality of products and services.
3. Transfer of new knowledge and skills depends on how the training is designed,
delivered and, moreover, how the manager measures its effectiveness.

However, not all training is created equal.  The extent to which training can influence
learning, behavior change, performance, and profitability depends largely on how it has been
designed and delivered.  The following features have been directly associated with improved
employee and organizational outcomes:

 Start with training needs assessment:  This is a systematic process for determining
who needs to be trained (i.e., who requires improved KSAs), what they need to be
trained on (i.e., what tasks require improvement), and how the training process will be
supported and aligned with strategic objectives.
 Identify and communicate purpose, objectives, and outcome: These are identified
based on the training needs assessment results and must be communicated to trainees
in a clear and understandable manner. Motivation to learn increases when
communication includes a message about how the training will be used and what the
expected outcomes are.
 Relevant content:  To be effective, training must include content that is directly
related to trainee job experiences. This makes intuitive sense, but when ignored, it can
reduce the impact of training on performance to zero. Consider the training sessions
you've attended that were unrelated to your day-to-day work.
 Active demonstration:  Trainers must actively demonstrate the training's specific
skills and processes. The use of live demonstrations provides trainees with a model of
desired behaviour, resulting in greater learning and transfer of training regardless of
the topic. For example, if the training is on interpersonal communications, the trainer
might demonstrate active listening skills with a willing participant in a role-play. The
trainer may bring an engine to an engine-repair class and demonstrate how to bore out
the cylinders.
 Opportunities for practice:  Effective training programmes provide numerous
opportunities for trainees to put what they've learned in class into practise. By
incorporating application exercises into the training workshops themselves, you
provide trainees with a safe environment in which to try out new skills and make
mistakes without fear of repercussions.
 Regular feedback during training:  Trainers must also provide feedback to
employees as they practise their new skills. Feedback should be provided both during
practise and after the exercises are completed). It should also be directly related to

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 how the trainee completed the task and should never be centred on personal
characteristics. "You are such a clutz," for example, could be considered negative
feedback.
 Post-training environment:  It is critical that employees are given opportunities to
practise the skills they have learned following training. If the post-training
environment does not support this, research has shown that training has little to no
impact on trainee performance and organisational utility; in other words, there is little
or no ROI.

Training programmes that incorporate these characteristics will consistently result in

improved employee outcomes (learning, behaviour change, and job performance) as well as
organisational impact (utility, performance, turnover). Of course, designing a training
programme is far more complicated than simply following the rules outlined above (e.g., you
have to determine the method of training deliver, training materials, etc.).

Nature of training and development

1. Training is an act of increasing knowledge, skill and attitude of an employee for

improving his/her performance on the job. It is concerned with imparting specific
skill for doing particular job.
2. Training includes education which is concerned with increasing general
knowledge and understanding of an employee’s total environment.
3. Training means learning which helps in modification of behavior as a result of
some experience.
4. Development has a broader meaning. Its aim is to grow or improve the overall
personality of an individual.
5. It is a continuous process and is on the initiative from individual to meet their
future needs.
6. It enables the participants to gain skills, learn theoretical concepts and help
acquire vision to look into the distant future.

Objectives/Purpose/Goals of Training and Development

The purpose of training and development can be explained as follows:

1. Improving quality of workforce

2. Training and development programs can help in improving the quality of work
produced by the workforce of organization. Mostly, training is given in a specific
area like finance, marketing or HR, which helps in improving the quality of work
in that particular area.
3. Enhance employee growth
4. By attending these training and development programs, employees are able master
the work of their jobs and that's how they develop and grow themselves in a
professional way.
5. 3. Prevents obsolescence

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 6. These programs help employees to keep themselves up to date with the new trends
in latest technology, which reduces the chances of termination of the job.
7. 4. Assisting new comer
8. These programs help new employees to adjust themselves in a new working
environment, culture and technology. They feel themselves as regular employees
of that organization.
9. 5. Bridging the gap between planning and implementation
10. It helps organizations to easily achieve their targets and goals what they actually
planned for. Employees know their job better and they deliver the quality
performance according to needs of top management. That's why organizations can
easily implement their plans.
11. 6. Health and safety measures
12. Training and development program clearly identifies and teaches employees about
the different risk involved in their job, the different problems that can arise and
how to prevent such problems. This helps to improve the health and safety
measures in the company.

Importance of training and development

Training and development are at the forefront of HRD as technology creates more deskilled
workers and industrial workers are replaced by knowledge workers. The human development
department is now expected to take a proactive leadership role in responding to training and
business needs. Training is an expensive process, not only in terms of money, but also in
terms of time and other resources spent on it. The most important question is therefore
whether there is a need for training and whether the intervention will directly or indirectly
contribute to the achievement of organisational goals. The answer to the above-mentioned
question is found in the 'training needs analysis,' which is the first step in the entire training
and development process. Another perspective on the training requirement is that it is the
difference between 'what is' and 'what should be.' Taking cues from this, the World Bank
conducted a needs assessment and concluded that many of its units in eastern Europe needed
to be transformed from state-owned enterprises to self-sustaining organisations.. A number of
universities were then contacted in order to develop the necessary modules and provide
training on them. A training needs analysis is a methodical approach to determining training
requirements. It is carried out in three stages: at the organisational, individual, and job levels,
which are referred to as the organisational, individual, and job analyses, respectively.. After
these analyses are completed, the results are compiled to determine the training program's
objectives. Although each step in the training process is distinct in its own right, needs
analysis is unique in that it lays the groundwork for the type of training that is required. The
assessment determines whether knowledge, skill, or both are required for intervention. When
both of these factors are present but performance is still lacking, the issue may be one of

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motivation. It thus emphasises the need for and the appropriate intervention, both of which
are required for the training to be effective.

Organisational Analysis

The organisational analysis is intended to narrow down the focus areas for training within the
organisation as well as the factors that may influence them. The organization's mission,
vision, goals, people inventories, processes, and performance data are all investigated. The
study provides hints about the type of learning environment required for the training.
Motorola and IBM, for example, conduct annual surveys while keeping the organization's
short and long term goals in mind.

Job Analysis

The needs assessment survey job analysis aims to understand the 'what' of the training
development stage. The type of intervention required is determined by the job analysis. It is
an objective assessment of the job that takes into account both the worker oriented - approach
and the task oriented approach. The worker approach identifies key behaviours and ASK for
a specific job, whereas the task - oriented approach identifies the activities that must be
performed in a specific job. The former is helpful in deciding on an intervention, while the
latter is helpful in content development and programme evaluation.

Individual Analysis

The individual analysis, as the name implies, is concerned with who in the organisation
requires training and in what specific area. Performance is extracted from the performance
appraisal data and compared to the expected level or standard of performance. Individual
analysis is also carried out using questionnaires, 360 feedback, personal interviews, and so
on. Similarly, many organisations use competency ratings to evaluate their managers; these
ratings can come from subordinates, customers, peers, bosses, and so on. Aside from the
organisations mentioned above, attitude surveys, critical incidents, and assessment surveys
are used to understand training needs, which will be discussed in detail in other articles.

Employees must be trained on a regular basis to keep them up to date on the latest
developments, technologies, and software, as well as to prepare them for unforeseen events.

Employee training manuals are small handbooks that training managers give to employees for
future reference. Employee training manuals should include relevant information that will
assist employees in improving their capabilities, ultimately increasing productivity and
benefiting the organisation. People have a tendency to forget things after a certain amount of
time. Employee training handbooks assist them in recalling what they have learned in various
training sessions. You can also give your training manual a catchy name.

Employee training manual is a collaborative effort of all trainers who put together
information, latest happenings in respective domains, new updates for employees to help
them acquire new skills and learnings.The ultimate goal of training manual is to help

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employees in their current responsibilities as well as future assignments.

There can be two formats for training manuals. One which would give general information
about company’s policies and rules and regulations which every employee irrespective of
his/her designation needs to follow. Such training manuals ought to be handed over to the
employee from the first day he joins the company It assists the new candidate in
comprehending the company's internal systems and procedures. Employee training manuals
of this type provide a detailed understanding of the company's timings, dress code, labour
laws, safety techniques, lunch timings, leave policy, hierarchy, reporting system, grading
system, and so on. They only contain general information that applies to all individuals who
have a direct relationship with the organisation. Believe me when I say that no one
remembers what he or she was told on the first day of training. Everything should be in
writing so that employees can refer to it if there are any questions or misunderstandings.
Employees can also consult their employee manuals without bothering their bosses or
coworkers. Transparency is also ensured at all levels by employee training manuals.

Rules are same for everyone whether he/she is a sales professional, admin executive or a Vice
President.

Other types of employee training manuals include those that provide project-specific,
position-specific, or task-specific information. Such training manuals are created in
accordance with the employee's primary responsibilities and areas of specialisation. These
manuals provide detailed instructions on how to complete a specific task. Position-specific
training manuals assist employees in acquiring additional skills that will allow them to
outperform their coworkers and make a name for themselves. These training manuals can
also be tailored to specific tasks and roles. Such manuals guide employees to complete their
tasks flawlessly and assist them if they become stuck somewhere. A marketing professional's
employee training manual would differ from that of a MIS executive.Marketing professional
needs training on brand positioning, soft skills, time management, presentation skills,
effective listening skills and so on. Employee training manual of a MIS executive ought to
throw light on reporting formats, excel etc.

Employee training manuals should contain accurate and up-to-date information. Make certain
there are no grammatical or spelling errors. Avoid using complicated jargons that people may
find difficult to understand. Employee training formats should be "easy to follow."

In nutshell training is needed for:-

 Training is required for improving performance on the job.

 Training is essential to keep pace with technological advances and avoid obsolesce.
 To cope with changing environment such as competition.
 Training is needed for promotion to higher jobs
 Training is needed for dealing complexity of organization problems.
 Training help to harness human potential
 Training of employees is required for achieving organization’s efficiency, growth and
to reduce costs.
 No organization can ignore the training needs of its employees.

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The need for Training and Development

Before we say that technology is responsible for increased need of training inputs to
employees, it is important to understand that there are other factors too that contribute to the
latter. Training is also necessary for the individual development and progress of the
employee, which motivates him to work for a certain organisation apart from just money. We
also require training update employees of the market trends, the change in the employment
policies and other things.

The following are the two biggest factors that contribute to the increased need to training and
development in organisations:

1. Change: Almost everything can be summed up in the word change. It is one of the
most important factors contributing to the need for training and development. There
is, in fact, a direct connection between the two. Change necessitates the need for
training and development, and training and development necessitates individual and
organisational change, and so on. More specifically, technology is driving the
demand; it is changing the way businesses function, compete, and deliver.
2. Development: It is yet another compelling reason why training and development are
becoming increasingly important. Money is not the only motivator at work, and this is
especially true in the twenty-first century. People who work with organisations seek
more than just employment; they seek holistic self-development. Spirituality and self-
awareness, for example, are gaining popularity around the world. People seek
happiness in their jobs, which may not be possible unless an individual is self-aware.
At Ford, for example, an individual can enrol in a course on'self-awareness,' which
appears insignificant to one's performance at work but contributes to an individual's
spiritual well-being, which is all the more important.

After the training need analysis has been completed and there is a clear consensus on the
need for training within the organisation, the next step is to develop a training programme.
The next critical question to address is whether the training should be conducted by an in-
house expert or by an outside consultant.

Many Fortune 500 companies around the world have in-house learning centres, and some have
even gone so far as to establish their own training universities where they train new employees as
well as those who hope to join in the future. Companies such as Xerox, Good Year Tyres, Kodak,
Mahindra and Mahindra, Birla, and others have such setups for both generating prospective
employees with the necessary skills and training existing employees. Other organisations have
collaborations with the best academic institutions for employee exchange programmes.

Nonetheless, the requirements for developing a training programme remain the same. We begin
with the creation of a conducive learning environment, followed by the selection of training
methods and techniques.

Designing the Environment - Every person is unique. A single learning style may not be
appropriate for all participants in a training programme. As a result, when designing the
training programme, keep in mind 'how different individuals learn.' There are those who
prefer to learn through experience, while others prefer the lecture-based method. There are

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advantages and disadvantages to both, and the appropriate learning style is usually
determined by the trainer or facilitator.

Establishing the Variables Trainability is an important factor to consider before developing

any training programme. It is the trainer's responsibility to ensure that the employees are
willing to sit and learn something during the training programme. This is especially true of
sensitivity training, which is not widely accepted. Aside from the ability to learn, trainability
implies that the employee is sufficiently motivated to do so. Before any training programme
begins, it is the trainer's responsibility to create excitement about the event so that it attracts
all types of employees from the target audience within the organisation.

There are both formal and informal ways to accomplish the same thing. Formal methods
would include sending emails to employees who are expected to attend the programme.
Informal methods would include simply creating conditions for discussion in the cafeteria or
lounge where employees can sit together, talk, and hear things through the grapevine.

Finally, after the training programme has been delivered, evaluation provides inputs for
improving the training process. These are referred to as 'post learning inputs.' This evaluation,
which is carried out at various levels, can be used accordingly. The Kirk Patrick Model is
used by the majority of organisations to evaluate training. Feedback at each level - learning,
reaction, behaviour, and results - can be used to improve performance.

Training programmes are critical in improving an employee's capabilities, upgrading his

existing knowledge, and assisting him in acquiring new skills and learnings. Effective training
programmes assist employees in adapting to changes, thinking outside the box, surviving the
cutthroat competition with a smile, and effectively contributing to the organization's success.

Training programs need to be designed, keeping in mind the needs and requirements of
employees. Training modules should be precise, succinct, and informative. Training
programmes should not be created for the sake of creating them. Determine whether your
employees truly require training or if it is being provided merely as a formality.

Designing and Developing Effective Training Modules

Know Your Employees: Before you start designing training programmes for your
employees, get to know them well. Sit with them and try to figure out where they need help.
Allow them to brainstorm their problems and any additional skills that would help them
perform better. Managers must be aware of all of their team members' strengths and
weaknesses. Create a training programme that reflects this. Knowing your employees well
will assist you in determining the skills you will need to teach them. If you expect your
employees to benefit from training programmes, they must be specific.

Dividing Employees into Groups: It is impossible to create identical training programmes

for each and every employee. Employees should be divided into groups, and employees who
need to learn the same set of skills should be placed in the same group. You can also
categorise employees based on their age, work experience, departments, and functional areas,
among other things.

Preparing the Information: The next step is to plan the training program's content. The
content must be both informative and interesting. Include diagrams, graphs, flow charts, and

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pictures to keep your training programme engaging so that participants do not lose interest in
the middle of the session. The data must be both relevant and authentic. Teach them
everything they need to know to help them with their current and future assignments. Prepare
your training programme with your target audience in mind.

Presenting the Information: You must carefully plan your presentation. Determine how you
want to present your data. You can design your training programme using PowerPoint or
Word. It is entirely up to the trainer to select the software that will be used. Make certain that
there are no spelling mistakes. Read your presentation twice or three times to see if it has
covered all of the information you want to convey. Emphasize critical information. Create a
bulleted list for your presentation.

Delivering Training Programs: Choose your trainers with care. Remember that having the
right trainer can make all the difference. Training programmes should not be a one-way
street. As a trainer, you must understand that you are speaking not only for the people in the
front row, but also for the people in the back. Be clear and loud. Don't speak too quickly. The
trainer must engage his or her audience and encourage employees to raise questions and
concerns. Employees should not attend training programmes just to get a badge. Try to gain
as much as possible. Do not sit with your mind closed.

Needless to say, training in an organisation is intended to improve existing work methods and
patterns. It is aimed at individual development, which cannot occur until there is a transfer of
learning from the trainer to the trainee, which is then reflected in their work. But, given time,
motivation, and learning ability constraints, how can this learning be maximised?

Certain practises have been developed for use in both the training session and the
workplace. Implementing these will ensure efficient learning transfer and subsequent
reinforcement. Some of these procedures/practices are listed below:

1. Training should match the Workplace: The majority of training programmes are
idealist in nature. The trainees leave with a positive impression, but when they try to
implement it at their workplace, they encounter a major disconnect. The context of
training and the context of work should be the same for effective learning. At GE, for
example, training includes action learning tools in which real-world problems are
discussed.

2. Labeling: One effective way to reinforce the learning or important aspects of the
training programme is to appropriately name them so that they have a high recall rate
after the training is completed.
3. Create a Supportive Environment at Work: Managers or senior management
should strive to create an environment that reinforces learning and allows trainees to
apply new skills in the workplace. This may entail allowing employees to be more
entrepreneurial, innovative, and risk-taking.
4. Continued Learning: It is the responsibility of management to ensure that learning is
viewed as a continuous process rather than a one-time event. This implies that there
should be ongoing follow-ups after training, either by external consulting firms or by
an in-house expert. Retraining may be required from time to time in order to maintain
and develop one's skills.

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 5. Practice: Employees should be compelled to practice new skills. One of the better
ways is to remove the existing obsolete tools of work, so that people become out of
practice of using those.
6. Opportunity: In many organizations it was found out that it was the management and
the work procedures that acted as a hindrance in implementation of new concepts. For
example, in a certain study involving air force pilots it was found out that the trainees
were given the opportunity of practicing only 50% of the tasks they learnt in the
training! This is also true to midsized corporations that have a centralized functioning
requiring approval for even minor changes.
7. Train - Practice - Train: This involves supporting the employees to learn new skills,
practice them in between various training sessions. University of Michigan’s centre
for Learning and Development offers a management development program where
employees attend training for one week and practice them for the next three weeks
before coming back for the next intervention. These trainees spend the three weeks
working on organizational analytics, development and organizational system projects
etc.

If the above mentioned steps are implemented both within organizations and inside the
training rooms, organizations stand a very good chance of making the training effective by
ensuring a rich transfer of learning.

1. Organizational vision and perspective plans

2. Assessment of training needs
3. Setting training objectives and developing training policy and plan
4. Designing training programmes.
5. Implementation of training programmes
6. Evaluation of results and feedback for action

a)      Organizational Objectives and Strategies:

The first step in the training process is for an organisation to assess its goals and strategies.
What are we doing here? At what quality level do we want to provide this product or service?
Where do we see ourselves in the future? Only after answering these and other related
questions can the organisation determine the strengths and weaknesses of its human
resources. It is the first step in the training process, which involves connecting it to the
organization's vision, mission, strategies, and objectives. Training activities must contribute
to the organization's objectives and goals. Training should be designed with a long-term goal
in mind, preparing employees for new challenges in the future.

b)      Needs Assessment:

A training requirement is a discrepancy between the knowledge, skills, and attitudes desired
and those already possessed by employees. Individuals require training when their
performance falls short of expectations due to a lack of skill, knowledge, or attitude, and this
can be remedied through training. There are three types of needs assessments: diagnoses,

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current problems, and future challenges that must be addressed through training and
development. Needs assessment occurs at two levels: group and individual. An individual
obviously requires training when his or her performance falls short of expectations, i.e. when
there is a performance deficiency. Inadequate performance may be caused by a lack of skills
or knowledge, or by any other issue.

c)      Training and Development Objectives:

After assessing training requirements, training and development objectives must be

established. It is impossible to design a training and development programme without clearly
defined goals, and once implemented, it is impossible to measure its effectiveness. Goals
must be attainable, verifiable, and measurable. When skilled training is involved, this is
simple.

d)      Conducting Training Activities:

Where is the training going to be conducted and how?

      At the job itself.

      On site but not the job for example in a training room in the company.
      Off site such as a university, college classroom hotel, etc.

e)      Designing training and development program:

Who are the trainees? Who are the trainers? What methods and techniques? What is the level
of training? What are the principles of learning?  Where to conduct the program?

f)       Implementation of the training programme :

Program implementation involves actions on the following lines:

      Deciding the location and organizing training and other facilities.
      Scheduling the training programme.
      Conducting the programme.
      Monitoring the progress of the trainees.

g)      Evaluation of the Results:

The evaluation of the results is the final stage in the training and development process.
Because large sums of money are spent on training and development, the program's
usefulness must be judged/determined. Evaluation aids in determining the outcomes of the

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training and development programme. In practise, however, organisations either overlook or

lack evaluation facilities.

(A) On the job training methods

By far the most common method of training for all levels of personnel is on-the-job
training. The goal of on-the-job training is to get employees to a minimum acceptable
level of performance in the shortest amount of time. By using these methods, the worker
learns to master the operations involved on the job under the supervision of his immediate
loss, who bears the primary burden of conducting this training.

Following are various methods of the on the job training

(1) On specific Job
The most common or formal on the job training programme is training for specific
job. Current practice in job training has been strongly influenced by the war time
training within industry which was first designed to improve the job performance
through job instruction training. There are following methods of training:

(A) Experience
This is the most traditional method of on-the-job training. However, as a stand-alone
strategy, it is wasteful, time-consuming, and inefficient. It has been observed that it
should be supplemented with other training methods in order to be more effective.
According to a survey, they stay current through a variety of activities that are largely
unrelated to formal continuing education courses. On the job, 62% of respondents

15
cited problem-solving and colleague interactions as the most important for
professional growth.

(B) Coaching On-the-job

If the superior is properly trained and oriented, coaching by a superior is an important
and potentially effective approach. Direct personnel instruction and guidance are
typically used, along with extensive demonstration and continuous critical evaluation
and correction. The benefit is that the trainee's motivation is increased, and the
problem of learning transfer from theory to practise is minimised. The risk in this
method is that superiors may overlook coaching.

© Understudy
The understudy method is a slightly different approach from those described above in
that a specific person is designated as the heir-apparent. Under the understudy
method, the trainee works as an assistant to the current job holder. The trainee learns
through observation, observation, and imitation. Decisions can be discussed with the
subject of study so that he is aware of the policies and theories involved. The benefit
of this method is that training takes place in a practical and realistic setting. However,
there are numerous drawbacks. The method has a tendency to perpetuate the flaws and
shortcomings of current management practises. Furthermore, the understudies are
frequently overlooked by those who assist them.

(2) Position Rotation

The primary goal of job rotation training is to broaden the trainee's background in the
organisation. If a trainee is rotated from one job to another on a regular basis, he will
gain a general background. The main benefits are as follows: it provides a general
background to the trainee, training takes place in an actual situation, competition
among rotating trainees can be stimulated, and it stimulates a more cooperative
attitude by exposing a man to other fellow's problems and viewpoints. There are some
drawbacks to this method. Because of the obvious disruption caused by such changes,
productive work may suffer. As specialisation progresses, rotations become less
useful because few people have the breadth of technical knowledge and skills to move
from one functional area to another..

(3) Special Projects

This is a very flexible training device. Normally, such special project assignments
result from an individual assessment of one's own weaknesses. The trainee may be
asked to complete a special assignment, in which case he will learn the work
procedure. Occasionally, a task force is formed consisting of a number of trainees
representing various functions within the organisation. Trainees not only learn about
the assigned activities, but they also learn how to collaborate with others.

(4) Selective Reading

This is a very adaptable training tool. Such special project assignments are usually the

16
result of an individual assessment of one's own weaknesses. The trainee may be
assigned a special task, in which case he will learn the work procedure. A task force
may be formed from a group of trainees representing various functions within the
organisation. Trainees learn not only about the assigned activities, but also how to
collaborate with others.

(5) Apprenticeship
Apprenticeships can be traced back to mediaeval times, when those wishing to learn a
trade skill bound themselves to a master craftsman in order to learn by doing the work
under his supervision. Apprenticeship was not limited to artisans in earlier times, but
was also used to train for professions such as medicine, law, dentistry, and teaching.
Today's industrial organisations require a large number of skilled craftsmen, which
this system can train. Such training is either provided by organisations or influenced
by government agencies. Most states now have apprenticeship laws in place, as well
as supervised training plans. Arrangements typically include a combination of
classroom and on-the-job training.

(6) Vestibule Schools

Large corporations frequently provided what are known as vestibule schools, which
served as a prelude to actual shop experience. As much as possible, shop conditions
are replicated, but instructive rather than output is the main goal, with special
instructors provided. Vestibule schools are widely used in the training of people for
clerical and office jobs, as well as factory production jobs. This type of training is
typically shorter and less complex than that which is adaptable to the apprenticeship
system. Vestibule training is relatively expensive, but the costs are justified if the
volume of training is large or if consistent, high-quality results are required.

Off the job training methods

Trainees must leave their workplace and devote their entire day to the development
goal in these methods. Trainee development is prioritised in these methods, with any
usable work produced during training coming in second. Off-the-job training
techniques include the following:

1. Special course and lectures

The most traditional method of formal training is lecturing. Business organisations
can establish special courses and lectures in a variety of ways as part of their
development programmes. First, there are courses established by organisations to be
taught by members of the organisation. Some organisations, such as Tata and
Hindustan Lever in the private sector, Life Insurance Corporation, State Bank of India
and other nationalised commercial banks, Reserve Bank, Hindustan Steel, Fertilizer
Corporation, and many others, have regular instructors assigned to their training and
development departments. A second approach to special courses and lectures is for
organisations to collaborate with universities or institutes to create a course or series
of percent courses that will be taught by instructors from these institutes. A third
approach is for organisations to send personnel to programmes established by
universities, institutes, and other bodies. These courses are usually organised for a
short period of time, ranging from 2-3 days to a few weeks. The Sloan Fellowship
Program, established in 1931 at the Massachusetts Institute of Technology in the
United States, was the first of its kind. Such courses are frequently organised in India

17
by the Institute of Management, the Administrative Staff College of India, the
National Productivity Council, NITIE, the All India Management Association, and
other organisations and universities.,

2. Conferences
This is another old method, but it is still a popular training method. To avoid the
limitations of straight lecturing, many organisations have incorporated guided-
discussion type conferences into their training programmes. In this method,
participants pool their ideas and experience in an attempt to find better ways to deal
with problems that are frequently discussed.) Conferences may include buzz sessions,
which divide conferences into small groups of four or five for intensive discussion.
These small groups then present their findings or questions to the entire conference.
The conference method allows trainees to examine the problem from a broader
perspective.

3. Case studies
This technique, developed and popularised by Harvard Business School in the United
States, is one of the most widely used forms of training. A case is a written account of
an actual situation written by a trained reporter or analyst. Some cases are merely
illustrative, while others are detailed and comprehensive, necessitating extensive and
intensive analytical skills. Cases are widely used in a variety of programmes.) This
method improves the trainee's ability to observe, allowing him to ask better questions
and look for a broader range of problems. A well-chosen case may promote objective
discussion, but the lack of emotional involvement may make any fundamental change
in trainee behaviour and attitude difficult.

4. Brainstorming
This is a technique for encouraging trainees to think creatively. Alex Osborn's
approach aims to reduce inhibiting forces by allowing for maximum group
participation and minimal criticism. A problem is presented, and ideas are solicited.
The primary goal is quantity rather than quality; ideas are encouraged, but criticism of
any idea is discouraged. Chain reactions from one idea to the next are common. These
ideas are then critically examined. There is no trainer in brainstorming, and it has been
discovered that bringing in known experts reduces the originality and practicability of
the group contributions. Brainstorming, by definition, favours divergence, which may
explain why it is still so underutilised in developing countries where new solutions
should be valued the most. It is virtually untested, despite the fact that its immediate
application is limited to new ideas and not behavioural change.

5. Laboratory Training
Laboratory training supplements traditional training by providing situations in which
trainees can experience some of the conditions they are discussing through their own
interaction. In this way, they are essentially experimenting on themselves. The goal of
laboratory training is to change people's attitudes and behaviours. It is generally more
effective than traditional training methods in changing job performance. Laboratory
training can be divided into two types: simulation and sensitivity training.

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A. Simulation
Simulation of performance is a growing management development technique. Instead
of taking participants into the field, this method can be simulated in the training
session itself. In a training session, simulation is the presentation of a real-world
situation of an organisation. It covers a variety of scenarios and roles for the
participants. It creates an entire field organisation, connects participants through key
roles in it, and has them deal with specific situations similar to those they encounter in
real life. There are two types of simulation training methods: role-playing and
businessgames.

(i) Role-Playing
Role-playing is a laboratory method that can be used as an easy supplement to
traditional training methods. Its goal is to improve the trainee's ability to interact with
others. One of its most common applications is in human relations training, but it is
also used in sales training. It is the spontaneous acting out of a realistic situation
involving two or more people in a classroom setting. Dialogue emerges spontaneously
from the situation, as developed by the trainees assigned to it. The group's other
trainees act as observers or critics.. People who lake roles on a daily basis are
somewhat experienced in the art, and with a little imagination, they can protect
themselves into roles other than their own. Because a manager is constantly playing
roles in his interactions with others, it is critical for him to be role aware and role
think so that he can assess each relationship and develop the most effective interaction
possible. There are numerous benefits to role-playing.. By using this method, a trainee
can broaden his experience by attempting different approaches, whereas in real life, he
often only has one chance. It was discovered that role-playing in law firms resulted in
an increase in sensitivity and improved quality of actions of a work sample involving
a human relations difficulty. Role-playing has flaws that partially offset its benefits. It
is time-consuming and costly. It necessitates experienced trainers because it can
quickly turn sour if not properly directed.

(ii) Gaming
Gaming has been devised to simulate the problems of running a company or even a
particular department. It has been used for a variety of training objectives, from
investment strategy, collective bargaining techniques, to the morale of clerical
personnel. It has been used at all levels, from the lop executives to the production
supervisors. Gaming is a laboratory method in which role-playing exists but its
difference is that it focuses attention on administrative problems, while role-playing
tends to emphasizes mostly feeling and tone between people in interaction. Gaming
involves several teams, each of which is given a firm to operate for a number of
periods. Usually the period is a short one, one year or so. In each period, each team
makes decisions on various matters such as fixation of price, level of production,
inventory level, and so forth'. Since each team is competing with others, each firm's
decisions will affect the results of all others. All the firm's decisions are fed into a
computer which is programmed to behave somewhat like a real market. The computer
provides the results, and the winner is the team which has accumulated largest profit.
In the light of such results, strengths and weaknesses of decisions are analyzed.

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 B. Sensitivity Training
The most contentious laboratory training method is sensitivity training. Many of its
supporters are almost religious in their desire to improve their training group
experience. As a result of criticism and experience, a slightly revised approach,
commonly referred to as "team development" training, has emerged. National
Training Laboratories in Bethel, New York, were the first to use it. The training
groups are referred to as the 'T Group.' Its application has since spread to other
organisations, universities, and institutes.

Sensitivity training is a small-group interaction under stress in an unstructured

encounter group that requires people to become sensitive to one another's feelings in
order to develop reasonable group activity:
(i) the T-group is generally small, from ten to twenty members;
(ii) the group begins its activity with no formal agenda
(iii) the role of trainer is primarily to call attention from time to time to the ongoing
process within the group;
(iv) The procedure encourages intersection and self-examination, as well as emotional
levels of involvement and behaviour, the possibility of colleagues, and some
breakdown of established insulation and self-defense on the part of individuals. Such
training aims to increase openness with others, concern for others, tolerance for
individual differences, less ethnic prejudice, understanding of a group process,
enhanced listening skills, and increased trust and support.

Training results in organisational improvement and change only to the extent that training
participants change their behaviour when they return to work. This is the point at which the
rubber meets the road. Underpinning knowledge and attitudinal changes are extremely
important because they underpin long-term behaviour change. However, it is the resulting
change in actual work practises that results in improved organisational effectiveness in the
end. The direction and extent of behaviour change are not solely determined by the training
event. It is at least as much a function of the organization's history, structure, and culture as it
is of the trainers, managers, and participants. The model below depicts some of the most
significant workplace environment factors influencing training transfer.

Figure 1 – Workplace factors affecting employee behaviour following training

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For training to be effective, organisations must ensure that the aforementioned influences are
working together to integrate the training into the workplace. Employee behaviour after
training is the result of a complex interplay of forces within an organisation. But how often is
the training "event" seen as separate from the organisational setting in which it takes place?
Systems thinking emerged after WWII and became particularly popular in the 1970s, but how
many organisations still think in terms of one-dimensional linear models of causation? Some
of the literature on calculating the Return on Investment (ROI) of training programmes is also
ineffective in this regard. A number of case studies that have been published give the
impression that the training programme was the sole causal determinant of organisational
improvement.

We must debunk the misconception that training is a "silver bullet" that would improve
organisational outcomes without requiring attention to trainees' working environment. The
illusion here is that once we get employees into a training room and back to work, the
organisation will change for the better – defect rates will drop, more product will be sold,
managers will be more empathetic, workplace discrimination will end, or whatever the
training's goal was will happen magically without any additional effort.

Even the word "training intervention" gives us the mistaken impression that all that is
required to "cure" the problem or effect change is a time-limited and isolated training "event."
As a result, most of today's training in organisations resembles a fish cleaning exercise. We
take the fish out of the bowl, carefully clean each one, and then return them to their original
bowl.

Linking training to workplace behaviour is now more important than ever before in order to
take organisations forward. Currently, the most common method of publicising the
effectiveness of training is to publish participants' post-course suggestions. Internal marketing
and external vendor advertising blurbs that recall gushing testimonies from participants, often
bordering on religious zeal, demonstrate this. My experience with surveys that I've
undertaken has shown that trainees' initial enthusiasm fades swiftly once they return to the
realities of their jobs. Internal trainers and external consultants will market their programmes
in the future by presenting real statistics demonstrating how the training enhanced the client's
outcomes. This, I believe, will not happen until organisations adopt a more systems-based
approach to training.

21
The training business hasn't helped matters by making outrageous claims in order to attract
customers. For example, "Learn to Repair and Upgrade Personal Computers - Plus Full
Theory of Operation" was openly advertised in a recent national computing magazine. There
are no prerequisites, and all it takes is thirteen hours of instruction spread out over four
weeks. This complex practical talent can also be learned by correspondence, with the learner
receiving an accredited certificate after passing just one assignment!

Now I'd like to present a realistic methodology for managers and trainers to use in integrating
training with the workplace for effective behaviour modification. It's called the PRACTICE
model to emphasise the key topic of putting what you've learned into practise in the
workplace for the benefit of the company.

Each element of the model captures an essential workplace factor for the effective transfer of
learning. The elements are as follows.

 Procedures
 Roles and Responsibilities
 Aids on the job
 Coaching
 Targets
 Incentives
 Communication
 Engagement

Procedures

When training is part of a change initiative, the policies, procedures, and work instructions
must be consistent with the new expected behaviours and must be enforced in the workplace.
These papers could need to be examined and amended, or they might need to be generated
from scratch if they don't already exist.

Policies, procedures, and work instructions that are documented serve three important
purposes. To begin with, they serve as a vital communication tool, informing employees
about the organization's needs. Second, they record agreements reached about how and why
things should be done. Finally, they establish a common starting point for future proposed
changes to be discussed, compared, and measured. Documenting how we do things here and
why we do them, as well as keeping the paperwork up to date, sends a strong message to
employees about what is expected of them when they complete the training.

22
If a new system, such as Enterprise Resource Planning (ERP) or Customer Relationship
Management (CRM), has been introduced, it is critical that new procedures be prepared and
released before the trainees return from their training. If the processes need to be updated,
such as when a manufacturing machine needs to be replaced with a newer model, the
procedures must be revised before the trainees return. The new policies and procedures
should ideally be the focus of the training and implemented during it. When employees return
to work and are met with outmoded or non-existent processes and work instructions, they will
soon revert to the old manner of doing things.

Roles and Responsibilities

Staff will need a clear message that they will be held accountable for their actions and
performance following the training if transfer is to be maximised. Role descriptions will need
to be modified to include clear information about expected behaviours and performance. By
transcribing the behaviorally and performance-based learning outcomes of the training
programme into the job descriptions, role descriptions can provide a potent link between
training and eventual workplace performance.

For example, if one of the training program's learning outcomes is for trainees to be able to
process five customer orders per hour with all fields filled out correctly, the performance
expectation should be described in the function description in this manner. This will also act
as a clear link between the formal performance appraisal procedure and the training.
Naturally, the role descriptions will need to be updated before or shortly after the trainees
return from training, with appropriate consultation and approval.

Aids on the Job

Training aids that are used during training are ideal for replication in the workplace for usage
by employees. Models, guidelines, diagrams, instructions, templates, and checklists are
among them. Forms, macros, go-no-go gauges, and poke yoke devices are examples of other
ways to improve the benefits of training. These on-the-job assistance will help to improve
training transfer and workplace productivity, as well as product quality and service.

Coaching

The value of on-the-job counselling once training participants return to work has long been
recognised. In today's world, a lot of corporate training is quick and intense. The lost
opportunity cost of having employees away from their workplace and the difficulty of
removing them from operating contexts are the two driving forces behind this. Except for the
most basic motor skills and procedures, it is just not possible to produce workers who are
able to apply their new talents expertly in the plethora of complicated and diverse contexts
that they would experience back in the real world due to the intensive nature of the
programmes.

On-the-job assistance might be synchronous or asynchronous, in person or via technology.

On-the-job coaching for more immediate skill requirements and mentoring for longer-term
growth or career goals are examples of assistance. On-line coaching and mentoring via email
and chat rooms is now included in many e-learning vendor offerings.

23
The inclusion of on-the-job coaching in the programme design and implementation shows
participants that management is committed to instilling new behaviours. Too many
participants claim that when they returned to work, they had no or limited opportunities to
implement the skills they had gained. If newly acquired abilities are not put to use within a
short amount of time, the learning will quickly fade. On-the-job coaches can help with this by
identifying chances for skill application in the workplace.

Targets

The cornerstone of successful improvement and training programmes is the establishment of

organisational objectives prior to the start of training design. All roads will lead to the
organization's destination if it doesn't know where it's headed. So, first and foremost,
determine what organisational goals the improvement and training programmes will help to
attain. The course objectives or learning outcomes are not included here. These will be
determined later. The question is, what is the program's final benefit to the organisation? This
could include things like a lower number of faults shipped, a higher proportion of new goods
in the range, a faster time to market, less waste, better employee retention, and so on.

Beginning with defining the organisational goals will enable the organisation to:

1. measure objectively the success of the improvement programme

2. focus employee efforts on what is important
3. design an effective training programme

The goals must be significant and useful in order to achieve the first goal, which is to
objectively measure the performance of the development programme. The well-known
SMART principle, which states that goals should be Specific, Measurable, Ambitious,
Realistic, and Time constrained, is recommended here. Setting quantifiable and meaningful
goals is a difficult endeavour that takes time but is well worth the effort. It will be impossible
to judge objectively if the programme was successful without precise and measurable goals.
Do not, for example, set a target to improve product quality. Instead, set a goal to reduce
defect rates on Machine A by 10% by the end of the fiscal year.

When helping you or your client's organisation articulates its goals, questions to ask are:

 What is the organisation really trying to achieve?

 What data is already available that may serve as indicators of goal achievement?
 Who will be responsible for collecting and reporting the data?

Keep the amount of goals to a bare minimum; else, your organisation may get paralysed by
analysis. Use a combination of leading and lagging indicators, i.e., in-process and outcome
indicators, for big improvement projects. Machine downtime is an example of a leading
indication, while the frequency of late deliveries is an example of a lagging indicator. Also,
keep in mind that the HR/training department does not bear complete responsibility for

24
accomplishing organisational goals. System thinking, on the other hand, demonstrates that
meeting targets is a shared duty of line managers and supervisors.

Assessing the level of behaviour change is a Level 3 review, whereas determining progress
toward reaching organisational targets is a Level 4 evaluation, according to Kirkpatrick's
methodology for evaluating the success of training programmes. The idea is that assessments
at these two levels are not evaluations of the training programme per se, but evaluations of
the organization's improvement programme, which includes the training programme as a
component.

There may appear to be no "bottom-line" goals suitable to some programmes. What are the
measurable organisational outcomes of team-building and leadership development
programmes, as well as statutory awareness programmes like Equal Employment
Opportunity and Unfair Dismissal? Soft metrics, such as those obtained via survey
instruments such as 360-degree questionnaires, are recommended for
professional/interpersonal skills programmes and the like. I might recommend avoidance
targets for legislative compliance, OH&S training, and the like, such as no or reduced EEO
complaints, safety incidents, and so on.

We should think hard about investing resources to an improvement initiative if we can't

define what we expect as a result in quantitative terms. The money may be put to better use
elsewhere. This is also another reason to start with the measurable objectives. It serves as a
useful reality check on the planned program's utility.

Once we've decided on and established the program's measurable goals, we'll be able to focus
staff efforts on the most vital tasks. The objectives must be communicated to all levels of
management, including front-line employees. Employees who are aware of goal posts and
where they are located are significantly more likely to score goals for the company. Staff
will, of course, want to know how the game is progressing. Performance results should
preferably be posted in a public position, such as the main corridor or team meeting room,
and in an easily understandable format, such as bar or line charts, for optimal feedback.

Setting quantifiable organisational goals serves a third purpose: it prepares the groundwork
for effective training course design. The training offered will better serve the organisation if
we know what the organisation wants from the training in terms of organisational outcomes
and plan the training around these outcomes.

As an example, starting with the objective in mind, we can establish that the company wishes
to raise the operational availability of its pressing machines by 20%. It suggests that machine
operators accept responsibility for preventative and basic maintenance, as well as identifying
more problematic repairs for escalation to engineers, in order to achieve this. A list of new or
modified workplace behaviours is generated based on this specification, specifying as
explicitly as feasible the technological and procedural actions necessary. Once the new and
modified behaviours have been identified and agreed upon, the course objectives and learning
outcomes can be built around them. Of course, the learning outcomes are articulated in
behavioural terms, together with any underlying information and requisite attitudes.The
training intervention design and development may now proceed.

25
The sequence of training programme design may be presented as follows.

Figure 2 – Phases of training programme design

Even though this isn't a novel or difficult science, how frequently do we observe the above
flow reverse? When the training department receives a request for a specific type of training,
they scramble to put something together for delivery on short notice, only to be chastised for
delivering an unsuccessful programme when little changes in the workplace. Many
companies continue to utilise a buffet approach to training, claiming they want a little bit of
this and a little bit of that and choose what someone else has used previously or whatever is
available at the time. This typical methodology is turned on its head by the performance
consulting strategy presented here.You can ensure that training leads to real workplace
behaviour change through starting the front-end analysis at the finish line, with a clear
specification of the organisational goals.

Incentives

Some employees will practise the skills they learnt during the training just for the sake of
practising them. Internal drivers such as pride or a strong personal interest in the acquired
abilities inspire these employees, and they will endeavour to utilise the talents despite
organisational restrictions. Many employees will only use the new abilities if they are forced
to, and some employees may react positively to the new demands. Transfer of training will be
modest for these two categories unless there are external incentives to improve workplace
behaviour.

This is where the importance of tying skills training to the performance management system
becomes apparent. This relationship can occur at one or more of four levels: appraisals and
incentives at the organisational, departmental, team, and individual levels. Profit sharing or
gain sharing, department and team performance bonuses, team meals, gift vouchers, and
individual performance bonuses and pay reviews are all examples of possible rewards. The
crucial aspect here is that the criteria for giving the incentive must match the improvement
programme objectives and targeted behaviours in order to maximise training transfer. .
Appraisal criteria at the organisational, departmental, and team levels would be based on the
previously identified improvement programme goals. The actual behaviours taught during the
programme or their immediate outcomes would be used as appraisal criteria at the individual
level. Formal staff appraisals are also a good time to check in on each employee's progress on
their Personal Action Plan, which was created after the training.

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Another example of "silver bullet" thinking is when companies defer individual performance
comments until formal assessments. Regular feedback is beneficial to employees, and it can
be offered in a variety of ways, including informal remarks, weekly team meeting reviews,
project implementation debriefings, and so on. Waiting until formal appraisal time to embed
newly taught behaviours is likely to result in a negative outcome. When the supervisor
catches employees showing the correct or erroneous behaviours on a regular basis, training
transfer will be maximised. The feedback must be quick and detailed, occurring as soon as
feasible after the occurrence in issue and referring specifically to the aspects of the behaviour
that were commendable or that needed to be improved.

Communication

A comprehensive communication plan is the backbone to successful improvement and

training programmes. Information that will require dissemination includes:

 Changes in policies, processes and procedures and location of documents

 New and modified staff roles and responsibilities and location of documents
 Training course objectives and schedule
 Purpose, instructions for use and location of on-the-job aids
 Availability and contact details of on-the-job coaches
 Expected organisational outcomes and performance targets
 Organisational performance results
 Formal and informal staff performance feedback
 Availability of staff incentives

Ensure that each communication is sent to the proper levels of the organisation. The
expectation that information given to upper levels of management will be passed on to
supervisors and frontline personnel is generally unduly optimistic, according to experience.
When this happens, the filtering process frequently renders the original message
unrecognisable. If at all possible, I would recommend speaking directly with those who are
affected, as well as informing higher levels of management of your actions. I would also
advise against using email or written memos to communicate crucial information. These are
ineffective tools for attracting attention and commitment. Supervisors and higher-level
managers should communicate the program's nature and aims to employees as much as
possible to increase staff buy-in and incentive to behave differently.

Engagement

If training is to be effective, employees must be actively involved in the learning process and
its subsequent implementation in the workplace. Professional trainers use a range of tactics to
motivate training participants to learn. This procedure, however, must begin before
participants begin the programme. The pre-course briefing between the supervisor and the
staff member is critical here. This discussion serves to inform participants about the training's
nature and goal, as well as the specific growth opportunities it provides. This is also the time
to start talking about how the principles, techniques, and abilities taught during the training
programme will be put into practise after the participant goes home. The supervisor is also in
the best position to check that all pre-requisite reading and exercises have been done. Most

27
importantly, the pre-course briefing sends a strong statement that the company is concerned
about the growth of its employees and is committed to reaping the benefits of training.

Supervisors and managers attending the training along with the other participants will also
assist entrenching the new behaviours. The presence of supervisors and managers will help
later transfer of skills to the workplace through:

 Familiarizing supervisors and managers with the content/relevance of the course

 conveying the impression to participants that the training is important
 helping participants relate the course content to their workplace situation

The post-course briefing is the first step in engaging the participant at the end of the training.
The supervisor discusses the substance of the training as well as the participant's experiences
with the participant. Many people who return to work after training say they don't have
enough opportunities to put what they've learned into practise. The post-course briefing is an
excellent opportunity to determine, arrange, and agree with the staff member where the skills
will be used.

Individual goal-setting exercises, according to research, are highly favourable to participants

utilising the skills. The supervisor may negotiate a Personal Action Plan with each participant
as part of goal-setting. The action plan should ideally include planned workplace uses of the
required abilities, resources needed, when the skills will be applied, and how and by whom
the results will be monitored. The plan will need to be reviewed on a frequent basis to ensure
that the action items are completed.

The results are rarely successful when these goal-setting activities are performed solely by
the trainer or HR department. This is one example of how important the supervisor job is in
organisations. Supervisors (also known as Leading Hands, Team Leaders, or Frontline
Managers) serve as a link between frontline employees serving internal or external customers
and upper management. Supervisors serve as the key role model for desired performance and
behaviour, and they are best positioned to support and encourage employees after they return
from training. Not only will a supervisor who is explicitly or covertly discouraging or even
simply not promoting the application of new abilities waste limited training funds, but he or
she will also increase employee discontent and diminish morale.

Integrating the Elements

Without a unifying direction, the numerous actions mentioned above will merely be a distinct
group of activities, just as the letters p, r, a, c, t, I c, and e have no meaning until combined in
the word PRACTICE. Employees that work on the show may add their own interpretations,
pursue secret goals, or veer off on well-intentioned tangents.

The program's overall goal is to strengthen the organisation. Each element is a jigsaw puzzle
piece that interlocks with the others. Each piece has a certain function, and if one is missing,
the rest loses its importance. Procedures and policies specify how and why individuals should
perform, position descriptions specify what degree of performance is necessary, incentives
provide a personal motivation to perform, and evaluation of target attainment verifies that
people are performing.

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Procedures and role descriptions may be altered without precise reference to the behaviours
taught during the training if there is no co-coordinator to tie these aspects together.
Communication among management, personnel, and stakeholders may be fragmented and
incomplete without a coordinator. Performance targets and incentives may induce
counterproductive actions if there is no co-ordinator.

The PRACTICE model establishes the communication agenda for the programme, with the
co-ordinator ensuring that all communications are delivered to the right individuals at the
right time. Timing is also crucial in ensuring that training, job aids, changed procedures and
role descriptions, and other materials are distributed in the correct order and at the
appropriate times.

If the improvement programme is run as a project using typical project management methods,
it will most likely succeed. The project manager will be the programme co-ordinator in this
situation. I urge that the project manager be nominated from the business rather than from
HR/training to ensure maximum buy-in from the company. Depending on the organisation,
the HR/training department will be in charge of a variety of activities, such as changing role
descriptions, selecting on-the-job coaches, revising performance incentives, and, of course,
creating and delivering the training programme. It may also give consulting services in the
areas of procedural review, organisational goal-setting, and Personal Action Plans, as well as
programme evaluation. The crucial aspect to remember here is that the success goals are
business goals, and the company owns the broader improvement programme in which the
training programme is integrated.

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