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MBA Learning and Development unit 1-15

Services Marketing (S. P. Jain Institute of Management and Research)

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UNIT

01 Introduction to Learning and

Development

Names of Sub-Units

Concept, meaning of learning and development, learning vs training, scope of training, importance of
training, objectives of training, problems of training, meaning of development, differences between
training and development, evolution of training to learning

Overview

The unit begins by explaining the meaning of training, scope of training, importance and objective of
training and problems of training. Further, it discusses the evolution of training to learning, difference
between learning and training.

Learning Objectives

In this unit, you will learn to:

 Define training
 Describe the importance and objectives of training
 Discuss learning and development
 Differentiate between learning and training
 Distinguish between training and development

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Learning and Development

Learning Outcomes

At the end of this unit you would:

 Assess the scope of training
 Evaluate the problems of training
 Analyse learning and development
 Justify the evolution of training to learning
 Identify differences between training and development

Pre-Unit Preparatory Material

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1.1 INTRODUCTION
Traditionally, organisations viewed training and development as routine processes that could not help
in creating value and dealing with competitive challenges. However, now, this view of organisations
has changed. Over the years, it has been found that organisations that use innovative training and
development practices are most likely to achieve better financial performance and attract and
retain talented employees at all levels. Therefore, nowadays, organisations invest a huge amount
in maintaining effective training and development processes. Effective training and development
practices help employees to strengthen their skills and abilities and promote new and innovative ideas.
This in turn results in overall quality, improved customer service, enhanced productivity, organisational
effectiveness, and so on. Apart from this, training and development build an organisational culture
where there is cordial employee-employer relationship, teamwork, collaboration among different
subunits and dynamism. Although training and development serve a common purpose, there are
certain differences between the two.
Training is an organised activity for enhancing or developing the skills and knowledge base of employees
to improve their current job performance. Development, on the other hand, is a process of building the
competencies of employees for future performances. Thus, training is job-oriented whereas development
is career-oriented. Perspective in training is short and perspective in development is long. The need for
training arises when there is a lack of skills among employees, whereas development is a personal drive
or ambition.

1.2 TRAINING
Hiring skilled and qualified personnel is of paramount importance to any organisation. However, to
achieve success in the long run, it is essential for an organisation to train and educate its employees
to increase their knowledge base and develop new skills. This not only leads to the development of
employees but also increases their productivity; thereby, leading to organisational effectiveness.
Training is an organised process that involves teaching or providing instructions with an aim to improve
the performance of recipients or help them to achieve a required level of knowledge or skill.

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The following are the popular definitions of training:

In the words of Edwin Flippo, Training is the act of increasing the knowledge and skills of an employee
for doing a particular job.
According to Michael J. Jucius, Training is any process by which the attitudes, skills and abilities of
employees to perform specific jobs are improved.
In the words of Gary Dessler, Training refers to the methods used to give new or present employees the
skills they need to perform their jobs.
Training is a crucial function of the Human Resource (HR) department. It is essential for an organisation
to build a culture of training in its staff so that they remain flexible and well-trained in the latest
techniques and innovation. Therefore, it is important for an organisation to develop a formal and
systematic training program to ensure that their staffs are continuously trained as per the rapidly
changing technological environment. It helps the staff fill the gap between the expected and actual
outputs required by the organisation. Figure 1 shows some questions related to training:

What is the required level of

OBJECTIVES professionl skill-, rule-and/or
knowledge-based behaviour
TRAINING

Which skill, rule and or

NEEDS knowledge-based behavior
should be trained

How should the skill-, rule and/or

MEANS
knowledge-based behaviour be trained?

Figure 1: Pre-considerations of Training

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1.2.1 Scope and Importance of Training

An organisation needs to focus on maintaining a pool of efficient employees so that it can meet its goals
and objectives within the stipulated time. Therefore, the organisation must have a successful training
programme that can improve the knowledge and skills of employees and increase their productivity.
In an organisation, the main purpose of a training programme is to improve the performance of
employees. Training is not limited to new employees but also extends to the existing employees of an
organisation. Organisations now a days invest a huge amount on conducting training programmes to
develop the skills of their existing employees. This helps employees to quickly adjust with the changing
business environment.

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Learning and Development

The following points explain the need and importance of training :

 Training is required to make new employees aware of their job roles and duties, organisational
processes and functions, etc. This enables new employees to adapt to the work culture of the
organisation.
 Training leads to the building of efficient and effective teams; thereby, enabling the organisation to
quickly respond to changes in the business environment.
 Training motivates employees to work toward the accomplishment of organisational goals and
objectives by providing them a clear picture of the organisation’s expectations.
 Training improves the knowledge of employees about their job roles, which leads to enhanced
productivity and organisational effectiveness.
 Training focuses on developing the intellect and personality of employees so that they can perform
effectively.
 Training inculcates a sense of team spirit, teamwork and inter-team collaboration, which helps
employees to adapt to team culture.
 Training enables employees to identify their strengths and use them as well to recognise their
weaknesses and correct them.

1.2.2 Objectives of Training

In an organisation, training is required to achieve the following objectives:
 Enhanced performance: Training helps improve the quantity and quality of the work output by
enhancing the knowledge, skills and productivity of employees.
 Time- and cost-effectiveness: Training helps in reducing the time for learning and also minimise
the cost of meeting the acceptable level of performance.
 Uniform learning: Training brings uniformity in the performance of employees.
 Talent selection: Training involves identifying capable employees and training them for higher jobs
which, in turn, prevents managerial uselessness.
 Effective use of materials: Training facilitates employees to make economical use of raw materials,
tools and equipment.
 Low level of accidents: Training reduces industrial accidents and damages to machinery and
equipment.
 Self-reliance of staff: Training helps minimise the need for detailed supervision of workers by
making them self-reliant.
 Positive attitude of staff: Training improves employees’ job satisfaction and morale by developing
a positive attitude among them.
 Development: Training enables employees to utilise and develop their full potential.
 Low absenteeism and turnover: Training reduces the rates of absenteeism and labour turnover.

1.2.3 Problems of Training

Training human resource is the function that leads to increase in skills, knowledge and abilities of
human resource for meeting the needs of an organisation.

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Let us understand some problems of training:

 Organisations are unable to provide requisite or appropriate training to the employees.
 Absence of core problem analysis to understand the root cause of performance issues. This leads to
irrelevant training.
 Training may not be the right response but other management solutions like improving work
process, changing the work environment or communicating expectations.
 Training is a two way process. Sometimes, management is interested in providing training but there
is a lack of employee interest.
 Training fails when employees do not want to take responsibility of their own development.
 No support from management side.
 Training employees can be excessively expensive for the organisation.
 Training can also show low return on investment.

Figure 2 shows the beneficiaries of training:

Designer

Bene£ caries
Trainer of Training Trainee
Objectives

Evaluator

Figure 2: Different Beneficiaries of Training

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1.3 LEARNING AND DEVELOPMENT

Learning is the phase in which an individual acquires and develops knowledge,skills, abilities, behaviour
and attitudes. The process of learning is never-ending. It improves current capabilities as well as
prepares people for new or higher responsibilities in future. In an organisation, learning can be formal
or informal.
The following are the types of learning which are as follows:
 Informal learning: This is an experiential type of learning which takes place randomly. Informal
learning is not pre-planned, it is self-directed.

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Learning and Development

 Workplace learning: This is a type of learning in which specific methods are followed for enhancing
learning. It takes place in the form of coaching, mentoring job rotation or through e-learning within
the organisational settings.
 Formal learning: This is a planned and systematic form of learning that makes use of well-defined
training and structured programs which include instruction and can be conducted on- or off-the-
job.
 E-learning: E-learning is defined by Pollard and Hillage as the delivery and administration of
learning opportunities and support via computer, networked and web-based technology to help
individual performance and development.
Development is the complete holistic growth and maturity of an individual. HR professionals
conduct various learning programs that help human resources perform wider or increased roles and
responsibilities. Development activities are planned, structured, continuous and systematic processes
of learning and growing an overall personality. These activities help an organisation to develop
manager’s conceptual, analytical and decisional-making abilities. The development of human resource
is a combined effort of the employees as well as the employer to enhance and upgrade the current skills
and knowledge of human resource. Upgrading knowledge is important to survive with changes taking
place in the environment. Just like training, development is also crucial to organisational growth.
The following points explain the need for development in organisations:
 Increased efficiency and reduced wastage: Development aims at strengthening the skills and
competencies of employees for future job performance. When employees acquire better skills and
knowledge, they tend to commit fewer mistakes and work efficiently. In this way, development reduces
the possibility of accidents and mishaps; thereby reducing wastage and increasing efficiency.
 Increased employee morale: Just like training, development also improves the morale of employees
by improving their knowledge base, skills and abilities. High morale of employees is reflected in their
level of enthusiasm, willingness and interest in the job.
 Improved industrial relations: Effective development practices lead to strong interpersonal
skills, discipline and regularity. This leads to healthy relationships between employees and the
management, and between the organisation and various external parties like suppliers, customers,
shareholders, etc.
 Optimum utilisation of resources: Development enables employees to make better utilisation
of organisational resources. This prevents the wastage of resources, which, in turn, reduces the
organisation’s cost and increases profitability.
 Fast response to change: Today’s business environment is subject to dynamic changes. It is of
utmost importance to an organisation to quickly adapt to these changes in order to stay ahead of
competition. Development programmes prepare employees to embrace changes wholeheartedly by
identifying their strengths and utilising them and improving their weaknesses.

1.3.1 Evolution of Training to Learning

The following will present an overview of the different styles of T&D that have been implemented
throughout history:
 Apprenticeships (400s-1400s): The origin of apprenticeship rooted in the Code of Hammurabi (the law
that governed ancient Egypt 2000 B.C.). During the middle age, apprenticeships were the first types
of training practices. Because of the increase in trades, craftsmanship became more demanding as

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a result most children were sent as apprentices to learn skills required for craftsmanship to succeed
in this line of work.
 Vestibule Training (1800s):Intensive training became very important for the people who used
to work in factories during the industrial revolution. This is because people didn’t have required
knowledge and skills to work with the machinery installed for manufacturing goods and services. In
this setting, vestibule training was considered as the near-the-job-training which was carried out
within the factory, but in a separate room having capacity to store machines with up to ten workers
and their trainer.
 Role Playing (1930s): Role playing was devised in 1910s by the psychiatrist Doctor Jacob Moreno.
Itwas the new method of training where employees were placed in the kind of situation they
could encounter in the workplace in future, but in a controlled environment. Role playing enables
employee’s to physically interact and correctly apply the needed skills to the particular situation.
 JIT (1940s):This training practice was popularised during the World War II. JIT is Job-Instruction-
Training which was designed for “supervisors in defence plants” so that they can obtain the required
skills to then be able to train their own workers in different areas.
 Computer-Based Training (1980s): This training was initially developed in the year 1959 under
PLATO (a system).Computer-based training received more attention during the late 20th century
because the technology quickly advanced and modernised. CBT gave more flexibility to people as
they acquired more knowledge and newer skills through online channels.

1.3.2 Learning vs. Training

Training is the process of giving information with the help of speech, written word or other ways of
demonstration in a particular manner for instructing the trainee. Learning is grasping information for
increasing skills and abilities to make use of the studied matter.
Table 1 shows the comparison between learning and training:

Table 1: Comparison between learning and training

Point of Difference Learning Training

Meaning The process of acquiring knowledge, skills The method of teaching someone a specific
and abilities through study, life experience, skill or type of behaviour.
or other things being taught.
Tenure Learning is a long-term process. Training is a short-term process.
Focus On developing career On developing urgent skill needs
Learner or Trainee Any individual The masses
Objective To build conceptual and general knowledge To build skills related to specific job or role-
of an individual related work.

1.3.3 Differences between Training and Development

Training is the process of increasing the technical skills of the employees required to perform current
job; whereas, development is the process of increasing the overall growth of the employees by preparing
them for future jobs.

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Learning and Development

Table 2 shows the difference between training and development:

Table 2: Difference between Training and Development

Point of difference Training Development

Scope It is a narrow concept. It is a broad concept. Training is a part of
development.
Validity or suitability Training is only valid for the present job. Development is valid for both the current
and the future jobs.
Applicability Training is applicable for a particular job. Development is not job-specific.
Target audience Training is applicable to employees Development is generally applicable to
working at the operations level. the employees working at the middle and
top management levels.
Methods Training mostly uses on-the-job training Development mostly uses off-the-job
methods. training methods.
Skills and knowledge Training develops the physical and mental Development improves intellectual
skills of employees to efficiently perform abilities such as leadership skills,
their current job. interpersonal skills and decision-making
skills of employees to prepare them for
future jobs.

Conclusion 1.4 CONCLUSION

 Training is an organised activity for enhancing or developing the skills and knowledge base of
employees to improve their current job performance.
 Development is a process of building the competencies of employees for future performances.
 Training is a crucial function of the Human Resource (HR) department.
 In an organisation, the main purpose of a training programme is to improve the performance of
employees.
 Training may not be the right response but other management solutions like improving work
process, changing the work environment or communicating expectations.
 Learning is the phase in which an individual acquires and develops knowledge, skills, abilities,
behaviour and attitudes.
 In an organisation, learning can be formal or informal.
 Upgrading knowledge is important to survive with changes taking place in the environment. Just
like training, development is also crucial to organisational growth.
 Training is the process of giving information with the help of speech, written word or other ways of
demonstration in a particular manner for instructing the trainee. Learning is grasping information
for increasing skills and abilities to make the use of studied matter.

1.5 GLOSSARY

 Learning: A phase in which an individual acquires and develops knowledge, skills, abilities, behaviour
and attitudes

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 Training: An organised activity for enhancing or developing the skills

 Development: A process of building the competencies of employees for future performances
 Formal learning: A planned and systematic form of learning
 Informal learning: An experiential type of learning

1.6 CASE STUDY: TRAINING AND DEVELOPMENT AT SIEMENS

Case Objective
The aim of this case is to highlight Siemens training techniques.
Siemens is an electrical and electronic engineering company. It recruits around 20,000 people in
the United Kingdom and also invests a large amount on Research and Development (R&D) for more
innovation. Therefore, it becomes difficult for Siemens to analyse training programme needs and
human resource need as it requires a large number of skilled human resource in the field of Information
Technology, engineering, business and other fields.
Siemens focuses more on cost reduction. It performs workforce planning and introduces various training
and development programs because recruitment involves more cost than training and development. It
introduces entry-level development programs for those fresh graduates who are about to join Siemens
for starting their careers.
The following are the development programs introduced by Siemens:
 Apprenticeship Program
 Siemens Commercial Academy (SCA)
 Siemens Graduate Programs (SGP)

Siemens offers technical apprenticeship and also provides Higher National Diploma (HND) in the related
fields to the graduates who take part in the training program. It also initiated an entrance test within
the Siemens academy for financial and commercial talent.
It supports talent for further qualification and training through IET or IMech. Training and development
programs help Siemens:
 Develop a pool of flexible and adaptable human resource
 Maximise existing employees’ productivity and earn more revenue
 Make employees more confident, innovative, enthusiastic and skilled
 Establish employees’ trust and commitment for the organisation
 Attract fresh talent and skilful human resource
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Questions
1. Analyse the workforce planning and training program of Siemens.
(Hint: Apprenticeship, Siemens academy, Training in a related field, etc.)
2. Where was Siemens more focused?
(Hint: Cost, training, installing new IT services)

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Learning and Development

3. Recruitment cost is more than training and development. Do you agree with this statement? Discuss.
(Hint: Flexible and adaptable staff, earns more revenue, etc.)
4. How training helped Siemens?
(Hint: Flexible and adaptable employees, more revenue)
5. List down the programs offered by Siemens.
(Hint: Technical apprenticeship, Higher National Diploma)

1.7 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. To achieve success in the long run, it is essential for an organisation to train and educate its
employees. Define training.
2. The process of learning is never-ending. In an organisation, learning can be formal or informal.
Explain the types of learning in detail.
3. Training is important because it represents a good opportunity for employees to grow their
knowledge base and improve their job skills to become more effective in the workplace. Describe the
importance of training.
4. Training is the process of giving information, while learning is about grasping information for
increasing skills. Differentiate between training and development.
5. Training has been around for ages. Various training methods have taken shape over the years.
Discuss the evolution of training.

1.8 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Training is an organised process that involves teaching or providing instructions with an aim to
improve the performance of recipients or help them to achieve a required level of knowledge or skill.
Refer to Section Training
2. In an organisation, learning can be formal or informal. Refer to Section Learning and Development
3. An organisation must have a successful training programme that can improve the knowledge
and skills of employees and increase their productivity. In an organisation, the main purpose of a
training programme is to improve the performance of employees. Refer to Section Training
4. Training is the process of increasing the technical skills of the employees required to perform
current job whereas development is the process of increasing the overall growth of the employees
by preparing them for future jobs. Refer to Section Learning and Development
5. Intensive training became important for the people who used to work in factories during the
industrial revolution. Refer to Section Learning and Development

@ 1.9 POST-UNIT READING MATERIAL

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UNIT 01: Introduction to Learning and Development JGI JAIN

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1.10 TOPICS FOR DISCUSSION FORUMS

 Discuss various steps involved in the training process.

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UNIT

02 Strategic Training and Development

Names of Sub-Units

Strategic Training and Development Process, Organisational Factors Influencing Training, Continuous
Learning Philosophy and Outsourcing Training

Overview
The unit begins by explaining the meaning of strategic training and development process. Further, it
discusses organisational factors influencing training.

Learning Objectives

In this unit, you will learn to:

 Define the strategic training and development process
 Describe organisational factors influencing training
 Explain continuous learning philosophy
 State the importance of outsourcing training
 Discuss the reason for outsourcing training

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Learning and Development

Learning Outcomes

At the end of this unit, you would:

 Assess the strategic training and development
 Evaluate the factors influencing training
 Design the strategic training and development programme
 Justify the continuous learning philosophy
 Identify the advantages of outsourcing training

Pre-Unit Preparatory Material

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2.1 INTRODUCTION
Strategic training and development refers to the process that involves the introduction, elimination,
modification of the skills, knowledge and competencies of the employees for undertaking organisation’s
current and future work strategically.
As described by Harrison (2000), strategic development is a development that arises froma clear
vision about people’s abilities and potential and operates within the overall strategic framework of the
business.
Strategic Training and Development is quite broad about the manner in which HRD policies and
practices can help organisations get a competitive advantage. Its main objectives are to build
intellectual capital, enhance individual team and organisational learning by developing culture of
learning – a surrounding where human resources are motivated and encouraged to learn and boost
their knowledge systematically. Strategic training and development is a business-driven policy and its
policies take individual needs into consideration.
Hence, strategic training and development makes sure that the eligible employees are available for the
present and future organisational needs. It is the source of maximising productivity, smooth employer-
employee relations and increased profitability for an organisation.
Strategic training and development is necessary for the organisation because of the following reasons:
 It creates a congenial surrounding at the workplace and improves the work life of employees.
 It facilitates the flow of information to minimise misunderstanding.
 It helps employees self-actualise through development process.
 It helps utilise the full potential of every employee for organisational development.
 It makes employees aware of their strengths as well as weaknesses.
 It makes employees competent enough to grab the opportunities.

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 It develops openness in employees’ attitudes.

 It helps in building a sense of belongingness and increases employees’ participation in problem-
solving.

2.2 STRATEGIC TRAINING AND DEVELOPMENT PROCESS

Employee development takes place at three levels. The levels are as follows:
 Organisational level: The need for employee development arises at the organisational level
when an organisation alters its business strategy with respect to the changes in the business
environment. It is of utmost importance for an organisation to quickly adapt these changes to win
over its competitors.This can only be possible if an organisation focuses on developing the skills and
competencies of employees.
 Work level: The work performance of employees can be enhanced if organisations focus on developing
the existing skills and knowledge of employees. Improved work performance helps organisations
to achieve productivity and gain high market share. Employee development aims to increase the
competencies of employees which, in turn, enhance the organisational output.
 Personal level: Employees are motivated to perform effectively if they have the right attitude, and
a high level of motivation and satisfaction. Employee development ensures that employees are
personally at a comfort able position to perform well. This, in turn, ensures high-performance levels
and productivity. An effective HRD intervention builds a positive outlook to changes in the business
environment among the employees.
Basically, employee development objectives are as follows:
 To develop the competency levels of employees
 To motivate employees towards building a successful career
 To help employees to contribute largely to the growth of the organisation
 To respond promptly to the ever-changing business environment
 To facilitate employees to learn new business trends and develop their competencies
 To identify the strengths and weaknesses of employees
 To make the effective utilisation of employees’ strengths and minimising their weaknesses to grasp
the opportunities and face the possible threat
 To help employees in their career growth
 To improve organisational performance by developing the skills, knowledge base and competencies
of employees
 To motivate the employees to work toward the achievement of organisational goals and objectives
within the stipulated time frame

An organisation needs to focus on maintaining a pool of efficient employees so that it can meet its goals
and objectives within the stipulated time. Therefore, the organisation must have a successful training
programme that can improve the knowledge and skills of employees and increase their productivity.

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Learning and Development

Training is a sequential process that involves a number of steps that are listed in Figure 1:

Reviewing Organisational Objectives

Assessing Training Needs

Deciding Training Objectives

Designing the Training Programme

Implementing the Training Programme

Evaluating the Programme

Figure 1: Strategic Training Process

Let us discuss these steps in detail.
1. Reviewing organisational objectives: This is the first step wherein the trainer studies the
predefined objectives and the business strategy of the organisation. In this step, the trainers
consider the following questions:
 What is the nature of the organisation?
 What level of quality does the organisation desire to maintain?
 What are the future aspirations of the organisation?
 What are the strengths and weaknesses of the organisation?
These questions help the trainer in deciding the purpose of the training program and determining
the training needs of employees.
2. Assessing training needs: In this step, the requirements of training are identified by comparing
the actual performance of employees with the desired performance. The existence of gaps in
the performance of employees signifies the need for training so that employees can perform
efficiently. Sometimes, changes in organisational policies and functioning also require employees
to undergo training to perform better and adapt to the changes.
3. Deciding training objectives: After the training needs are identified, the next step is to identify
the objectives of the training program. This is because, without clear objectives, the training
program may lead to failure.
Training objectives are generally derived from organisational objectives and policies. The
objectives must be tangible, realistic and justified so that they can be achieved by the participants
after going through the training program.

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4. Designing the training programme: This step involves deciding the type of training to be imparted
and selecting a suitable method of training. This is done by taking into consideration various factors,
such as training objectives,target audience and skills of the trainer.
5. Implementing the training programme: This involves putting the designed program into practice
so that training objectives can be met. It involves preparing a training schedule, communicating to
the participants about the programs, conducting and monitoring programs, etc.
6. Evaluating the programme: This is the last step in the training process where various tools and
metrics are used to measure the effectiveness of training. It is the job of the trainer to ensure that
the training program meets its desired goals. A training program is generally evaluated by taking
feedback from participants. The feedback helps the trainer in determining gaps in the training
program and correcting those gaps.

2.2.1 Strategic Development Process

Strategic development process is an organised process that involves skilful planning towards formal
and informal learning and knowledge processes and experiences with an aim to achieve organisational
performance.
Let us discuss these phases in detail:
1. Need assessment: This is the first step that involves determining the need for an HRD programme in
an organisation. This is done by identifying gaps in the performance of employees. Thereafter, needs
are prioritised based onorganisational requirements. This helps in identifying the objectives of an
HRD programme.
2. Design: After the objectives are identified, the next step is that the programme should be designed
in such a way that the set objectives can be met effectively. For example, if knowledge and skills of
employees are to be developed as identified in needs assessment, suitable training and development
programmes are designed.
3. Implementation: This is the next phase of the HRD process where the designed HRD programme is
put into practice so that the identified objective scan be met. Implementation of the designed HRD
programme is done by trainers, managers, experts, etc.
4. Evaluation: This is the final step of the HRD process where the effectiveness of the designed HRD
programme is measured. In this step, it is checked whether the designed HRD programme has met
the set objectives. Sometimes evaluation is carried out ineffectively or not done at all. This may
happen because of the wrong assumptions of managers that the designed HRD programme would
work as desired.

The following are the strategies that an organisation should implement for employee strategic
development:
 Set performance metrics: It is important to provide a quantitative metrics for helping every human
resource to know where they need to be or what they can practically accomplish. Performance
metrics help to analyse the abilities and qualities of the employees through figures and data
collected. An organisation keeps checking whether performance metrics are met. The standards are
raised accordingly which make employee realise that they are achieving something continuously.
 Create new opportunities: An organisation provides new opportunities or responsibilities to the
employee and those opportunities or responsibilities are outside the scope of their job role and
responsibilities. Organisation provides cross-training which helps employees to maximise their
knowledge and level of awareness as new learning will let them understand about others work.

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These opportunities will give them new challenges and will also help in their skill expansion which,
in turn, ultimately results in achieving success in future.
 Provide feedback: An organisation provides constructive feedback on time and also gives
recommendations for improvement. For employee development,it is important to give regular
feedback along with some figure or data such as performance metrics.
 Job shadowing: An organisation gives the opportunity to the employees to observe or “shadow”
other employee doing their job. It is very useful method for learning about a specific job of interest.
Job shadowing involves spending some time in following and observing a professional in that job.

2.3 ORGANISATIONAL FACTORS INFLUENCING TRAINING

An effective training programme is one that provides a learning experience to participants and improves
productivity. However, there are certain factors that influence the success of a training programme.
These factors are listed in Figure 2:

Top Management Support

Acceptance of Participants

Adoption of Continuous Process

Technological Advancement

Type and Time of Training

Figure 2: Organisational Factors Influencing Training

Let us discuss these factors in detail.
 Top management support: Top management is the sponsor of a training programme in the
organisation. If top management does not show any interest in the training programme, the purpose
of the entire training programme would be defeated. Thus, a trainer should ensure that the consent
of the top management is taken before designing a training programme.
 Acceptance of participants: The organisation must nurture the positive impact of a training
programme among participants so that they can learn out of it. Without the acceptance of
participants, it would be difficult for them to achieve the desired goals of training. Thus, the
objectives of training should be well-communicated to participants.
 Adoption of continuous process: In order to achieve the objectives of training, a continuous and
systematic approach should be followed towards its design and development. This is because if a
training programme is designed in a haphazard manner, it may not achieve its desired objectives.
 Technological advancement: Technology influences the mode of delivering training to a large
extent. Over the years, the use of computers and presentations has changed the way training was
conducted in the past. Therefore, it is of utmost importance for an organisation to make the best use
of technology wherever possible.

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 Type and time of training: With an increase in the competition, it has become necessary for the
organisation to conduct training on a regular basis. For this,it is important for a trainer to select
the type of training that best matches the organisation’s requirements. Moreover, the selection of
proper timing largely influences the effectiveness of a training programme. This is because if the
duration of the programme is too long, it may waste the participants’ time and affect their job
performance.

2.4 CONTINUOUS LEARNING PHILOSOPHY

Continuous learning refers to a professional development concept where the organisation’s employees
are given a chance to learn simultaneously while they work. This learning philosophy develops the
habit of learning and acquiring skills, abilities and knowledge among the employees which help them to
become consistently good at their work or job.
Continuous learning is useful and effective when a person has a strong desire most to learn and grow.
This learning is impactful when an employee is enthusiastic and ready to absorb new information, up
skill opportunities. Continuous learning environment helps an employee succeed.
Up skilling and education opportunities are also considered as a continuous learning. Some workers
are unable to pursue continuous learning because of lack of accessibility and a demanding workload.
Internet has helped organisation to remove in accessibility barriers these days.
Personal development of soft skills is also taken as continuous learning. Soft skill includes:
 The ability to effectively communicate
 The ability to maintain emotional intelligence
 The ability to think critically, and hone one’s creativity

These skills enable a person to stand out at work. Employees through continuous learning are able to
achieve their goals, cultivate their soft skills and nurture professional relationships.
The following are the ways in which continuous learning benefit organisation:
 It enables employees to take senior positions by constantly improving knowledge and skill set.
 It also enables employees to drive success in the organisation.
 It improves employee retention in the organisation.
 It also encourages employees to help the organisation reach its goals.
 It makes employees more loyalty; they feel satisfied with their career.
 It helps both the employees and organisations to accomplish new heights and become successful.

The following are some of the types of lifelong or continuous learning initiatives that a person must be
engaged in:
 Developing a new skill
 Doing self-taught study like learning a new language
 Learning a new sport or activity like join martial arts
 Learning how to use new technology such as devices, software, apps
 Acquiring new knowledge like self-interest course online

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The following are the benefits of continuous learning:

 Renewed self-motivation
 Recognition of personal interests and goals
 Improvement in other personal and professional skills
 Improved self-confidence

2.5 OUTSOURCING TRAINING

Outsourcing refers to the business practice of contracting with a third party outside a company for
providing services that were traditionally performed in-house by the company’s and its staff. Outsourcing
is considered as a cost-cutting measure adopted by the company. Outsourcing severely affects jobs.
Outsourcing was considered as a business strategy in 1989 and it also became the integral part of
economics (business economics) throughout the 1990s.
Outsourcing maintains the nature of free-market economies on a global scale.
Outsourcing Training is referred as an organisation's strategy wherein an organisation contracts an
external agency to initiate training processes and/or activities. It is a broader term having multiple
forms to utilise the external resources which includes:
 Contracting
 Licensing
 Selecting outsourcing
 Extensive outsourcing
 BPO
The following are the reasons organisations outsource training:
 For saving costs
 For saving time which help organisations to concentrate on business strategy
 For complying with federal, state and local rules and regulations
 For bringing accuracy in training mandates
 For accessing the best training practices

Conclusion 2.6 CONCLUSION

 Strategic training and development refers to the process that involves the introduction, elimination,
modification of the skills, knowledge and competencies of the employees for undertaking
organisation’s current and future work strategically.
 Strategic training and development is a business-driven policy and its policies take individual needs
into consideration.
 Employee development takes place at three levels i.e. organisational level, work level and personal
level.
 Training is a sequential process that involves a number of steps which are reviewing organisational
objectives, assessing training needs, deciding training objectives, designing the training program,
implementing and evaluating program.

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 Top management support, acceptance of participants, adoption of continuous process, technological

advancement, type and time of training etc. are factors that influence training.
 Continuous learning refers to a professional development concept which develops the habit of
learning and acquiring skills, abilities and knowledge among the employees which help them to
become consistently good at their work or job.
 Continuous learning philosophy is useful and effective when people have a strong desire to learn
and grow.
 Outsourcing was considered as a business strategy in 1989 and it also became the integral part of
economics (business economics) throughout the 1990s.
 Outsourcing Training is referred as an organisation's strategy wherein an organisation contracts
an external agency to initiate training processes and/or activities.

2.7 GLOSSARY

 Job shadowing: A process of spending some time in following and observing a professional in a job
 Strategic development: An organised process that involves skilful planning towards formal and
informal learning and knowledge processes and experiences
 Continuous learning: A professional development concept where an organisation’s employees are
given a chance to learn simultaneously while they work
 Outsourcing: A business practice of contracting with a third party outside a company for providing
services which were traditionally performed in-house by the company
 Outsourcing Training: A organisation's strategy wherein an organisation contracts an external
agency to initiate training processes

2.8 CASE STUDY: LEARNING AND DEVELOPMENT AT PROC AND GAMB

Case Objective
This case study aims to describe the learning and development at Proc and Gamb.
Proc and Gamb is one of Britain’s personal goods giants which is wholly restructured into a matrix
organisation around global business units. Proc and Gamb derives their product groups with Human
Resource strategy. This helps the company to boost productivity and performance. In the starting of
2014, the company revitalised with a 30 per cent increase in its productivity over four years in the United
Kingdom and Ireland. Proc and Gamb had consistently performed well even in the complex market
conditions and negligible staff turnover amongst employees. The company sought to retain.
The role of HR department in this transformation was to work in partnership with the business and
fulfilling the 4 HR roles that Ulrich gave for HR function seeking to be a true business partner, i.e.,
 Strategic player
 Administrative expert
 Employee champion
 Change agent

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The tensions between the above stated HR roles is considerable but at Proc and Gamb, the historical
culture of the company has worked in the HR’s favour. Proc and Gamb is innovative and has high
investor in training. Due to his the company has grown on its own, right up to the chief executive level.
Training is not considered as the only way to improve the skills. At Proc and Gamb the process of Learning
and development is considered as the key to develop skills and abilities. Because of restructuring this
company faced a major shift i.e. from ‘training’ it has shifted to ‘learning’ as a key strategy to develop
organisational learning culture across every department. Coaching is considered as the major vehicle
with almost all the United Kingdom and Ireland management sectors getting training in coaching skills.
The coaching the organisation’s human resource started at the middle level of management. The reason
behind this is the stage for delivering the training strategy.
Without front-line management’s commitment, flexibility and competence, a learning and development
strategy cannot be delivered. At the starting of 2014, coaching became a management technique
throughout the company. Learning and development has also been built into the process of performance
management which is evident in the work done company’s effectiveness, excellence, team work and job
structure. Proc and Gamb was determined to grow on its own, it rarely recruits from outside and it built
social capital which helped the company to gain and sustain leading edge.

Questions
1. Describe Proc and Gamb.
(Hint: Britain’s personal goods giants, strong business performer)
2. What was required for implementing the coaching as a vehicle of learning strategy in Proc and
Gamb?
(Hint: Front-line management’s commitment, flexibility and competence)
3. Define middle management.
(Hint: Intermediate management, line managers, specialist line managers)
4. Discuss the HR’s role in this transformation project of Proc and Gamb.
(Hint: A strategic player, an administrative expert, etc.)
5. Explain learning and development as per your understanding of the case.
(Hint: Organised process that involves skilful planning towards formal and informal learning and
knowledge processes and experiences with an aim to achieve organisational performance)

2.9 SELF-ASSESSMENT QUESTIONS

B. Essay Type Questions

1. Strategic training is to prepare managers and employees with the skills they need to complete
their work tasks both efficiently and effectively. Describe the process of strategic training and
development.
2. Training is influences by a number of organisational factors. Discuss.
3. Continuous learning is useful and effective when a person has a strong desire most to learn and
grow. Define continuous learning.
4. Continuous learning is the on-going expansion of knowledge and skill sets. List the benefits of
continuous learning.

10

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5. Outsourcing Training is the broader term which consists of multiple forms, or strategies. Elaborate
on the concept of outsourcing training.

2.10 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Training is a sequential process that involves a number of steps which are reviewing
organisational objectives, assessing training needs, deciding training objectives, designing the
training program, implementing and evaluating program. Refer to Section Strategic Training
and Development Process
2. An effective training programme is one that provides a learning experience to participants and
improves productivity. Refer to Section Organisational Factors Influencing Training
3. Continuous learning refers to a professional development concept where the organisation’s
employees are given chance to learn simultaneously while they work. Refer to Section Continuous
Learning Philosophy
4. Employees through continuous learning are able to achieve their goals, cultivate their soft skills and
nurture professional relationships. Refer to Section Continuous Learning Philosophy
5. Outsourcing training is the strategy of business wherein an organisation utilises an external agency
for handling training processes and/or activities. Refer to Section Outsourcing Training

@ 2.11 POST-UNIT READING MATERIAL

 https://us.sagepub.com/sites/default/files/upm-assets/105512_book_item_105512.pdf

2.12 TOPICS FOR DISCUSSION FORUMS

 Discuss the importance of continuous learning.

11

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UNIT

03 Training Needs Analysis

Names of Sub-Units

Concept and Importance, Need for TNA, Different Types of Training Needs Analysis, Methods and
Techniques of Training Needs Assessment, TNA Process

Overview

The unit begins by explaining the Training Needs Analysis (TNA) and need and importance of TNA.
Further, it discusses the different types of TNA, methods and techniques of TNA and TNA process.

Learning Objectives

In this unit, you will learn to:

 Define the Training Needs Analysis (TNA)
 Describe the need and importance of TNA
 List different types of TNA
 Explain methods and techniques of TNA
 Discuss the TNA process

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Learning Outcomes

At the end of this unit you would:

 Assess the training needs analysis
 Evaluate the need and importance of TNA
 Design different types of TNA
 Justify the meaning of methods and techniques of TNA
 Identify the TNA process

3.1 INTRODUCTION
Training in a general sense refers to the skill improvement of individuals and has an immediate or direct
effect on their job performance. The purpose and objectives of training vary with various functional
levels to which the employee belongs.
The rudimentary objective of any training event is to create a match between employees and their job
roles. Consequently, the purpose of training lies in the objective of enhancing the knowledge and skills
of employees and in evolving the right attitude among employees. This enables them to successfully
accomplish their present job or to efficiently prepare for a future project. Nevertheless, from an
organisation’s viewpoint, organisational effectiveness improves with the growth of employees.
Person analysis reflects that the focus is being on individual employees. Learning or training programs
when designed with the aim of achieving specific goals result in immense benefits to the individuals
and the organisation both. Contemporary organisations believe in designing and managing their own
corporate training centres. While deciding which training methods are suitable for prospective trainees,
the current level of expertise possessed by trainees must be considered. When training is conducted at a
trainee’s regular workplace, such as desk or machine, it is referred to as on-the-job training. Classroom
training approaches are defined as those methods that are conducted outside of the normal work
setting.

3.2 TRAINING NEEDS ANALYSIS (TNA)

Training Needs Analysis/Assessment (TNA) refers to the process wherein a company recognises the
needs of training and development for its employees. This assessment helps the employees to do their
job effectively. Due to change in technology at very fast pace, the training and development needs of
employees are also increasing. TNA grooms human resource of the organisation for the next level and
helps the managers in recognising the important development areas of employees. Through adequate
training and development, the overall organisational productivity increases manifold.
“Training Needs Assessment” (TNA) is the method of determining if a training need exists and, if it
does, what training is required to fill the gap. TNA seeks to identify accurately the levels of the present
situation in the target surveys, interview, observation, secondary data and/or workshop. The gap
between the present status and desired status may indicate problems that in turn can be translated
into a training need.
Training Needs = Desired Capability – Current Capability of the Participants
Many organisations have in-house experts. These experts are the one who provide training to the other
junior employees on multiple or specialised aspects of the business. Normally, an organisation already

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mark the dates or month in the calendar in advance. There are various sessions which are also listed
out and employees can pick which session they have to attend as per their business requirement for
improving personal development needs. Many organisations select some employees and send them to
attend training programs outside (off-the-job training) organisation to get familiar with the technical
know-how or a course that would be relevant to concerned employees job profile. TNA is mainly an
element of the appraisal process and an employee need to complete training and development programs
identified by the manager at the end of the year.
Previously, not much importance was given to the training and development but training and
development now has become a crucial part of the organisation to meet its broad goals and objectives.
Managers are responsible for identifying training needs of their team members.
Firstly, they need to identify what type of skill set is needed to perform the job or the process. Second,
managers have to assess existing skill levels of the team members, and lastly, they find out the training
gap which is defined as the difference between the skills needed to finish the job and existing skill set of
any particular team member.
Figure 1 shows Gap analysis:

Required Performance or Desired

Behavior

GAP NEED/S

Actual Performance or Behavior

Figure 1: Gap Analysis

3.2.1 Need
Need is when there is a learning gap between the desired and current condition. TNA is needed as it
helps in answering the following questions:
 It enables an organisation to solve a current problem.
 It overcomes or eliminates a past or current problem.
 It helps an organisation to create or take advantage of a future opportunity.
 It enhance learning, development or growth.
An organisation may face the following consequences in the absence of TNA:
 Loss of business
 High rate of labour turnover
 Increased training costs
 Increased recruitment costs, including advertising and incentives
 Poor quality of applicants
 Increased overtime working

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 Restraints on business developments

 Increased rates of pay, overtime, etc.
 High stress and pressure on management and staff of the organisation to provide cover/substitutes
 Extra retention costs in the form of flexible working time
 High pressure on job evaluation, grading structure payment system and career structure
 Need for job restructure and modification of job specification
 Undermining career paths and structure

3.2.2 Importance
TNA when designed with the aim of achieving specific goals result in immense benefits to individuals
and the organisation both.
Implementing learning or training program without prior needs analysis may result in inappropriate
results.
The key benefits of conducting a needs assessment are as follows:
 It helps in informing trainers about the broader needs of trainees.
 It helps trainers pitch their course inputs closer to the explicit needs of trainees.
 It helps the training department to be more responsible and more clearly linked to other human
resource activities
 It helps in making the training program easier to attract for line managers.

3.3 DIFFERENT TYPES OF TNA

In TNA, there is a complete analysis of training needs required at different organisational level. Figure 2
shows the types of TNA:

Performance analysis

Feasibility analysis

Needs Vs. wants analysis

Goal analysis

Job/task analysis

Target group analysis

Contextual analysis

Figure 2: Types of TNA

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Let us understand the types of TNA:

 Performance analysis: This is also known as gap analysis. It provides answer to the following
questions:
 Is the issue a skill/knowledge deficiency?
 How can the deficiency be addressed?
 Is training the appropriate way to fix this deficiency?
 Feasibility analysis: This analysis helps in answering the following questions:
 Why should training be done?
 Is the benefit of training greater than cost of the current deficiency?
 Needs vs. Wants analysis: This analysis helps in finding the answer of following questions:
 Why should this training be done?
 Is the deficiency tied to a need?
 Goal analysis: This analysis helps in finding the answer of following question:
 What is the specific behaviour improvement behind a vague desire?
 Job analysis: This analysis answers the following questions:
 What is the best and correct way to do this work?
 How can this job and task be broken down into teachable parts?
 Target group analysis: This analysis answers the following questions:
 Who is the trainee for this training?
 What is known about them to help design and customise this training?
 What other groups might benefit from training?
 Contextual analysis: This analysis answers the following questions:
 When will the training be presented?
 What are the other requirements to deliver the training successfully?

3.4 METHODS/TECHNIQUES OF TNA

TNA is much likely to make intrusion into organisational life. TNA of employees influences a change
in the employees’ behaviour pattern. The co-operation of employees and minimal disruption in needs
assessment is possible if it is carefully designed and supported by the organisation. Clearly, the analyst
needs to take steps that help in working effectively with all parties for gaining the trust and support
of participants in the needs assessment. A needs analysis in an organisation can be performed in the
following three segments:
 Organisational analysis: For identifying the needs for training in anorganisation, organisational
analysis is very crucial. Organisational analysis seeks to scrutinise the short-term and long-term
goals of the organisation and inclinations which affect these goals. Following questions are needed
to be asked for organisational analysis:
 Is there an adequate supply of people in the organisation?
 What strategy does the organisation use to attract, retain and motivate various workforces?
 How does the organisation compete for hiring individuals with the right skills, knowledge, and
abilities and attitudes?

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 How are the employees supporting the organisation in making it competitive both at the
domestic and the international levels?
 Which jobs are to target for providing training?
An analysis of the mentioned issues enables organisations in identifying skill gaps in individuals and gets
the gap fulfilled by providing appropriate training. An appropriately executed organisational analysis
helps in answering the question that where the training should be emphasised to enhance learning in
the organisation. An organisational analysis also helps in finding the factors which may affect training.
Organisational goals, performance data, personnel inventories, and climate and efficiency data are
examined to do organisational analysis. It is preferable to conduct such examinations in relation
to labour supply forecast and gap analysis. It is also needed to explore the organisation system’s
constraints which may create hindrances in the training process. Training or learning should not exist
in a vacuum and the pretext of conducting training should have an impact on an individuals’ learning.
Many organisations require detailed surveys of the workforce in the organisation for determining the
training needs as part of their planning process. For instance, organisations, such as IBM and Motorola,
conduct annual surveys to assess specific training needs in the context of short-term and long-term
organisational goals.
 Task and KSA analysis: Organisations should also need to do the necessary assessments for
identifying what tasks are required on each job and which knowledge, skills and abilities (KSAs) are
necessary to accomplish these tasks. This analysis helps in preparing a blueprint that describes the
KSAs to be realised as the training program gets completed.
 Person analysis: Person analysis states that the focus should be on individuals. The facet of person
analysis is to recognise the important KSAs that prospective trainees have already learnt so as to
save time by not repeating the training. The answers to the questions, such as who needs training
in the organisation? And what specific training should be provided? are delivered by person
analysis. Person analysis is done by comparing the data of performances of individuals, groups or
key job function unitswith the expected performance standards. Many organisations use the self-
assessment method to gather performance data of individuals’ jobs. For instance, Ford distributes
a self-assessment questionnaire to its staff in order to determine the training needs for a new
computer language.

3.5 TNA PROCESS

The TNA process can be divided into 5 steps, which include identification of problem needs, determination
of design of need analysis, data collection, data analysis and feedback. Figure 3 shows the steps in TNA
process:

Identification of Problem Needs

Determination of Design of Need Analysis

Data Collection

Data Analysis

Feedback

Figure 3: Steps in TNA Process

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Let us understand these steps in detail:

1. Identification of Problem Needs: Here, an organisation tries to find out whether there is any need
to provide training by conducting gap analysis. Organisational policies, goals, objectives, roles and
responsibilities are taken into consideration while identifying problem needs.
2. Determination of Design of Need Analysis: In the second step, an organisation determine the target
group which is to be trained, an interviewee, survey method and plan which includes TNA schedule
and persons in charge of TNA. In this step, an organisation prepares training course which serve as
a guide or road map. The survey should produce the following elements in its report:
 Training subject(s)
 Importance of the training
 Time requirements
 Current target group
 Potential target
 Group
 Frequency of training
 Required outputs of the training
3. Data collection: Next step is the collection of data. Data is collected in the following manner:
(i) Reviewing documents on existing training (secondary data and information)
(ii) Conducting survey including interviews and observation at work.

Table 1 shows the benefits and weakness of conducting survey:

Table 1: Benefits and Weakness of Conducting Survey

METHOD BENEFIT WEAKNESS WHEN TO USE

Review of Factual information Objective May be out of date When you need factual
References Can collect a lot if you have May be inaccurate or Information about
resources inconsistent performance
Need cooperation of
others to obtain information

Questionnaire Simple May not get important Have to know much

Survey Quick information People may not about your topic first
Easy send back survey May be Combine with other processes
Can collate a lot of hard to understand responses to encourage response
data

Interviews Obtain information Takes time of yourself and When you know little about
about attitudes others the topic or area When the
Obtain a lot of More difficult to organise training is about something
qualitative data May be shy to respond complicated
Can have greater depending on interviewer
understanding
of issues

Focus Can be easy and quick Can People may be shy to be When the training is
Group understand responses more honest in group impacted by team work
Discussion easily People may dominate When there is not much time
discussion for other methods

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METHOD BENEFIT WEAKNESS WHEN TO USE

Observation Does not interrupt Can take observer a lot of When the training is about
work time simple skills
Can be more reliable than Need time to collate When you know about
other sources Need to know what you are the topic yourself T
looking for

4. Data analysis: Here, an organisation conducts quantitative and qualitative analysis and draw
findings. Quantitative analysis is collecting and evaluating measurable and verifiable data whereas
qualitative analysis is analysing intangible and inexact information that can be difficult to collect
and measure. In this step, an organisation draw conclusion and give recommendations on training
contents and prepares a report.
5. Feedback: In the final step, a presentation is given to the concerned officials and training
preparation is initiated.

Conclusion 3.6 CONCLUSION

 Training in a general sense refers to skills improvement of individuals and have an immediate or
direct effect on their job performance.
 TNA refers to the process wherein a company recognises the needs of training and development for
its employees.
 Training Needs= Desired Capability – Current Capability of the Participants
 Training gap is defined as the difference between the skills required to complete the job and existing
skill set of any particular team member.
 In TNA, there is a complete analysis of training needs required at different organisational level.
 Types of TNA are Performance analysis, Feasibility analysis, Goal analysis, Job analysis, Target
group analysis and Contextual analysis.
 The TNA process can be divided into 5 steps which include identification of problem needs,
determination of design of need analysis, data collection, data analysis and feedback.

3.7 GLOSSARY

 Employee development: A long-term initiative that provides competitive advantage, increased

employees’ loyalty and high performance
 TNA: A complete analysis of training needs required at various levels of the organisation
 Simulation: An act or process of pretending something from real life
 Job rotation: A practice wherein organisations rotate their employees’ assigned jobs throughout
their employment
 Integrity: An individual’s honesty, trustworthiness, dependability, reliability and attitude towards
work

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3.8 CASE STUDY: TRAINING AND DEVELOPMENT AT APARNA APPARELS

Case Objective
The aim of this case is to describe the training and development practice at APARNA apparels.
APARNA apparels in Bangalore is a garment industry. It has the annual turnover of `80 crores. There
are 2000 employees working in the company. APARNA apparels is managed by the professionals and Mr
Sushil Kumar is the Managing Director (M.D.) and the head of the management team. His expectation
is that at every level the performance of the employees must be of high order. He believes that the
supervisory and management levels should be more productive. Generally, selections of talent are
through open advertisements for meeting the personnel demand at upper levels. The middle-level
requirements are mostly filled by the potential employees at lower level who undergo training in the
company. The company also gives opportunity to the engineering fresher’s (mechanical) by offering
one-year training scheme. The company trains the trainees about the different functional areas and
also recognises the best trainees for placement as per vacancies. The last training session is conducted
on-the-job.
This time all the selected trainees are trained to perform the job and they perform the job in the way trainer
expects. In 1983, Mr AnupTyagi joined the company after completing B.Tech degree. He was specialised
in paint technology and was selected by the company for training program for the department of paint
application. There were only few areas in the company for paint application; therefore, Mr Tyagi’s core
training session was planned for only first 3 months. After completion of 3 months, he was shifted for
on-the-job training in the paints application department. His work was good and satisfactory as per
the report from the shop manager. Trainee's performance report is reviewed once at every quarters
end. The training manager checks the report give feedback to each trainee’s progress, strengths and
shortcomings.
After that, the training manager called Mr Sharma to check the review report. One month later, Mr
Tyagi requested the training manager to reduce his training period to 7 months only and appoint him
as an Engineer. He told the manager that he would like to perform as a regular employee in the training
sessions so that there is no need for more training. He confidently said that as a regular engineer he
would perform more effectively in the department. He should get the monetary benefits such as a regular
employees and allowances also. The training manager did not accept his request and told him that the
company cannot do this because it is not practised here. Good performance made by the trainees are
appreciated and rewarded at placement time. Thereafter, MrTyagi’s behaviour and attitude changed.
He started giving no attention in the initial period and by the end, his behaviour became unacceptable.
His departmental manager asked him to attend to a task, he said that he is on training and such task is
not assigned to the trainees.
The department manager complained about him to the training manager. Mr. Tyagi complained that
when all other trainees were resting he was the only one who was given work and lot of stress and he
is entitled for reward for his hard work, otherwise company should not expect more output from him.
The training manager convinced him and asked him to have a long-term perspective. He assured him
that good performance would be considered at the right time. Also, the manager gave him warning that
negative attitude would be viewed seriously.

Hence, it would be better for him to wait only for 4 months. He advised him that the long-term growth
of the career of an individual is more important and childish behaviour would have a negative impact
on his career. Mr Tyagi’s report showed that he had become perverted. Therefore, he was called for a

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counselling and was given two-week time for showing improvement. At the end of those two weeks,
it was decided that a warning letter should be given to Mr Tyagi as per the company’s practice and
warning letter was issued. Now, Mr Tyagi felt more offended and this resulted in negative relationship
between the department manager and the trainee. It was not possible to shift Mr Tyagi to another
department because there was only one paint department. By the time Mr Tyagi finished his training,
he was unacceptable in the paint department for placement.
Trainee’s placement is on the basis of their overall effectiveness during the whole training session. Mr
Tyagi was hard-worker in the beginning but was a failure and unacceptable person in the end. The
training manager was not in favour of his termination. But from the track record it was a challenge to
retain him. He was in dilemma whether retain or terminate Mr Tyagi.

Questions
1. Define on-the-job training as per your understanding.
(Hint: Instruction for employees that takes place at work)
2. According to you, what were the mistakes that Mr Tyagi did?
(Hint: Argument, misbehaviour, disobey)
3. Describe the responsibility of training manager.
(Hint: Train new and existing employees)
4. Suggest some options that training manager can opt instead of terminating Mr Tyagi.
(Hint: One-month time for improvement, assignment, target work with incentive if achieved)
5. What is placement?
(Hint: Assign the rank and responsibility to an employee)

3.9 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Training need analysis seeks to identify accurately the levels of the present situation in the target
surveys, interview, observation, secondary data and/or workshop. What is training need analysis?
2. Training need analysis is a systematic process that involves a number of steps. Discuss.
3. TNA involves a complete analysis of training needs required at various levels of the organisation.
What are the types of TNA?
4. A successful training needs analysis will identify those who need training and what kind of training
is needed. What is the need for TNA in an organisation?
5. Various methods are used for identifying skills gaps among employees while performing TNA.
Elaborate on the methods and techniques of TNA.

10

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3.10 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. TNA refers to the process wherein a company recognises the needs of training and development for
its employees. Refer to Section Training Needs Analysis (TNA)
2. The TNA process can be divided into 5 steps which include identification of problem needs,
determination of design of need analysis, data collection, data analysis and feedback. Refer to
Section TNA Process
3. Performance analysis, feasibility analysis, goal analysis etc. are the types of TNA. Refer to Section
Different Types of TNA
4. TNA enables an organisation to solve a current problem and overcomes or eliminates a past or
current problem. Refer to Section Training Needs Analysis (TNA)
5. Person analysis states that the focus should be on individuals. The facet of person analysis is to
recognise the important KSAs that prospective trainees have already learnt so as to save time by
not repeating the training. Refer to Section Methods/Techniques of TNA

@ 3.11 POST-UNIT READING MATERIAL

 https://www.jica.go.jp/project/cambodia/0601331/pdf/english/3_TNA_01.pdf

3.12 TOPICS FOR DISCUSSION FORUMS

 Discuss the methods of data collection.

11

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UNIT

04 Concept of Learning

Names of Sub-Units

Introduction-Learning, Nature of Learning, Principles of Learning, Learning Curve and Types of

Learning Outcome

Overview

The unit begins by explaining the meaning of learning and its nature. Further, this unit discusses the
principles of learning. It also explains the learning curve. This unit also explains about the types of
learning outcome.

Learning Objectives

In this unit, you will learn to:

⚫ Explain the meaning of Learning
⚫ Describe nature of learning
⚫ Analyse the principles of learning
⚫ Define the learning curve
⚫ Discuss the types of learning outcome

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Learning Outcomes

At the end of this unit, you would:

 Assess the importance of learning
 Examine the nature and principles of learning
 Evaluate the learning curve
 Justify the learning outcome

Pre-Unit Preparatory Material

 http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_
Chapter/1405129816/Sadler-Smithchpt1-1405129816_4_001.pdf

4.1 INTRODUCTION
Learning is the acquisition of new knowledge or the acquisition of knowledge by study. The word learning
is also a verb shape. Learning is the way new knowledge is acquired or new abilities are mastered. Let’s
pretend you wish to know the Spanish language. You can have a Spanish teacher teach you how to
speak Spanish or you can read a lot of Spanish speaking books. These two tactics are learning examples.
Learning is the opposite of education.

4.2 LEARNING
When it comes to learning, it can be defined as the long-term modification of behaviour caused by direct
and indirect experience. It refers to a shift in behaviour and attitude brought about by education and
training, as well as practise and experience. Completing the process is the development of information
and skills, both of which are generally long-term in nature.
According to Stephen P. Robbins, “Learning is any relatively permanent change in behaviour that
occurs as a result of experience.”
According to Munn N.L.,”Learning is the process of having one’s behaviour modified, more or less
permanently, by what he does and the consequences of his action, or by what he observes.”
According to Steers and Porter,”Learning can be defined as a relatively permanent change in behaviour
potentially that results from reinforced practice or experience.”
It is defined as the process by which a person’s behaviour is permanently altered as a result of his or
her direct or indirect experience or practise. It is this type of procedure that causes a person’s previous
behaviour to shift. The person’s behaviour can alter for, the better or for the worse, depending on the
situation. Because learning has the potential to alter a person’s behaviour, it has gained prominence in
the field of organisational behaviour.
Every task, no matter how mundane, is linked to the process of learning. It implies that everything, for
example, the leadership style, the tendency of a supervisor, the efficiency of a worker, the manner in
which an employee speaks, and so on, can be learned; however, everything else cannot be learned.
For example, if you try to communicate with someone else by looking at terms in a dictionary which
you soon forget once you have interacted, learning has not happened because your second-language
knowledge has not changed permanently.

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For example, your knowledge of how to communicate develops when you acquire a second language
and your understanding
Let us understand the process of learning.
⚫ Stimuli: Any items and language that attract people’s attention are stimuli. Employees are
encouraged by their leaders’ conduct. Superiors tell employees who take care of these stimuli and
advise them. Not all stimuli can be fully taken care of.
⚫ Attention: The level of attention varies according to the nature of the stimuli. Not every stimulus
is taken into account. There are highly attended technical and intriguing stimuli. Employees often
receive career-oriented stimuli. The employees’ personality levels influence their wishes to learn,
reasons for fulfilling needs and reducing tension.
⚫ Recognition: Stimulations provided for attention are acceptable improvement factors and new
ways of living. The stimuli are acknowledged by employees, who care for stimuli. Depending on the
values, interests, needs and wishes of employees the level of acknowledgment is important.
⚫ Translation: A critical aspect for incorporating behavioural stimuli through enhancement is the
translation and evaluation procedure. Employees conduct themselves correctly through changes in
attitude, objectivity, mental and physical development. Better performances are noted
⚫ Reinforcement: Learning is strengthened perception. Stimulation, attention, recognition, translation
and behaviour are part of this perceiving process. Perception leads to learning, but perception is not
learning itself unless it is strengthened.
⚫ Behaviour: Apprenticeship transforms by reinforcing perceived knowledge. It affects the behaviour
permanently. Temporary behavioural changes are not learning. Employees are rewarded by positive
behaviour.
⚫ Rewards: Employees want to be rewarded for their efforts in learning. If the translated behaviour
results in a reward, the behaviour is acknowledged; otherwise, the behaviour is not recognised.
Employees form patterns of behaviour that become habits. Rewards can be either monetary or non-
monetary in nature.
⚫ Habit: A continual change of behaviour is a habit that helps to enhance behaviour and performance
continuously. Employees establish self-assessment and development habits. It helps to instil
inventiveness and trust in personnel who are encouraged to conduct themselves appropriately.
⚫ Motives: The reasons depend on the satisfaction level. Employees are becoming more satisfied
through learning. Unhappy students have a little motive. Learning is only complete if motivations
are completely realised and converted into efforts.
⚫ Effort: Habits contribute to good work and efficiency. It’s an ongoing process. Efforts are the
automatic result of excellent habits established through the process of learning. Self-development
through self-effort is conceivable. Employees that are willing to develop are motivated and focused
on their efforts.
Figure 1 shows the process of learning:

Stimuli Attention Recognition Translation

Reinforcement

Behaviour

Efforts Motives Habits Reward

Figure 1: Learning Process

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4.2.1 Nature of Learning

Learning is a continuous process.
The following are the nature of learning:
⚫ It creates permanent change: It’s permanent learning. If it is forgotten after training, learning
cannot be called. It is only known as learning when the information or knowledge gained by training
is used for a long period. A change only occurring for a brief period does not fall into the learning
category.
⚫ It must be felt: Everything we learn ought to be reflected in our conduct. It will not be called learning
if we do not learn in our behaviour. After a thorough investigation, however, our behaviour does not
reflect this; it is not labelled learning, for example. After learning about management concepts, the
actual learning is to use them.
⚫ It has two sources: The result of direct or indirect experience is a behavioural change following
learning. This suggests that there are two sources of direct and indirect learning experience. If you
are trained to drive a car in a car driving school, for example, it is direct driving experience. On
the contrary, you observe your fellow driving your automobile every day and you also learn how
to drive, when you travel from your office in your fellow man’s car for a long time. It is therefore
termed learning to carry through an indirect experience.
⚫ It is an intangible activity: Learning is not apparent but can be sensed solely through an individual’s
behaviours. Learning is therefore not a concrete item. Suppose a person learned the teaching skills.
He can’t see teaching, but it may be felt when he teaches.
⚫ It is a continuous activity: The ongoing activity is learning. Learning. In our everyday lives, whatever
we do, consciously or unconsciously, we learn something or the others from it. The time or age to
learn anything is not fixed.
⚫ It affects behaviour: Learning has an impact on one’s behaviour. In other words, whatever we learn,
we apply it to our lives in some way or another. Every new information a person learns has an
impact on or alters his or her behaviour.
⚫ It gives satisfaction: We usually learn for a specific purpose. It rewards us with satisfaction when
our set goal is realised.

4.2.2 Principles of Learning

There are some important principles of learning. Let’s understand these principles.
⚫ Principle of Discrimination: Under this principle, a person learns to respond favourably or negatively
by differentiating between two situations. A manager, for instance, has four subordinates. All of
them have the same capacity and work in a comparable atmosphere. Two of them work superbly,
while the other two workers are bad. The manager will respond positively to the former and to the
latter negatively. The manager’s behaviour will push staff to undertake lower work to improve their
job quality. If the director doesn’t learn anything from the current scenario, he will behave with
everyone in the same way. This will not result in employees doing lower work.
⚫ Principle of Generalisation: The principle of discrimination is entirely different. The difference
between the two scenarios is observed if the principle of discrimination exists, whereas the principle
of generalisation refers to both situations as the same. According to generalisation principle, if there
is any previous circumstance in the future, the person’s response is the same as the situation in the
former situation. He sees the two identical scenarios. He generalises the situations, in other words.

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The person does not need to learn again in order to confront the circumstance due to generalisation.
Rather he is well served by his past experience.
⚫ Principle of Extinction: In line with this idea, the answer is extinct if it is not linked with the result.
For instance, if a manager enjoys the work done by his employees (meaning the answer), he grants
them a bonus (mean outcomes). More and more are being learned and better worked. On the other
hand, if the subordinates’ labour does not link to the outcomes, they will progressively vanish their
willingness to learn or will disappear. Efficiency is suffering as a result.
⚫ Principle of Spontaneous Recovery: This is tied to the extinction concept. In the extinction position,
the answer learned is not entirely extinct but is rather suppressed. According to this principle. This
notion illustrates that when the answer is linked to results after some delay, its effect begins to
become clear. This means that the work is promptly and efficiently finished.
⚫ Principle of Readiness: Under this theory, a person can learn when they are ready to learn both
physically and psychologically. Only then is learning feasible when he is willing to learn without
pressure from outside. Readiness reinforces his determination to study.
⚫ Principle of Exercise: This principle reinforces an activity that is learned by an individual if repeated.
This idea is founded on the fact that the learning activity is enhanced and cemented into the mind
of the learner if it is performed time and again. This notion is founded on the fact that “practise
perfects a man.”

4.3 LEARNING CURVE

This learning concept takes time and repeated effort so that the power of reaction is steadily increased.
This is particularly true if the activity, such as abilities that are learnt and enhanced by practise, are
fairly sophisticated. The learning curve is a diagrammatic display of the amount of time learned. There
are four types of learning curve:
1. Diminishing-returns Learning Curve: The “rate of gain” in this sort of learning is larger at the beginning
but declines with time to zero and the person has the maximum skill. It suggests that the learning first
spurts and usually the graph levels at some point show the greatest performance. This is because the
learner is extremely motivated to make an important effort at the beginning of the learning process.
Figure 2 shows the leaning curve:
Performance

Time

Figure 2: Learning Curve

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2. Increasing Returns Learning Curve: The “growing-return” curve is a different sort of learning
curve in that there are certain learning talents, in that the rate of increasing learning is sluggish at
the start and then grows until the maximum learning capacity is attained. This generally happens
when an individual learns a complex and unfamiliar job. Figure 3 shows increasing returns Learning
Curve:

Performance

Time

Figure 3: Growing-return Curve

3. Increasing-Decreasing Return Learning Curve: It’s both the “declining return curve” and the
“growing turn curve.” It’s a combo of both. The curvature is “s-shaped.” If a person is completely
new to his or her skills, all learning probably follows a curve in the shape of a S. The lower part of
the curve represents the earliest stages in the development of ability with very sluggish learning
and subsequently higher returns, reaching ultimately the absolute limit. Figure 4 shows Increasing-
Decreasing Return Learning Curve:
Performance

Time

Figure 4: Increasing-Decreasing Return Learning Curve

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4. Increasing -Decreasing-Return Learning Curve (complex pattern): Figure 5 shows the steps in the
declining learning:

Slow Increasing Plateau Peak Over Learning

Learning Returns Proficiency Period
Performance

Time

Figure 5: Steps in the Declining Learning

The following are the steps in the declining learning:
1. Slow learning: The first step of the curve above is slow learning, given its innovative nature and its
difficulty. Once the student has grasped some basics of his operations, he acquires confidence and
this leads to a rising return at the second stage.
2. Growing Returns: In this stage the student gets confidence. He has gotten the skills he needs. This
leads to the third phase.
3. Plateau: If a student feels he has gained the skills needed, he reaches a comparative plateau that
does not obtain more skills. This can be a false plateau, though, and the student can generate new
ideas to improve efficiency.
4. Peak competence: the invention and implementation of new ideas can further increase his ability
until he achieves the highest inefficiency, above which his ability is a habit and an integrated part of
his operations.
5. Over Learning: When your talent becomes a habit, it’s called learning time since you learn
automatically and unforgettable.

4.4 TYPES OF LEARNING OUTCOME

Learning results describe the specific knowledge, skills or competence that the student gains through
a learning activity, such as a workshop, seminar, course or programme. Learning outcomes are
measurable results that can be understood after the students have learned to appreciate the relevance
of the information and its impact on the learning activity. Types of learning outcomes are:
⚫ Gaining knowledge: The most fundamental learning outcome that may be expected from a student
is the acquisition of knowledge. Whatever a student learns, he or she must be able to comprehend
the concept in its entirety in order to achieve the best possible learning outcomes.

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⚫ Cognitive skills development: This learning outcome enables students to consider, analyse, and
comprehend in depth the significance of a particular subject, and then to act in accordance with
their understanding.
⚫ Knowledge sharing: Having knowledge isn’t enough on its own. To be successful in school, students
must be able to share essential information with others. As a result, under this learning outcome,
students are expected to develop a knowledge value system by first acquiring knowledge and then
sharing it with the rest of the world.
⚫ Motor skill development: It is the development of a student’s ability to plan and perform appropriate
action in terms of their physique that is the focus of motor skill development. They must put forth
the effort to improve their health and physical well-being.
⚫ Individual’s personal growth: It is the highest stage of learning when it comes to personal progress
in terms of knowledge, talents, and the ability to contribute something to society. To be successful in
real life, the learner must be able to respond appropriately to the circumstance he or she is in and
maintain a healthy balance between work and personal life.

Conclusion 4.5 CONCLUSION

⚫ Learning is any relatively permanent change in behaviour that occurs as a result of experience.
⚫ The learning curve is a diagrammatic display of the amount of time learned.
⚫ Learning results describe the specific knowledge, skills or competence that the student gains through
a learning activity, such as a workshop, seminar, course or programme.
⚫ Learning outcomes are measurable results that can be understood after the students have learned
to appreciate the relevance of the information and its impact on the learning activity.
⚫ Learning outcome enables students to consider, analyse, and comprehend in depth the significance
of a particular subject, and then to act in accordance with their understanding.
⚫ Principle of Readiness states that a person can learn when they are ready to learn both physically
and psychologically.
⚫ Learning can be defined as relatively permanent change in behaviour potentially that results from
reinforced practice or experience.”

4.6 GLOSSARY

⚫ Learning: It is any relatively permanent change in behaviour that occurs as a result of experience.
⚫ Learning curve: It is a diagrammatic display of the amount of time learned.
⚫ Cognitive skills development: It enables students to consider, analyse, and comprehend in depth
the significance of a particular subject, and then to act in accordance with their understanding.
⚫ Motor skill development: It is the development of a student’s ability to plan and perform appropriate
action in terms of their physique that is the focus of motor skill development.

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4.7 CASE STUDY: THE EXPERT

Case Objective
The aim of this case study is to describe the counsellings and re-enforcement hypothesis
The organisations with the new Heads of Organisations often modify their surface. The same is true
of a childhood Central University in the North-East of India. The former Vice-Chancellor departed the
university and the New Vice-Chancellor joined the University with his own kind of mission and vision
for the University as migrating birds remain in the university for a period of 3 or 5 years. He started
thinking and working on his goal and vision from the first day in university. He established an informal
advisory body consisting of around 20 university professors, to monitor what is going at the University
in the proper direction. For this advisory council, he also developed a modus operandi. He began to
meet fortnightly with the group of the advisory committee to advise them and inform them about
any change that could affect their job in government and in the procedures of the University Grants
Commission. He also talked about priorities and tasks. The meeting also provided an opportunity for
participants to share some of their departments’ challenges and concerns. Every second and fourth
Saturday of the month the meeting shall start at 3 p.m. At first, the members arrived on time when the
time was not taught. Recently the members filtered at roughly fourpm every five minutes when classes
gathered momentum under the semester system. The Vice Chancellor has so delayed the beginning of
the meeting till all members arrive. The meetings have not commenced until 4 p.m. throughout the past
few weeks, when classes take place in full swing. Nobody actually appeared at 3 p.m. What happened
was not understood by the Vice Chancellor. He did not know the facts principally of the single class in
the six-month system cost, since the majority of professors were two in one, i.e. the deans of school and
the heads of ministries and transport from the University Campus to the town at 20 kilometres was not
available after 5 pm. Although the Vice President saw the mob of students, professors and non-teachers
on the road waiting for extremely erratic travel by bus every day, but he was not aware of how he would
be returning to the city that is about 20km distant from the campus. The Vice Chancellor concerned
himself primarily with the timely conduct of the consultative committees. The Advisory Committee was
informally established and, by its very nature, the Members are volunteers, so it cannot pressure them
or get them to meetings in time. For a moment, it considered that it would begin meeting at 15.00, in
order to have a meeting at 5 PM. The professors, on the other hand, whose professors are in no way
under-trained as the Vice Chancellor, did not attend the sessions of this advisory committee which do
not fall within their official duties or positions.

Questions
1. Which counsel would you give the vice-chancellor if you were a vice-chancellor adviser?
(Hint: I would advise the Vice-Chancellor to change the modus-operandi of his committee. The
timing (when the meeting is held) must be rescheduled such that it occurs during the non-teaching
duration of time available to the staff and is sufficient)
2. Explain what is going on and what the vice president must do to get the meeting started in time in
relation to the re-enforcement hypothesis.
(Hint: vice president should follow those behaviour which give desired results in reference to the
reinforcement hypothesis)
3. What was the aim of new Vice Chancellor?
(Hint: informal advisory body,modus operandi)

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Learning and Development

4.8 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Is learning a long-term modification of behaviour? What is learning? Explain its nature?
2. Elaborate the different principles of learning.
3. Write a short note on learning curve?
4. Learning results describe the specific knowledge, skills or competence. Explain the different types of
learning outcomes?

4.9 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. When it comes to learning, it can be defined as the long-term modification of behaviour caused
by direct and indirect experience. It refers to a shift in behaviour and attitude brought about by
education and training, as well as practise and experience. Refer to Section Learning
2. Principle of Discrimination: Under this principle, a person learns to respond favourably or negatively
by differentiating between two situations. Refer to Section Learning
3. Learning concept takes time and repeated the effort, so that the power of reaction is steadily
increased. This is particularly true if the activity, such as abilities that are learnt and enhanced by
practise, are fairly sophisticated. Refer to Section Learning Curve
.4. Learning results describe the specific knowledge, skills or competence that the student gains
through a learning activity, such as a workshop, seminar, course or programme. Learning outcomes
are measurable results that can be understood after the students have learned to appreciate the
relevance of the information and its impact on the learning activity. Refer to section Types of
Learning Outcome

@ 4.10 POST-UNIT READING MATERIAL

⚫ Management and Organisational behaviour by Gill Christy

⚫ Organisational Behaviour: text and cases by Kavita Singh

4.11 TOPICS FOR DISCUSSION FORUMS

⚫ Compare and contrast the learning styles of your classmates or colleagues who come from different
educational backgrounds and comment on their effectiveness.

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UNIT

05 Learning Theories

Names of Sub-Units

Introduction-Learning theories, understanding theories of Learning, approaches to Learning -

cognitive, social, behavioural, reinforcement theory, social learning theory, goal setting theory,
expectancy theory, adult learning theory, information processing theory, implications of learning
theories for instructional practices and experiential learning.

Overview

The unit begins by explaining the meaning of learning and its nature. Further, it discusses the
approaches of learning. It also explains the reinforcement theory, social learning theory, goal setting
theory. It also discusses about the expectancy theory, adult learning theory. It also explains information
processing theory, implications of learning theories for instructional practices and experiential
learning.

Learning Objectives

In this unit, you will learn to:

 Explain the meaning of Learning theories
 Describe theories of learning
 Discuss the implications of learning theories for instructional practices
 Explain the experiential learning.

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Learning Outcomes

At the end of this unit, you would:

 Assess the learning theories
 Explain the approaches of learning
 Evaluate the Implications of Learning Theories for Instructional Practices
 Analyse the experiential learning

Pre-Unit Preparatory Material

 https://www.iedunote.com/learning-theories

5.1 INTRODUCTION
Learners can benefit from learning theories because they provide frameworks for a better understanding
of how information is used, how knowledge is formed, and how learning occurs. They may be applied
to varied learning and learner demands, allowing learning designers to make more informed decisions
about selecting the most appropriate instructional techniques.
Learning is the acquisition of new knowledge or the acquisition of knowledge by study. The word learning
is also a verb shape. Learning is the way new knowledge is acquired or new abilities are mastered. Let’s
pretend you wish to know the Spanish language. You can have a Spanish teacher teach you how to
speak Spanish or you can read a lot of Spanish speaking books. These two tactics are learning examples.
Learning is the opposite of education.

5.2 LEARNING THEORIES

Theories provide a foundation for understanding how people learn, as well as a means of explaining,
describing, analysing, and forecasting learning. In this regard, learning theories assist us in making
more informed judgments about the design, development, and delivery of educational experiences.

5.2.1 Understanding Theories of Learning

Employees in a company must learn and practise effective work behaviours in order to be successful. In
order to encourage learning and promote desired behaviours, it is the manager’s responsibility to ensure
that employees have sufficient learning opportunities in an environment that facilitates learning. It
is necessary to provide incentives to employees in order for them to learn and practise appropriate
behaviours in order for them to be prepared to tackle the challenges of their jobs. Training prepares
employees to meet the challenges of their jobs.

5.2.2 Approaches to Learning

Infosys Leadership Institute (ILI) has helped the Infosys in identifying around 400 leaders from different
locations across the globe depending upon their performance throughout their tenure. This is a

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Three-tier mentoring process. Tier-1 consists of a board of directors of the company that mentors the
individuals in Tier-2 (comprising leaders); Tier-2 individuals in turn mentor individuals in tier-3 group
that includes workforce of the organisation.
The members of these tiers undergo training through the company’s Personal Development Program
(PDP). The leadership development programmes at Infosys depends upon nine pillars which are
developed from combining employees’ needs to grow and the company’s sensitivity to those needs. They
are referred to as ‘nine pillars for leadership development in Infosys’ and comprises ‘360-degree feedback’,
‘development assignments’, ‘Infosys culture workshops’, ‘development relationships’, ‘leadership skills
training’, ‘feedback intensive program’, ‘systemic process learning’, ‘action learning’ and ‘community
empathy’. Some of the approaches to learning are explained in the sub-sections given below:

Cognitive Approach to Learning

The term “cognition” refers to an individual’s thoughts, knowledge of interpretations, understandings,
or ideas about himself and his environment, as well as his or her actions in response to such thoughts.
The act of learning through active and constructive cognitive processes, such as practising or utilising
our memory, is referred to as active learning. For example, you might have been taught how to tell time
by glancing at a clock when you were younger.
When you were first learning the significance of the big hand and the tiny hand, you may have had to
practise telling the time with a stopwatch or a clock.
This process of learning took place solely within your head and did not require any bodily movements
or behaviours on your part. It was completely cognitive, which means that it was a result of an internal
thought process.
According to the theory, mental processes are influenced by both intrinsic and external influences, both
of which contribute to the development of an individual’s cognitive abilities.
The cognitive learning theory proposes that the many processes associated with learning can be
described by first examining the mental processes that are involved. According to this theory, learning is
easier when cognitive processes are successful and new information can be maintained in the memory
for a lengthy period of time. The inability of an individual’s cognitive processes to function properly
results in learning challenges that can manifest themselves at any point during his or her lifespan.

Social Approach of Learning

The term “social identity approach” refers to research and theory that is related to social identity theory
and self-categorisation theory, two social psychological theories that are intertwined but distinct from
one another. Social identity approach” was coined in an attempt to counter the tendency for people to
confuse these two theories and to wrongly believe that one theory is a component of the other, which
has resulted in the word being coined. These theories should be regarded as overlapping in nature.
While there are some parallels, self-categorisation theory has a broader explanatory scope (i.e., it is less
focused on intergroup interactions particularly) and has been explored in a broader range of empirical
contexts than intergroup relationships theory does. It is also possible to think of self-categorisation
theory as having been developed in order to solve the limits of social identity theory. The restricted
way in which social identity theory addresses the cognitive processes that underlying the behaviour
that it depicts is of particular concern. However, while this word may be useful for contrasting broad
social psychological trends, it is regarded to be beneficial when using either theory to ensure that the
distinctive traits of each theory are preserved.

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The approach to social identity has been used in a wide range of fields and continues to be extremely
important to this day. For important social identity papers, the citation rate has consistently been high,
and it has continued to rise. Figure 1 shows the Approach to Social Identity:

Social Relation
in General
SCT
Self-categorisation
Principles

Explanatory
domain

SCT
Intergroup Social Identity
Relations Principles Variables

Social Structural Social Contextual

Variables Variables in General
Empirical Focus

= The Social Identity Approach

Figure 1. The explanatory profiles of social identity and self-categorisation theories

Behavioural Approach to Learning

All behaviours are taught through interaction with one’s environment, according to the behaviourist
school of thought. It is the belief of this learning theory that behaviours are learned from their
environment, and that innate or inherited elements have very little influence on behaviour. Figure 2
shows the classification of behavioural approach to learning:

Behavioral Approaches to Learning

Classical Conditioning Operant Conditioning

Figure 2: Classification of Behavioural Approach to Learning

Let’s understand these classifications:

1. Classical Conditioning Approach

Pavlov, a Russian psychologist who worked in the late 1800s, argued for this hypothesis. This is an
essential idea in the field of education. Pavlov believed that a person could learn a great deal through

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the use of the Stimulus-Response Connection. It indicates that if a person is stimulated as a result of
some stimulus, there will almost certainly be a response to that stimulus as well. It implies that there is
some sort of relationship between the stimulus and the reaction.
Pavlov experimented on dogs in order to confirm his theory, and the results were overwhelmingly
positive. Pavlov’s experiment involved showing a piece of meat to a dog, which then began dripping
saliva from its mouth. Pavlov rang the bell during the second experiment, and no saliva came out of the
dog’s mouth when the bell was rung. While striking the bell, he once again demonstrated the piece of
flesh. This activity was carried out over and over again. Following this, it was discovered that the mere
ringing of the bell was enough to trigger the saliva to flow from the dog’s mouth. A piece of meat will
always be available when the bell rings, as demonstrated by this clear demonstration of conditioning in
the dog’s mind to expect one when the bell rings. This is why the mere ringing of the bell was enough to
cause saliva to spill out of the mouth of the student. Figure 3 shows the classical conditioning and stages:

State 1: Pre-learning

Stimulus (S) Response (R)

Plate of Food Dog Salivates

No Learning - an automatic and instinctive salivation response of the sight of food.

State 2: State of learning

Stimulus (S)
Plate of Food Response (R)
Plus Dog Salivates
The sound of a bell
Repeated over many trials the dog begins to associate the bell with the sight of food.

State 3: S-R bond has been formed and learning has taken place

Stimulus (S)
Response (R)
The sound of a bell
Dog Salivates
(no food)

The dog has been conditioned to respond to the sound of the bell even though no food appears

Figure 3: Classical Conditioning and Stages

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2. Operant Conditioning Approach

B.F. Skinner was a proponent of this school of thought. This concept holds that a person’s behaviour is a
product of the consequences of his or her actions. In this context, the term “operant” refers to someone
who is actively engaged in achieving favourable outcomes. To accomplish a goal, a person adopts a
specific style of behaviour. If the results of his actions are favourable, he is more likely to engage in the
same behaviour in the future. On the contrary, if the repercussions of his actions are unfavourable,
he will refrain from repeating his actions in the near future. This plainly implies that a person learns
from the repercussions of his or her actions and decisions. In this way, it is possible to say that the
relationship between results and behaviour is the essence of the learning process. Figure 4 shows
Operant conditioning:

Figure 4: Operant conditioning

5.3 REINFORCEMENT THEORY

The work of B.F. Skinner is based on the concept that behaviour is influenced by the consequences of
actions. Reinforcement theory is the process of influencing behaviour by altering the consequences of
that activity, as defined by the American Psychological Association. In accordance with reinforcement
theory, it is possible to alter someone’s behaviour through the use of positive reward, negative
reinforcement, and extinction. Rewards are used to reinforce desired behaviours, whereas punishments
are meant to prevent undesirable behaviours from becoming established in the first place. In order to
prevent someone from performing a taught behaviour, extinction must be used. These procedures are
referred to as “operant conditioning” in the technical community. Reinforcement are of following types:
1. Positive Reinforcement: When the consequence resulting in the behaviour you are aiming to induce
increases the likelihood that the desired behaviour will continue, this is known as a cascade effect. If
a salesperson does exceptionally well, that salesperson may be eligible for a bonus, which serves to
increase the drive to generate sales as a result of the favourable consequences of achieving success.
2. Negative Reinforcement: When a negative consequence is withheld in the event that the desired
behaviour is displayed, the likelihood that the desired behaviour will continue increases. Consider
the following scenario: your company is establishing a new office in the Outer Hebrides of
Scotland. No one wants to relocate to the area. The corporation makes the decision to allow the
top 10 salesmen in the office to choose whether they will travel to the Outer Hebrides or remain
in the existing location. You put in a lot of effort to get into the top 10 so that you can escape the
unfavourable consequences of migrating to that city. You will continue to put up your best effort in

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order to avoid the bad ramifications. Negative reinforcement, on the other hand, is not synonymous
with punishment. Individuals are said to continue practising a taught behaviour for a period of
time if positive reinforcement for that response is delayed, according to reinforcement theory. When
non-reinforcement is maintained over time, the behaviour will gradually reduce in frequency and
severity until it eventually ceases to exist.
3. Punishment Reinforcement: a situation that arises when you apply a negative consequence
in order to reduce an unwanted behaviour. Instead of withholding a negative consequence to
encourage desirable behaviour, punishment is the imposition of an unwanted consequence to
discourage the behaviour being sought to be encouraged. Paying late employees less money is one
type of punishment that employers use to dissuade employees from being tardy, which is a negative
behaviour that they do not want to see repeated. However, punishment is frequently utilised as a
last choice in an attempt to alter an employee’s behaviour because it can have negative implications
for the employee as well as increase pressure and weight on the employee’s shoulders.
4. Extinction Reinforcement: is a method of putting an end to someone’s taught behaviour. You make
an attempt to eliminate a behaviour by withholding the positive reinforcement that prompted the
behaviour in the first place. Consider the following scenario: you are the manager of a manufacturing
facility that has been struggling to keep up with demand for the last few months. You used overtime
pay as a positive incentive to encourage employees to come in on weekends and to postpone vacation
days. You no longer approve overtime payments now that you have the orders under control.
Workers are no longer required to report to work on weekends. Their previously learned behaviour
has been eliminated.

Reinforcement Examples:

⚫ Positive Reinforcement: This can function well when the horizon is modified in the workplace (e.g.
a new system is being implemented or a new Manager is joining the business.) Fear of the unknown
may lead to unforeseen behaviours, which can be helped by positive strengthening. Here, at team
meetings / briefings, informally chatting or individually through one person to another, positive
reinforcement could be introduced.
⚫ Negative Reinforcement: Can be used to encourage employee reporting to be completed in good
time instead of being “identified and humiliated” and publicly chased for failure. Also useful as a
technique to ensure the submission of annual leave requests within x days, on the grounds that their
leave will otherwise, for example, be deactivated automatically.
⚫ Punishment reinforcement: If a person chooses to ignore a new procedure repeatedly and
consciously (possibly since they disagree with it) although they are informally spoken about it
on several occasions, then there is sometimes no other alternative than to formally discipline the
individual in the light of their negative behaviour. If so, make sure you follow the formal policies and
procedures of your organisations.
⚫ Extinction: One further example is where you had a deputy in your absence and had your targets
changed and the monthly salary adjusted. When this temporary function ends, you will promote
a shift in your learner’s behaviour in favour of a redefined set of behaviours, which is mutually
acceptable, by assessing your objectives and payments and regulating your expectations.

5.4 SOCIAL LEARNING THEORY

The idea of social learning put up by Albert Bandura highlights the necessity that others’ behaviours,
attitudes and feelings be observed, modelled and imitated. Social theory examines the interaction
between environmental and cognitive elements in order to impact human learning and behaviour.

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Albert Bandura (1977) is a social student who agrees with the theories of behavioural learning- classical
conditioning and operant conditioning. He added two important ideas-
⚫ Processes of mediation occur between inputs and answers.
⚫ Behaviour is learnt by observational learning from the environment.

Social learning theory involves the following process:

⚫ Attention process: people learn from a model only when they recognise and pay attention to its
critical features. We tend to be most influenced by models that are attractive, repeatedly available,
important to us, or similar to us in our estimation.
⚫ Retention process:a model influence will depend on how well the individual remembers the model’s
action after the model is no longer readily available.
⚫ Motor reproduction processes: after a person has seen a new behaviour by observing the model,
the watching must be converted to doing. This process then demonstrates that the individual can
perform the modelled activities.
⚫ Reinforcement process: individuals will be motivated to exhibit the modelled behaviour if positive
incentives or rewards are provided. Behaviours that are positively reinforced will be given more
attention, learned better and performed more often. Figure 5 shows steps in social learning theory:

Model Observer

Pay attention to
Behaviour model remember
what model did

Practice model’s
behaviour
Motivated to
imitate model?

Imitate model’s
behaviour

Figure 5: Steps in Social Learning Theory

5.5 GOAL SETTING THEORY

Goal-setting theory refers to the implications of setting goals on later performance. Researcher Edwin
Locke found that persons who established specialised, tough goals did better than those who set generic,
simple goals. Locke established five key elements of goal-setting: clarity, challenge, commitment,
feedback, and task complexity. The mere act of establishing a realistic goal increases your chances of
achieving that objective successfully. In fact, the following are numerous principles that are critical to
achieving effective goals.
⚫ Clarity. A goal that is well-defined and measurable is more likely to be achieved than one that is
vague. To put it another way, be specific! The most effective goals are those that have a set deadline
for completion.

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⚫ Challenge. To drive you to work toward the objective, it must be of a reasonable difficulty level.
⚫ Commitment. Make a concerted effort to achieve this aim. Share your objective with someone else
to make yourself more accountable for achieving it.
⚫ Feedback. Create a system for receiving updates on your progress toward a goal. If reducing 30
pounds in four months proves to be too difficult, it’s best to change the difficulty of your objective
halfway through the time frame rather than giving up completely.
⚫ Task difficulty. If a goal is very difficult, make sure you give yourself enough time to surmount
the necessary learning curve. To put it another way, if a goal is really difficult, make sure you give
yourself some leeway to increase your chances of success.

5.6 EXPECTANCY THEORY

Originally proposed by Victor Vroom at the Yale School of Management, expectancy theory proposes
that conduct is motivated by the anticipation of positive or negative consequences. A person decides to
behave in a given way, according to Vroom, based on the expected outcome of the selected behaviour.
People, for example, will be more likely to put in extra effort if they believe that their efforts would be
rewarded. The theory of expectation contains three components: expectation, tooling and valence.
⚫ Expectation is the conviction of the individual that work will lead to the anticipated achievement
goals. Expectancy conveys the individual’s conviction that “I can achieve this.” This belief is usually
founded on the past experience, self-confidence and the perceived problem of the performance
standard or goal of an individual. Competency, objective difficulty and control are factors linked to
the individual’s feeling of anticipation.
⚫ Instrumentality means that if performance expectations are fulfilled, a person will receive the
desired result. The instrumentality reveals the person’s conviction that “If I do, I’m going to obtain it.”
The desired objective can be achieved through increasing compensation, promoting, recognising or
achieving. With explicit policies, preferably described in the contract, the award will be guaranteed
when the agreed performance is achieved. Instrumentality is small when the results are imprecise
or unsure or when the results are equal to all potential performance levels.
⚫ Valence is the singular value to a given outcome by individuals. “I think this particular outcome
is desirable because I am me,” Valencia captures. Valence-related factors are needs, objectives,
preferences, values, motivational sources and the strength of a person’s preference for a given
result. An outcome that is motivated and desired for one employee—such as a bonus or pay raise—
but not motivating and desirable for another (who may, for example, prefer greater recognition or
more flexible working hours). Figure 6 shows expectations, instrumentality and valence:

Effort Peformance Reward

The employee believes The employee believes The employee values

that effort will result in that acceptable the reward.
acceptable performance performance will
produce the desired
reward

Figure 6: Expectations, Instrumentality and Valence

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5.7 ADULT LEARNING THEORY

It is precisely these questions—how to make training something that people desire to do, as well as how
to make it effective—that are at the heart of the body of research known as Adult Learning Theory. If we
are honest about the labels we use, there are multiple different adult learning theories that have been
documented in the scientific literature. Some of these are as follows:
⚫ Transformative learning: True learning experiences should, at the very least, have the potential to
alter the individual—at least, this is the basic argument of transformational learning techniques. In
practise, it suggests beginning with learning experiences that are relevant to your unique audience
and progressing to activities that question preconceptions and encourage participants to consider
alternative points of view.
⚫ Self-directed learning: This approach recognises that the vast majority of adult learning occurs
outside of the setting of formal instruction, and the emphasis is placed on enhancing those informal
learning experiences as much as possible. This can be accomplished through the provision of
content, the assistance in planning individuals’ learning, or the evaluation of learning experiences
after the fact.
⚫ Experiential learning: The theory of experiential learning argues that the essence of adult learning
is the process of making meaning of one’s own experiences. Adults learn best when they are given
the opportunity to apply their knowledge. As a result, role-playing, simulations, and other similar
activities are frequently used in learning activities.
⚫ Andragogy: Andragogy is a theory that brings together many of the insights from the other
philosophies. This approach begins by acknowledging the distinctions between adults and children
and then proceeds to develop learning experiences from that point forward. For example, learning
experiences are designed with the assumption that adults bring their own set of life experiences and
motivations to the table, that they are capable of directing their own learning, that they learn better
by doing, and that they will want to apply their learning to concrete situations as soon as possible
rather than waiting.

5.8 INFORMATION PROCESSING THEORY

The information processing theory is predicated on the assumption that humans actively process the
information they get from their senses, much like a computer does, in order to make decisions. Learning
is the process that takes place when our brains receive information, record it, mould it, and then store
it in memory.
Specifically, according to information processing theory, when a student takes in data, that data is first
momentarily retained as sensory storage, then transported to the short term or working memory, and
then either forgotten or transferred to the long-term memory, as follows:
⚫ semantic recollections (concepts and general information)
⚫ Memories that are created using a systematic process (processes)
⚫ images

It is crucial for learning to take place that information is transferred from the short-term memory to the
long-term memory, since if we have more than seven pieces of information in our short-term memory
at the same time, we experience an overload of that knowledge (referred to as cognitive overload).
The theory of information processing was first proposed by George Armitage Miller, who was the first
person to do so. He was one of the original creators of cognitive studies in psychology, as well as one
of the first to publish his findings. Edmond C. Tolman’s sign and latent learning theories, which argue

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that learning is a complicated and internal process including mental processes (Eliköz, Erişen, and ahin,
2019), serve as the foundation for his research.
During his research, Miller identified the working memory’s capacity, which can normally keep up
to seven items plus or minus two items. Additionally, he coined the term “chunking” to describe the
functionalities of short-term memory when discussing the functions of long-term memory.

Models of Information Processing Theory

Atkinson and Shiffrin Model
In 1968, John William Atkinson and Richard Shiffrin created the multi-store model to illustrate their view
of human memory, which was later adopted by others (Atkinson & Shiffrin, 1977). The model depicts the
three subsections of human memory as well as how they interact with one another.
So, what are the three stages of information processing that must be considered? The names of them
are as follows:
1. Sensory Memory: It is a type of memory that stores information that the mind receives through
multiple senses, such as vision, smell, or hearing. These sense organs are frequently subjected to a
barrage of stimuli on a continuous basis. Most, on the other hand, are disregarded and forgotten
by the mind in order to avoid becoming overwhelmed. It is transmitted to short-term memory when
sensory information engages and captures the attention of the mind.
2. Short-Term Memory (also known as Working Memory): Short-term memory can only hold
information for about 30 seconds at a time. Individuals’ cognitive capacities have an impact on
how they process information in working memory. Also vital in encoding information into long-
term memory is the ability to pay close attention to and concentrate on the most relevant pieces of
information. Furthermore, repetition has been shown to dramatically improve the ability to recall
details for an extended period of time.
3. Long-term memory: A common misconception is that long-term memory has an endless amount
of storage capacity since it can store memories from a long time ago and retrieve them at a later
date. Different mechanisms are employed to keep knowledge in the long-term memory, including
repetition, linking information together, connecting information to significant experiences or other
information, and splitting up large chunks of information into smaller bits of information. Figure 7
shows the Multi Store MODEL:

Environmental Input
Maintenance

Rehearsal
Sensory Input
(Sights, Sounds, etc.)
Attention Retrieval
Short Term Memory Long Term Memory

Sensory Memory Elaborate Rehearsal

Lead to Storage

Forgotten Through
Forgotten Through
Interference or
Forgotten Decay or Displacement
Retrival Failure

Figure 7: Multi Store MODEL (Atkinson & Shiffrin, 1968)

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Baddeley and Hitch Model of Working Memory

In 1974, Alan Baddeley and Graham Hitch proposed the paradigm of working memory, which has since
been widely accepted. A thorough grasp of the mind and how it processes information was provided
by these experts. For the purpose of better illustrating the information processing theory (Goldstein &
Mackewn, 2005), the following four additional elements have been added:
1. Central Executive: Information processes are coordinated between distinct memory stores in what
is regarded to be the control centre of the mind, the central executive. This system is in charge of
controlling and implementing the cognitive processes that encode and retrieve data. Aside from
that, the central executive receives input from the visuospatial sketchpad, the episodic buffer, and
the phonological loop, among other sources. This part of the brain is regarded to be where the
central executive is located because it is where all active decisions are processed and stored.
2. Phonological loop: The phonological loop is strongly associated with the central executive and is
responsible for storing auditory information. Furthermore, it is made up of two sub-components:
⧫ Phonological store is a short-term memory for auditory information that is stored in the brain.
⧫ Articulatory rehearsal method — It helps to retain information for extended periods of time by
practising it again (Baddeley & Hitch, 2019).
3. Visuospatial sketch pad: An additional component of the central executive that stores spatial and
visual information is regarded to be the visuospatial sketch pad. It assists the mind in seeing items
and navigating through the world.
4. Episodic buffer: Baddeley later added a fourth element to the concept, which likewise serves as a
storage device for data. It improves the mind’s ability to retain information by increasing its storage
capacity. He believed that the episodic buffer was responsible for the transfer of information between
short-term memory, perception, and long-term memory. He was proven correct. Because it is still in
its infancy, research into the particular mechanisms by which it works is still ongoing (Goldstein &
Mackewn, 2005). Figure 8 shows the Working Memory Model:

Visuo-Spatial Scratch Pad

Sensory Central Long-Term

Input
Memory Executive Memory

Decay

Phonological Loop

Articulatory Control

Phonological Store

Figure 8: Working Memory Model (Baddeley and Hitch, 1974)

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5.9 IMPLICATIONS OF LEARNING THEORIES FOR INSTRUCTIONAL PRACTICES

Behavioral learning theory has gained popularity due to the influence of influential behaviourists
such as Skinner and Pavlov, who promoted it as a method of education. Skinner’s teaching machines,
which were introduced in the 1950s, served as demonstrations of the theory’s practical applications. The
machines consisted of a sequence of tasks that the learner was required to accomplish, each of which
was meant to guarantee that the tasks were completed correctly in order for the learner to proceed.
The devices were innovative, and their main purpose was to elicit a favourable response in the form of
behaviour from the user.
It was through the creation of these machines that “an empirical approach to assessing and solving
issues” (programmed instruction) came to be established [1]. Some may see this to be the beginning of
a systems design approach to education, which may very well be the case in truth. Consider how much
material, guided activities, practise, and feedback is provided to students in a lesson—content, guided
tasks, practise, and feedback.
With no question, learning can result in the development of a physical skill in some circumstances;
furthermore, the practise of that skill will result in a response to a stimulus in other instances.
Reinforcement is at the heart of behavioural learning theory, and it is this that drives behaviour in
the most effective way. Instructional Design can benefit from the use of reinforcement to educate
learners to accomplish instructional objectives that are offered to them. Reinforcement can be used
to train learners to complete instructional objectives that are presented to them. Teaching machines
and programmed instruction, for example, are minor contributions to the discipline, but they have
paved the way for Instructional Designers to influence the learning environment in order to produce
more effective tactics in the classroom. Note that many instructional tactics incorporate the provision
of feedback to the learner, as this aids in the development of positive behaviours as a result of the
instructional strategies.
When cognitive learning theory was introduced, instructional design broadened its scope of practise to
incorporate solutions that include the learner as a primary focus in both the design and the development
processes. Some Instructional Designers use an iterative method to build instructional solutions, in
which they leverage information about the learners as well as the environment [2] to inform their
decisions. The Instructional Designer develops a list of instructional goals that can now include more
than simply observable behaviour; in addition, assessment methods that measure the newly acquired
knowledge that has been “transferred” to the learner are now available to him or her. In the context of
cognitivism, instructional design has evolved to include a more system-like design approach that places
a greater emphasis on the learners.

5.10 EXPERIENTIAL LEARNING

David Kolb’s Theory of Experiential Learning is an example of the humanistic and constructivist
approaches to education, which emphasise that learning occurs spontaneously in the classroom.
Because learning occurred through discovery and active participation, Kolb asserted that experience
was crucial in the development of knowledge creation. According to Kolb, leaning is characterised as
follows:
“The process whereby knowledge is created through the transformation of experience” (Kolb, 1984).
The Experiential Learning Theory developed by Kolb is divided into two components. The first is that
learning occurs in a four-stage cycle, which is described in greater detail below. Theoretically, Kolb felt
that, in the ideal situation, learners moved through the stages to complete the cycle and as a result,
translated their experiences into knowledge. The second component of Kolb’s Theory was concerned

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with learning styles, or the cognitive processes that took place in order for someone to learn anything
new. Individuals could demonstrate their knowledge or the learning that had occurred, according to
Kolb when they were able to apply abstract concepts in new settings, which was his main point.
Kolb’s Learning Cycle is based on the Jean Piaget’s focus on the fact that learners create knowledge
through interactions with the environment. Figure 9 shows the Kolb’s Learning Cycle:

Active Concrete
Experimentation Experimentation
(Planning or trying out (doing or having an
what was learned) experience)

Abstract
Reflective
Conceptualization
Observation
(concluding or learning
(reviewing or reflecting
from the experience)
on the experience)

Figure 9: Kolb’s Learning Cycle

Let’s understand this cycle in detail.

1. Concrete Experience
The first step in Kolb’s learning process cycle is a practical experience. There are two possibilities
here: either a wholly new experience or a reinvented version of an existing experience. Each learner
participates in an activity or completes a task as part of a tangible experience. Kolb believed that
participation was the most important factor in learning. When it comes to learning about something,
simply reading about it or watching it in action is not enough. Learners must actively participate in the
work if they are to gain new knowledge from it.

2. Reflective Observation
After taking part in the specific experience, the student revisits the task. The learner can ask questions and
discuss his or her experience with others at this stage in the learning cycle. At this level, communication
is crucial since it enables the student to detect differences between their knowledge and the experience
itself. A good vocabulary also enables a thorough assessment of occurrences.

3. Abstract Conceptualisation
The next phase in the learning cycle is to take these events into account. The student struggles to draw
inferences from the experience by reflecting on previous information, applying ideas they know about
or by talking to classmates about prospective theories. When learners begin to classify concepts and

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draw implications about the occurrence, they shift from reflection to abstract conceptualisation. In
this respect, experience is interpreted and their comprehension of the notion is compared. There are no
“new” concepts that students should study and amend their judgments on current ideas.

4. Active Experimentation
The test phase is this phase of the cycle. Learners return to a task to apply their conclusions to new
experiences. This time, they can forecast, analyse tasks and plan for the knowledge they have received
in the future. You ensure that the information is maintained in the future by allowing students to put
their knowledge into practise and illustrate how important it is to their life. Figure 10 shows the Kolb’s
Learning Styles:

Concrete
Experience
Feeling

Experience

Accomodating Diverging
feel and do feel and watch
Active Reflective
Transforming Experience
Experience Observation
Doing Watching
Grasping

Converging Assimilating
think and do think and watch

Abstract
Conceptualisation
Thinking

Figure 10: Kolb’s Learning Styles

1. Diverging (Concrete Experience/Reflective Observation)

This technique of learning is original and creative. The individuals tend to evaluate them from different
perspectives instead of studying specific experiences using the acts. They value and care about other
people. People that love this method tend to like to work together in groups, for example, brainstorming
ideas. Divergers are interested in several educational techniques:
⚫ Practical activities and the chance to investigate
⚫ A classic lecture by teachers which illustrates the utilisation of a system and its benefits and
drawbacks.

2. Assimilating (Abstract Conceptualisation / Reflective Observation)

This way of learning underlines logic. Persons showing this method of learning can review the facts
and appraise the entire experience. They often like experimental design and project work from start to
finish.

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The Assimilators prefer a couple of educational techniques:

⚫ Independent activities developed for the learner without the instructor
⚫ Classical lesson with an audio or video presentation
⚫ Private exploration or shows following a tutorial, provided with answers.

3. Converging (Abstract Conceptualisation/Active Experimentation)

This method of learning emphasises problem-solving as a learning approach. Those who favour this
kind of learning are able to decide on new experiences and apply their thoughts. Instead, they choose
to discover technological answers rather than divergers, they tend to avoid people and perspectives.
Convergers prefer a number of instructional techniques:
⚫ Workbooks or workbooks that identify difficulties
⚫ Computer-driven tasks
⚫ The activities are interactive.

4. Accommodating (Concrete Experience/Active Experimentation)

This approach of learning is intuitive and adaptive. These persons are guided by trial and error,
preferably by discovering the solutions themselves. They may change their trajectory according to the
circumstances and have good individuals in general. Some instructional strategies are preferred by
accommodators:
⚫ Activities to actively involve them
⚫ Support for more inquiring exploration and instructor like “what if?” or “why not?”
⚫ Tasks promoting independent finding.

Conclusion 5.11 CONCLUSION

Learning theories provide frameworks for better understanding, how information is used, how
knowledge is formed, and how learning occurs.
⚫ The act of learning through active and constructive cognitive processes, such as practising or
utilising our memory, is referred to as active learning.
⚫ Pavlov believed that a person could learn a great deal through the use of the Stimulus-Response
Connection.
⚫ the term “operant” refers to someone who is actively engaged in achieving favourable outcomes.
⚫ Reinforcement theory is the process of influencing behaviour by altering the consequences of that
activity.
⚫ Social theory examines the interaction between environmental and cognitive elements in order to
impact human learning and behaviour.
⚫ Locke established five key elements of goal-setting: clarity, challenge, commitment, feedback, and
task complexity.
⚫ The information processing theory is predicated on the assumption that humans actively process
the information they get from their senses, much like a computer does, in order to make decisions

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5.12 GLOSSARY

⚫ Learning Theories: It provides a foundation for understanding how people learn, as well as a means
of explaining, describing, analysing, and forecasting learning.
⚫ Cognition: It refers to an individual’s thoughts, knowledge of interpretations, understandings, or
ideas about himself and his environment, as well as his or her actions in response to such thoughts.
⚫ Reinforcement: It is the process of influencing behaviour by altering the consequences of that
activity.
⚫ Instrumentality It means that if performance expectations are fulfilled, a person will receive the
desired result.
⚫ Learning: It is the process whereby knowledge is created through the transformation of experience.

5.13 CASE STUDY: LEARN BY DOING

Case Objective
This case study describes the concept of learn by doing.
Mrs. Friesen has just finished describing the Animal Research Unit for her grade 7 students and invited
everyone to pick a partner. As the class settled into pairs, she scanned the room and observed, “Jonathan,
you don’t have a partner for the animal study project. Who else hasn’t been coupled up yet?”
Anna raised her hand and stated, “I don’t.”
Before going back at her desk Mrs. Friesen reminded the class, “Remember that you should pick an
animal fast before your choice is chosen.”
“I want us to choose dogs”, Anna remarked.
“How about we pick whales. Last year a dog bit me and I had three stitches.”, stated Jonathan.
The two kids continued to disagree as all the other groups in the class lined up at Mrs. Friesen’s desk to
make their choices.
Mrs. Friesen called from her desk, “Jonathan and Anna?”
“We still haven’t decided” remarked Jonathan.
“The only animals remaining are Canines or Orcas”
“We’ll take Canines”, suggested Anna.
Jonathan was not happy with the option and was uncooperative during the time given to work on the
project. Mrs Friesen had to commit more time than she had expected to disciplining the pair. Jonathan’s
only contribution was a jumbled collection of information that he had memorised and had no idea how
to order.

Questions

1. Consider what the various theories would have to say about this case study?
(Hint: Various theories will say we can learn by doing or by desired results. As it’s our project they
have to learn to work together)

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2. How could this situation be improved?

(Hint: this situation can be improved if he starts taking an interest in project and starts learning by
doing)

5.14 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. With the help of an example explain the concept of classical conditioning theory.
2. This theory examines the interaction between environmental and cognitive elements. Explain the
concept of social learning theory.
3. Write a short note on reinforcement theory.
4. This is an example of the humanistic and constructivist approaches to education. Elaborate the
experiential learning.

5.15 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Pavlov, a Russian psychologist who worked in the late 1800s, argued for this hypothesis. This is
an essential idea in the field of education. Pavlov believed that a person could learn a great deal
through the use of the Stimulus-Response Connection. Refer to Section Learning Theories
2. The idea of social learning put up by Albert Bandura highlights the necessity that others’ behaviours,
attitudes and feelings be observed, modelled and imitated. The social theory examines the interaction
between environmental and cognitive elements in order to impact human learning and behaviour.
Refer to Section Social Learning Theory
3. The work of B.F. Skinner is based on the concept that behaviour is influenced by the consequences of
actions. Reinforcement theory is the process of influencing behaviour by altering the consequences of
that activity, as defined by the American Psychological Association. Refer to Section Reinforcement
Theory
4. David Kolb’s Theory of Experiential Learning is an example of the humanistic and constructivist
approaches to education, which emphasise that learning occurs spontaneously in the classroom.
Refer to Section Experiential Learning

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@ 5.16 POST-UNIT READING MATERIAL

⚫ https://egyankosh.ac.in/bitstream/123456789/7978/1/Unit-1.pdf

5.17 TOPICS FOR DISCUSSION FORUMS

⚫ In groups of three or four, visit an organisation and through a survey, find out the reinforcement
strategies used by the organisational to make their employees learn.

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UNIT

06 Transfer of Learning

Names of Sub-Units

Introduction-Mental and physical processes, The Learning Cycle, Three Types of Instructional
Interaction, Resistance to Learning and Relation of Group Dynamics with Learning and transfer of
training

Overview

The unit begins by explaining the meaning of mental and physical processes. Further, it discusses
the learning cycle. It also explains three types of Instructional Interaction. It also discusses about the
Resistance to Learning and Relation of Group Dynamics with Learning and transfer of training.

Learning Objectives

In this unit, you will learn to:

 Explain the meaning of mental and physical processes
 Describe learning cycle
 Discuss the three types of instructional interaction
 Explain the resistance to learning
 Discuss the relation of group dynamics with learning and transfer of training

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Learning Outcomes

At the end of this unit, you would:

 Assess the mental and physical processes
 Justify the learning cycle
 Evaluate three types of instructional interaction
 Analyse resistance to learning
 Analyse relation of group dynamics with learning and transfer of training

Pre-Unit Preparatory Material

 https://www.mckinsey.com/~/media/mckinsey/business%20functions/organization/our%20
insights/elevating%20learning%20and%20development/elevating-learning-and-development-
intro.pdf

6.1 INTRODUCTION
It is defined as the process by which a person’s behaviour is permanently altered as a result of his or
her direct or indirect experience or practise. It is this type of procedure that causes a person’s previous
behaviour to shift. The person’s behaviour can alter for the better or for the worse depending on the
situation. Because learning has the potential to alter a person’s behaviour, it has gained prominence in
the field of organisational behaviour.

6.2 MENTAL AND PHYSICAL PROCESSES

Mental processes of learning are the processes that enable and constitute human learning and support
it, on the one hand, i.e., the processes that a human being uses to learn to acquire this or that competency
(understanding and conceptualising a problem situation, formulating a general and specific hypothesis
on how to solve the problem, monitoring and correcting the problem-solving process, etc.). As a result
of recent advances such as the Instructional Design movement, established ideas of learning and
instruction have undergone significant transformational shifts. In recent years, there has been a major
shift away from the behaviourist paradigm and toward the cognitivist and constructivist paradigm. The
active and creative aspects of the learner’s performance, as well as the importance of meaningfulness
as a necessary condition of learning, have all been emphasised more recently. The three types of mental
processes have to do with (1) information processing, (2) symbol manipulation, and (3) knowledge
production, and they are listed as follows:

1. Information Processing
According to one of the fundamental assumptions of cognitive theory, information contained in a learning
stimulus is acted upon by a range of mediating variables before the student makes a response. Those
who believe in information-processing explanations of cognition describe the steps that information
passes through in the cognitive system and the processes that function at each stage. As a result, we
will begin this part with a general overview of how humans process information in their daily lives. This

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account prepares the ground for our discussion of cognition as the manipulation of symbols and as the
formation of knowledge.
The emergence of information-processing theories of cognition cannot be traced back to the invention
of the computer in isolation; yet, the early cognitive psychologists’ descriptions of human thought
make extensive use of terminology that are unmistakably computerlike. People were expected to accept
information from their surroundings into “buffers,” to “process” it before “saving it in memory,” just as
computers were expected to do. Information-processing models describe the existence and function of
hypothesised “units” inside the human perceptual and cognitive systems, as well as the way in which
they interact with one another.

2. Symbol Manipulation
What is the representation of information that has been processed by the cognitive system by it?
“As symbols,” for example, is a highly popular response. This is a concept that is near to the heart of
cognitive science research. The concept is that we think by mentally manipulating symbols that are
representations of referents in the real world in our minds’ eye, which we then communicate to others.
Objects and activities in the exterior world correspond directly to the symbols we employ to represent
them in our internal world, and the reverse is also true. These symbols are placed into new relationships
with one another as a result of our manipulation of them, allowing us to gain new insights about
objects and occurrences. Our capacity to reverse the process by which the world was originally stored
as symbols allows us to intervene in the real world in new and perhaps more effective ways than we
were previously able to do.

3. Knowledge Production
Neisser (1976) and Piaget (1968), mentioned “When we construct new knowledge without direct reference
to the outside world, then we are perhaps at our most creative, conjuring from memories thoughts and
expressions of it that are entirely novel.” A classic example of this is Neisser’s (1976) “perceptual cycle,”
which outlines the relationship between knowledge and information seeking, as well as how knowledge-
influences information-seeking behaviour, which in turn influences information receiving behaviour,
and how information receiving behaviour influences knowledge seeking behaviour. This description of
knowledge acquisition provides a good account of how top-down processes, driven by the knowledge we
already have, interact with bottom-up processes, driven by information in the environment, to enable
us to assimilate new knowledge and accommodate what we already know in order to make it compatible
with the new knowledge we acquire.
As a result of this depiction, and as we did not express it explicitly previously, the perceptual cycle,
and so the entire information acquisition process, is concentrated on the individual rather than the
environment.

6.3 THE LEARNING CYCLE

David Kolb’s Theory of Experiential Learning cycle is an example of the humanistic and constructivist
approaches to education, which emphasise that learning, occurs spontaneously in the classroom.
Because learning occurred through discovery and active participation, Kolb asserted that experience
was crucial in the development of knowledge creation. According to Kolb, learning is characterised as
follows:
“The process whereby knowledge is created through the transformation of experience” (Kolb, 1984).

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The Experiential Learning Cycle Theory developed by Kolb is divided into two components. The first is
that learning occurs in a four-stage cycle, which is described in greater detail below. Theoretically, Kolb
felt that, in the ideal situation, learners moved through the stages to complete the cycle and as a result,
translated their experiences into knowledge. The second component of Kolb’s Theory was concerned
with learning styles, or the cognitive processes that took place in order for someone to learn anything
new. Individuals could demonstrate their knowledge, or the learning that had occurred, according to
Kolb when they were able to apply abstract concepts in new settings, which was his main point.
Kolb’s Learning Cycle is based on Jean Piaget’s focus on the fact that learners create knowledge through
interactions with the environment. Figure 1 shows Kolb’s Learning Cycle:

Active Concrete
Experimentation Experimentation
(Planning or trying out (doing or having an
what was learned) experience)

Abstract
Reflective
Conceptualization
Observation
(concluding or learning
(reviewing or reflecting
from the experience)
on the experience)

Figure 1: Kolb’s Learning Cycle

Let us understand the steps in this cycle.

1. Concrete Experience: The first step in Kolb’s learning process cycle is a practical experience. There
are two possibilities here: either a wholly new experience or a reinvented version of an existing
experience. Each learner participates in an activity or completes a task as part of a tangible
experience. Kolb believed that participation was the most important factor in learning. When it
comes to learning about something, simply reading about it or watching it in action is not enough.
Learners must actively participate in the work if they are to gain new knowledge from it.
2. Reflective Observation: After taking part in the specific experience, the student revisits the task. The
learner can ask questions and discuss his or her experience with others at this stage in the learning
cycle. In this level, communication is crucial since it enables the student to detect differences between
their knowledge and the experience itself. A good vocabulary also enables a thorough assessment of
occurrences.
3. Abstract Conceptualisation: The next phase in the learning cycle is to take these events into
account. The student struggles to draw inferences from the experience by reflecting on previous
information, applying ideas they know about or by talking to classmates about perspective theories.

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When learners begin to classify concepts and draw implications about the occurrence, they shift
from reflection to abstract conceptualisation. In this respect, experience is interpreted and their
comprehension of the notion is compared. There are no “new” concepts that students should study
and amend their judgments on current ideas.
4. Active Experimentation: The test phase is this phase of the cycle. Learners return to a task to apply
their conclusions to new experiences. They can forecast, analyse tasks and plan for the knowledge
they have received in the future. You ensure that the information is maintained in the future by
allowing students to put their knowledge into practise and illustrate how important it is to their life.
Let us understand some styles of learning.

1. Diverging (Concrete Experience/Reflective Observation)

This technique of learning is original and creative. The individuals tend to evaluate them from different
perspectives instead of studying specific experiences using the acts. They value and care about other
people. People that love this method tend to like to work together in groups, for example, brainstorming
ideas. Divergers are interested in several educational techniques:
⚫ Practical activities and the chance to investigate
⚫ A classic lecture by teachers which illustrates the utilisation of a system and its benefits and
drawbacks.

2. Assimilating (abstract conceptualisation / Reflective Observation)

This way of learning underlines logic. Persons showing this method of learning can review the facts and
appraise the entire experience. They often like experiment design and project work from start to finish.
The Assimilators prefer a couple of educational techniques:
⚫ Independent activities developed for the learner without the instructor
⚫ Classical lesson with an audio or video presentation
⚫ Private exploration or shows following a tutorial, provided with answers.

3. Converging (Abstract Conceptualisation/Active Experimentation)

This method of learning emphasises problem solving as a learning approach. Those who favour this
kind of learning are able to decide on new experiences and apply their thoughts. Instead, they choose
to discover technological answers rather than divergers, they tend to avoid people and perspectives.
Convergers prefer a number of instructional techniques:
⚫ Workbooks or workbooks that identify difficulties
⚫ Computer-driven tasks
⚫ The activities are interactive.

4. Accommodating (Concrete Experience/Active Experimentation)

This approach of learning is intuitive and adaptive. These persons are guided by trial and error,
preferably by discovering the solutions themselves. They may change their trajectory according to the
circumstances and have good individuals in general. Some instructional strategies are preferred by
accommodators:
⚫ Activities to actively involve them

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⚫ Support for more inquiring exploration and instructor like “what if?” or “why not?”
⚫ Tasks promoting independent finding.

6.4 THREE TYPES OF INSTRUCTIONAL INTERACTION

Learner-content interaction, learner-instructor interaction, and learner-learner interaction are
the three basic types of interaction that instructional designers consider when designing strategies
for online learning (Moore, 1989). Nonetheless, the online mode has immense potential to encourage
connection that extends beyond the blurred limits of an online learning environment. It is stated in
the Quality Guidelines offered on this website that this form of engagement is critical. The five types of
contact are listed below, along with some of the markers for effective implementation.

Learner-content interaction
There are numerous methods in which learners can interact with the course content (for example,
through multimedia, activities, assignments, self-assessments, projects, etc.)

Learner-instructor interaction
⚫ Interaction between students and instructors takes place in a variety of ways and through a variety
of communication channels (for example, through introductions in a bulletin board, the creation of
participant profiles, feedback, office hours, etc.)
⚫ The instructor engages with pupils on an individual and group basis.
⚫ A frequent (at least once per week) interaction between the instructor and the entire class occurs
during the duration of the course (for example, through a course announcement, generalised
feedback on activities or assignments, etc.).

Learner-learner interaction
A variety of opportunities are provided for students to interact with one another (for example, through
peer-evaluation, games, competitions, discussions, presentations, etc.)

6.5 RESISTANCE TO LEARNING

A learning culture is one that places a strong emphasis on encouraging all employees to increase their
competency levels, as well as their skills, knowledge, and overall performance and results. This entails
establishing policies that place a high value on learning and continued professional development, as
well as providing staff with practical assistance.
If your organisation does not already have a learning culture, you should put up the effort to build one and
then nurture it, as the rewards are significant. The phrase “learning resistance” has a double connotation
in this context. The immediate psychological understanding of the word pertains to instances in which
one or more individuals, directly or indirectly, consciously or unconsciously, refuse any participation
in a learning opportunity that is presented to them. However, there is also a sociological and political
understanding of learning resistance that refers to it as part of general opposition to social conditions
by oppressed groups, segments, or classes, as opposed to individual acts of resistance. Additionally, this
understanding entails the development of alternate tactics and educational options for students.

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How to overcome from resistance to learning:

1. Communicate clearly with employees: When people believe that change is being imposed upon
them, they are more likely to be resistant to it. They will naturally push back if they do not feel like
they are a part of the process.
One of the most important answers to this problem, as with many other elements of business, is to
communicate with your employees throughout the process. It is considerably less likely that you
will meet resistance if you take this strategy rather than alerting them that you are introducing e-
learning at the same time as sending them information about their first course.
2. Education and Communication: A good strategy to combat change resistance is to educate
individuals in advance about the effort to change. Communication and training at the front allow
employees to understand the logic of change. This decreases unsubstantiated and wrong rumours
about the effects of organisational change.
3. Participation & participation: employees are more likely to buy change than to fight it when they
are active in the change effort. This technique is likely to reduce resistance more than just hope that
people accept change.
4. Facilitation and support: In challenging circumstances, managers can direct possible opposition
by supporting staff. During a transition period, management assistance helps employees deal with
fear and worry. This technique involves additional training, advice and time off work.
5. Negotiation and agreement: managers can fight against opposition by offering employee incentives
to avoid change. This can be done by enabling change resistors to threatening components of
change, or changing resistors to go to another part of the firm so that the change effort cannot be
experienced. This method is suitable for those in a position of power resistant to change.
6. Manipulation and cooptation: cooptation is the patronising gesture of bringing a person into a
planning group for change for the sake of appearances rather than for its substantial contribution.
Often this requires the selection of resistance leaders to assist in the struggle for change. These
leaders can play a symbolic role in making decisions without harming the effort to change.
7. Explicit and implied coercion: managers can force staff to accept changes either officially or
implicitly by making plain that the resistance to change may lead to job loss, termination and
promotion of people.
8. Change timing: Change timing can have a significant impact on resistance. The moment and time
to make changes are always right.
9. Choosing people who accept change: research reveals that people are easily accepted and adapted
to change. Persons that are best adapted to change, it seems, are people that are open to change, are
positive and flexible in nature.

6.6 RELATION OF GROUP DYNAMICS WITH LEARNING AND TRANSFER OF TRAINING

Group dynamics was coined by Kurt Lewin, a social psychologist and change management expert, in
the early 1940s, and he is credited with coining the phrase. When working in a group, he observed that
people frequently adopt separate roles and behaviours. The term “group dynamics” refers to the impact
of these positions and behaviours on the other members of the group as well as the group as a whole.
Following in the footsteps of Lewin’s concepts, more contemporary scholars have expanded on them,
and their work has become essential to excellent management practise.

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Finding a group that has a positive dynamic is not difficult. Team members have faith in one another,
they work together to reach a common decision, and they hold one another accountable for seeing that
tasks get done on time. It has also been discovered that when a team has an encouraging atmosphere,
its members are roughly twice as creative and responsive to learning as the usual group.
People’s behaviour causes problems at work when they are in a group with bad group dynamics. A
negative learning environment that encourages people to express their opinions, trust the trainers,
and integrate and share content and experiences would be created as a result, and the group would
be unable to reach a decision or support a positive learning environment that promotes a better
cooperative framework.

Group Dynamics and its effect on learning:

It is possible for trainers, students, and team members all to contribute to a poor group dynamic. Let’s
take a look at some of the most typical issues that can arise:
1. Weak leadership: Team members that are more dominant than the rest of the group can often
take command when a strong leader is absent from a team. This might result in a lack of direction,
internal strife, or a concentration on incorrect priorities.
2. Overconfidence in authority: This can occur when people wish to appear as though they agree with
a leader’s position and so refrain from expressing their own opinions.
3. Blocking occurs when team members behave in a way that prevents the flow of information within
the group from flowing freely. People can take on positions that are considered to be obstructing,
such as:
⧫ The aggressor is someone who frequently argues with others and expresses themselves in an
improper manner.
⧫ The denier is a group member who is frequently critical of the ideas of others.
⧫ The withdrawer is a person who does not take part in the discussion in any way.
⧫ The recognition seeker is a group member who is conceited or who takes over the conversation.
⧫ The joker is someone who brings comedy into situations where it is not acceptable.
Trainers assume the position of team leaders, and it is their responsibility to steer the development of
their groups and guarantee that the learning objectives are accomplished or to adjust the technique
in a way that will allow them to achieve the greatest possible amount of success in their endeavours.
It is critical to understand the stages that a group goes through as it grows. The Forming,
Storming, Norming, and Performing model developed by Bruce Tuckman describes these processes.
Understanding them will allow you to anticipate difficulties that may arise, such as challenges with
bad group dynamics, before they occur.
4. Free riding: In this situation, some members of the group take it easy and leave the rest of the group
to do all of the work. When working alone, free riders may put in long hours, but they may reduce
their efforts when working in groups; this is referred to as “social loafing.”
5. Apprehension about the evaluation process: team members’ perceptions can also contribute to a
bad group dynamic. When people believe that they are being judged unfairly by their peers, they
experience evaluation apprehension, and as a result, they keep back their opinions in order to avoid
being judged.

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Transfer of training allows individuals to put the abilities they’ve learned in training to use in their daily
jobs. Performing certain tasks before, during, and after a training session in order to assist employees
to more successfully and rapidly apply the skills they have gained in training back on the job is referred
to as “training transfer.”
When employees participate in any internal or external training activity, session, seminar, or on-the-job
training, the goal is for them to be able to transfer their new knowledge.
The purpose of training is to improve the skills, knowledge, and ability to think and learn of employees, as
well as their overall performance. More importantly, though, is the capacity to put the new information,
skills, or expertise to use in the employee’s current employment position.
Moving one step further, in an ideal situation, the employee learns new material and applies it to his or
her job before passing on the knowledge (through training) to other employees.
Ideally, you would like the training that you provide for employees to have a significant impact on the
skills that employees practise in the workplace when they return to work. Employee training transfer
is highlighted in this case study, which demonstrates the need to pay attention to it before, during, and
after training and development sessions or activities.

Conclusion 6.7 CONCLUSION

⚫ It is defined as the process by which a person’s behaviour is permanently altered as a result of his or
her direct or indirect experience or practise.
⚫ The process whereby knowledge is created through the transformation of experience.
⚫ Interaction between students and instructors takes place in a variety of ways and through a variety
of communication channels (for example, through introductions in a bulletin board, the creation of
participant profiles, feedback, office hours, etc.)
⚫ A variety of opportunities are provided for students to interact with one another (for example,
through peer-evaluation, games, competitions, discussions, presentations, etc.)
⚫ A learning culture is one that places a strong emphasis on encouraging all employees to increase
their competency levels, as well as their skills, knowledge, and overall performance and results.
⚫ Change timing can have a significant impact on resistance. The moment and time to make changes
are always right.
⚫ Group dynamics was coined by Kurt Lewin, a social psychologist and change management expert,
in the early 1940s, and he is credited with coining the phrase.

6.8 GLOSSARY

⚫ Mental processes of learning: It enables and constitutes human learning and support it on the one
hand.
⚫ Blocking: It when team members behave in a way that prevents the flow of information within the
group from flowing freely.

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⚫ Perceptual cycle: It outlines the relationship between knowledge and information seeking, as well
as how knowledge influences information-seeking behaviour, which in turn influences information
receiving behaviour, and how information receiving behaviour influences knowledge-seeking
behaviour.
⚫ Learning Cycle: It is based on the Jean Piaget’s focus on the fact that learners create knowledge
through interactions with the environment.

6.9 CASE STUDY: HUMAN RESOURCES DEVELOPMENT

Case Objective
The aim of this case study is to highlight the role of training and development in learning.
The Director of Human Resources Development (HRD) at a mid-west university devised a new series of
staff training for supervisory employees. It initiated the process of needs assessment with focus groups
that included potential participants and supervisors to identify critical training skills and ideas.
For the purpose of determining staff training content, she sought external specialists. She attended staff
training and visited with HRD Directors at comparable universities to share notes before preparing the
staff training. She established a consulting committee across the university to evaluate and support the
conception and execution of employee training.
She then developed objective employee training sessions in collaboration with internal and external
training and development providers. Trainee managers are obliged to attend the first meeting to present
the substance of the worker training.
These discussions also instruct the manager’s responsibility in supporting training efforts. The whole
course was gradually attended by more and more managers.

During Training

The HRD Director conducted the first several training groups for employees. Based on comments,
sessions were redesigned. During the training, trainers provided pertinent examples and activities.
The participants completed multi-page assessments that offered comments on the sessions’ substance,
learning and efficacy. The training took place within one week and was not necessary at the end of the
session, which means that participants were given time to ponder and examine them after the training
session.

After Training

Training redesign is an ongoing process that is based on participant input.

The Director of Human Resources meets with employees who attended the training sessions a couple of
months after they have taken place. Her goal is to determine whether or not they were satisfied with the
training and whether or not they were able to apply what they learned in training to their workplace
over time. She also meets with their bosses to determine whether or not the employees are putting their
newfound knowledge to use in the job.
She is working to improve the training transfer component of the company’s staff training programme
by implementing actual testing and providing 360-degree feedback.

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Questions
1. Is the training program a success?
(Hint: you can say as she spent the time to implement the steps recommended during the training
session. The university is getting great results from the resource invested in employee training
2. How will you measure the effectiveness of the training programme?
(Hint: the organisation can measure the effectiveness of training programme by the productivity
and result given by the employees.)

6.10 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. There are three types of mental processes. Explain. What are Mental and physical processes?
2. Elaborate the David Kolb’s Theory of Experiential Learning cycle.
3. Write a short note on Instructional Interaction.
4. Explain the Resistance to Learning.
5. Discuss the relation of group dynamics with learning and transfer of training.

6.11 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Mental processes of learning are the processes that enable and constitute human learning and
support it on the one hand, i.e., the processes that a human being uses to learn to acquire this or
that competency (understanding and conceptualising a problem situation, formulating a general
and specific hypothesis on how to solve the problem, monitoring and correcting the problem-solving
process, etc. Refer to Section Mental and physical processes
2. David Kolb’s Theory of Experiential Learning cycle is an example of the humanistic and constructivist
approaches to education, which emphasise that learning occurs spontaneously in the classroom.
Refer to Section The Learning Cycle
3. Learner-content interaction, learner-instructor interaction, and learner-learner interaction are the
three basic types of interaction that instructional designers consider when designing strategies for
online learning (Moore, 1989). Refer to Section Three Types of Instructional Interaction
4. A learning culture is one that places a strong emphasis on encouraging all employees to increase
their competency levels, as well as their skills, knowledge, and overall performance and results.
Refer to Section Resistance to Learning
5. Group dynamics was coined by Kurt Lewin, a social psychologist and change management expert,
in the early 1940s, and he is credited with coining the phrase. When working in a group, he observed
that people frequently adopt separate roles and behaviours. Refer to Section Relation of Group
Dynamics with Learning and transfer of training

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@ 6.12 POST-UNIT READING MATERIAL

⚫ https://pcer.ac.in/wp-content/uploads/2018/04/Learning-and-Teaching.pdf

6.13 TOPICS FOR DISCUSSION FORUMS

⚫ Compare and contrast the learning cycle with your or colleagues who come from different
backgrounds and comment on their effectiveness.

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UNIT

07 Training Design

Names of Sub-Units

Points Considered while Designing a Training Programme Factors that Affect Training Design, Budget
Allocation, Process of Budgeting, Types of Costs, Outcomes of Design, Theory of Training Design:
Gagne Briggs Theory

Overview

This unit talks about the things one needs to keep in mind while putting together a training design. It
also talks about the various tangible and intangible factors that affect the training design.

Learning Objectives

In this unit, you will learn to:

 Explain the points to be considered while designing a training programme
 Understand the concept of training design
 Discuss training design budget
 Examine the various costs involved in training design
 Outline the Gagne Briggs design theory

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Learning Outcomes

At the end of this unit, you would:

 Describe the points to be considered while designing a training programme
 Explain the budgeting process
 Outline the benefits of training design
 Summarise the process of putting a design together

Pre-Unit Preparatory Material

 http://103.5.132.213:8080/jspui/bitstream/123456789/214/12/training%20design%20text.pdf
 Principles of Instructional Design, Fourth Edition by Robert M. Gagne, Leslie J. Briggs and Walter
W. Wager
 https://saylordotorg.github.io/text_human-resource-management/s12-04-designing-a-training-
program.html
 https://bizfluent.com/how-6568957-training-budgets-step-by-step.html

7.1 INTRODUCTION
Training and Development is a vital department in any organisation. However, there are always only a
handful of employees that are being trained. This brings us to think about the number of trainees that
work in the same organisation and are not trained. This is where the concept of training design comes
into play.
Training Design means putting together fresh training plans, resource bank and lessons for the people
of the organisation as shown in Figure 1. It finds out the pitfalls in the existing training programmes
and makes amends to make effective delivery material.
Now that being said, it is not easy to design and put together an effective training design. It’s important
to make sure the data put together in training is valid and true, at the same time easy to understand
and comprehend from the learner’s perspective.

Plans
Training Design

Resources

People

Figure 1: Training Design Elements

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7.2 POINTS CONSIDERED WHILE DESIGNING A TRAINING PROGRAMME

Following are few questions that can be kept in mind while designing a training:
⚫ Is there a need for this training? : This is where you speak to the managers and the employees to
find out in what area of their day to day operations does they need assistance and guidance from a
training point of view. Ask yourself is it a skills based requirement, an attitude or a behaviour based
requirement or a hard skill deficit.
⚫ What are the objectives of this training design? -Here you need to understand the working of your
audience and what the management is trying to achieve by this training
⚫ The next step is to design a pre-assessment by which you will be able to gauge the understanding of
the audience, its important that the TNA is in line with all the learning objectives.
⚫ After getting the results of the TNA you will get a clear idea of what the audience needs to learn :
what their strengths are and areas of improvement.
⚫ This is where you begin to finalise the training content. This includes core content like PPT’s,
Handouts, exercises, role plays etc. The content has to be broken down into understandable bits of
information, that can be easy for the audience to understand.
⚫ There are different ways to start training; this is where you put together the beginning of a training
programme. Whichever way you choose to start the training, it is important to begin with something
very impactful. Few ways to begin a training that can be used as an anchor are using stories, case
studies, statistics etc.
⚫ The next right thing to do is to plan the objectives under pending on the objectives to plan activities
and other engagements to keep the audience hooked to the training programme.
⚫ Finally, do a dry run off the trading programme with the exact floor that you have made from the
beginning to the end. If you have a PowerPoint presentation now will be a good time to use it and
include all the activities that you have decided. Doing this helps you anticipate questions that may
arise in the audience’s mind.

Few other things that we can keep in mind while we are designing a training programme are as follows:
1. Knowing the budget of the training programme will help you plan for the infrastructure, food and
other facilities and prizes if any.
2. Understanding the makeup of your audience will help you design an effective training programme
if you keep in mind their backgrounds, their experience, their value system and what they expect
from the training session.
3. Understanding the timelines will help you plan and over plan if necessary to keep within the given
time and to allow enough space for question and answers.

7.3 FACTORS AFFECTING TRAINING DESIGN

There are a number of factors that influence the design of the training. This can range from defining the
training outcomes, understanding the concept and other logistics. Taking care of these issues, they has
fallen during the design phase, the instructional designer can increase The effectiveness of the training
programme.
To start with it is important to identify the goals of the training, what kind of knowledge skills, attitude
and behaviour are we dealing with in this training programme. If you understand the specific skills, you

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will be able to measure the overall learning. If the training is related to a certain behaviour, it will be
ideal to consider the emotional factors that can be addressed.
It is important to define the learning objectives that ought to be accomplished through this training
programme. After completing the training programme, what should the learners be equipped with? For
a successful understanding of the learning objectives, it is important to identify the core skills that lie at
the heart of the training.
The next factor that influences the training design is the content of the course. It is important for the
expert that is designing the training programme to develop relevant, up-to-date with today’s time, in
the said duration of the training programme. Here it is also important to understand the tools and
techniques used in the delivery of the programme.
The next thing you might want to keep in mind is the frequency of delivery, as well as retrospection of
what is working and what is not, resource wise and audience wise.
The next factor that influences the training design is the design need. It’s important to identify whether
this training is a new one or there are existing courses on the same lines. Identify the trainers, set
deadlines and budgets. Find out if there is any copyright material that is being used or any alarming
case studies that will affect the design of the programme.
The most important factor that influences the training design is the participants. It is important to
understand the makeup of your audience in terms of the number of audience; there is knowledge about
the topic and the experience that they come with. It is also important to understand if they have existing
knowledge on the topic.
The next thing to do is to use a combination of tangible and intangible engagement activities that will
keep the target audience entertained and inspired during the course of the syllabus.
Finally, to understand how effective your training design is it is important to put together an evaluation
plan. An evaluation, an exam or an assessment talks about how much your target audience has
understood the topic and finds it applicable to their lives every day.
Let’s look at some broad factors other than the ones that we discussed earlier that influence the training
design listed in Figure 2:

Figure 2: Factors Influencing Training Design

7.4 BUDGET ALLOCATION

Allocating a training budget for your organisation ensures the appropriate usage of the funds towards
the development of the employees throughout the year.

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It’s important to properly plan the training expense and associate them with the organisational goals
for the year so that the objectives of the organisation can be met.
Training sometimes in most organisation is considered as a cost to the company, hence few human
resource management personnel cut costs to reduce the training budget.
It is important to manage the funds and resources allocated towards the training budget to make sure
the employees are trained on competency is required to do their job successfully.
In some cases, it is mandatory for the employees to get trained on certain topics related directly to their
jobs like sexual harassment training, job safety training and others.
Putting together costs for the training programme allows stakeholders to distribute funds accordingly.
For example, creating an excel sheet with a list of activities related to training and development that
includes the number of people to be trained, the money involved and its impact on the business.
This enables the employees to understand what is expected of them from the organisation point of view
and if there are specialised courses and certifications that they would like to enrol for.
Putting aside funds for training ensures that the employees get trained on skills that are essential for
the organisation to achieve its strategic goals.
Let’s take an example here if your organisation goal is to provide great quality customer service,
reduce the number of complaints coming in each quarter, reduce the number of post-sale complaints
and understand and establish a trustworthy relationship with your internal and external customers,
the training team might want to train their employees on “customer centricity training”. what we’re
trying to establish here is that the needs and the problems identified in the day-to-day operations of an
employee have to be fulfilled via the training.
Finally, putting together an extensive training budget can keep a cheque on the spending associated
with deliveries of training, other training activities and getting a great return on investment.

7.5 BUDGETING PROCESS

The process of budgeting for training is shown in Figure 3:

Finalising training
Costs involved
budget

• Why is the training • Detailed Budget • Double check

• Keep Organisation
needed? • Internal and numbers
objectives in mind
• Approval from the External Costs • Sub categories of
• ROI in check
top management involved costs

Drafting a budget
Finalise a budget
plan

Figure 3: Budgeting Process for Training

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A training budget is like a road map for the funds used for training throughout the year. The process of
budgeting involves various steps that are discussed and explained in the diagram above.
Ideally, most organisations spend about 1 to 5% of the salaries of the employees on training.
During the development of a training budget it is important to answer few vital questions like what
gaps have you observed, off these gaps observed what needs urgent attention and training, how often
do you think the training should be conducted and how do you think this training is going to help bridge
that gap.
Your current training programme analysis will be an answer to the questions you’ve just asked.
Long training calls might really be boring and unproductive, however, a once in a month employee
engagement training activity may be of much interest to the employees.
Since most of us are working online these days, most trainings are shot and crisp as opposed to
traditional classroom training. The costs involved are also minimal since the only resources required
are a computer and a decent Internet connection.
Let us understand the concept of training budget a little better.
For example, if an employee’s salary is 5 Lac rupees per year then the training team needs to allocate
about 5000 to `25,000 per year as the training budget for this employee. As discussed earlier, this is
about 1 to 5% off the employees cost to the company.
If you do not spend the full 25,000 rupees on training that employee you can give yourself some space.
The remaining money can be used to upskill the system of training for the employees, an updated
LMS system, hiring internal training resources and getting certifications and tie-ups for new In Sync
trainings.
While you are considering expenditure pertaining to the training budget make sure you keep in mind
training materials, hard copies and manuals, travel and expenditures, technology and equipment, hotel
costs, trainer charges and research.
The key to a better training programme is not an extensive budget but the budget that is well planned
unimplemented. A general 25,000 for a training budget can be divided as `11,000 for travelling and
food, say about `5000 for tools and technologies, `5000 for training content and about 1200 rupees as
miscellaneous costs. While this is not the ideal breakup, this is just for you to understand the things that
you can keep in mind while putting together a training budget.
When your training budget is ready, the concerned people need to check and recheck the numbers. This
is where you could use your person from the accounts team to confirm with you if you are on the right
track.
If your organisation has a group of stakeholders, you first need to get approval for your projected
budget. Before you speak to them, it is important to put together a professional presentation of the
numbers and explaining to them how this training can be on return on investment.
There is a possibility that the stakeholders will ask you to bring down your training budget and in such
cases, it is important to keep a positive attitude and consider a few things. For example, you could use
your own training space instead of renting out a hall or a hotel, you could use digital copies of training
material instead of printing them out, you could organise massive webinars instead of short training

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programmes that could include a larger number of your employees, you could cut down on food and
drinks if you do the training online and you could have your internal trainers who are on your payrolls
do the training for you instead of hiring an external resource and paying them a massive sum of money.

7.6 TYPES OF COST INVOLVED

The various costs involved in training design are shown in Figure 4:

Resource Cost

Training tools

LMS

Technology

Consulting

Content

Infrastructure

Figure 4: Costs Involved in Training Design

The resource cost in training talks about the trainer, if he or she is external or internal, the content that
is being used for the training whether you are buying it or making it yourself, are there any copyright
issues at cetera
Training tools take up costs like licences, for example, paid versions of softwares like zoom, Google meets,
Webex et cetera. Sometimes training tools will also involve softwares necessary for technical training
within the organisation.
A learning management system is the heart of any training team, it not just stores all the recordings
of the trainings, but also stores a resource bank used in training programmes that is accessible to the
participants for as long as they are with the organisation.
Technology these days is a must for a successful training programme. The cost of technology can be
higher than anticipated since there is a newer version of software or an application that might just
come up uncertainly and maybe more expensive than the previous version. If it is a night company,
it is mandatory for them to use only licenced copies of these software programmes and these can be
expensive.
If it is specialised training, for example, training the higher management of an organisation, you might
need special expertise and resource personnel for this training. The costs involved for the same might
need you to acquire an external trainer while doing this programme.
Sometimes there are infrastructure costs that are involved with each training programme, for example,
there could be an onsite training at a resort or in outdoor training in a special location, there’s a lot of
costs involved in these cases.

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7.7 OUTCOMES OF DESIGN

Various outcomes of effective training design are:
⚫ Motivated Employees ⚫ Organisation Goals Met
⚫ Higher Job Satisfaction ⚫ Less Risks
⚫ Versatile Skills ⚫ Higher ROI
⚫ Creative thinking

7.8 GAGNE-BRIGGS’S THEORY

This design theory refers to both the trainer and the trainees during each training session. A session
design is a plan showing the types of events and their sequence while explaining the different tools to
be used in each event.
While designing a session plan, it is important to keep two factors in mind. First the objective of the
training programme, the second and the most important the target audience.
While studying Gagne-Briggs’s theory, it is important to understand what they call “conditions of
learning”. here they mention two conditions, internal conditions that talk about aloneness prior
knowledge to the subject an external condition that deals with the stimuli that is put in front of the
learner for example expectations set by the trainer.
The initial step of this theory is to identify and define the kind of outcomes that need to be achieved
through this training programme. They categorise these outcomes into five types, verbal information,
intellectual skills, cognitive strategies, motor skills and attitudes.
The second step was to organise instructions inappropriate design, this is what they like to call “events
of instruction”, there are nine steps in this process. Steps in the Gagne-Briggs’s theory are shown in
Figure 5:

Eliciting the
Gaining attention Providing feedback
performance

Informing the learner Providing learning Assessing the

of the objective guidance performance

Stimulating recall of Presenting the stimulus Enhancing retention

prerequisite learning material and transfer

Figure 5: Gagne-Briggs’s theory

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The nine steps mentioned above are quite self-explanatory. Hence we can establish that this theory
provides great information two facilitators at all levels. Application of the ninth step model would be
a great way to make sure that learning happens in an organised and structured way. It is important
to understand that these events are not one size fits all And has to be customised depending on the
training objective.

Conclusion 7.9 CONCLUSION

⚫ It is important to identify and to find the objectives clearly to understand how trainings have to be
in tandem for the organisational objectives.
⚫ It is important to understand the composition of your target audience while designing a training
programme.
⚫ While putting together great content and a great resource is an important factor, it is also important
to figure out effective ways to assess the learnings and to map the return on investment for each
training programme conducted.
⚫ Training design is one of the most important parts of learning and development as if done well
brings out the optimum effectiveness of any training programme.

7.10 GLOSSARY

⚫ Optimum: The best level or state that can be achieved

⚫ Effectiveness: The degree to which something is successful in producing the desired result
⚫ Cognitive: The thing that is related to or involves conscious intellectual activity
⚫ Intellectual: A person possessing a highly developed intellect.
⚫ Stakeholders: The individuals including decision makers, investors, employees, customers and
suppliers

7.11 CASE STUDY: DESIGNING A TRAINING PROGRAM FOR DIREC2U

Case Objective
This case study highlights how a training program was designed for Direc2u.
Direc2U Hypothetical Pvt. Ltd. was incorporated in the year 2000 and in 2018 it had a turnover of Rs.
800 million. It had a sales force of close to 600 workers and the biggest strength of company is its well-
trained sales force. Mr. Raj Pal Singh is the CEO, Mr. VK Prasad is the VP (HRD) and Mr. Sunit Verma
is the Training Manager of the company. The management of the company wanted to implement a
Management Development Programme (MDP). The organisational structure of the company is divided
into four levels: Top Management, Middle-Level Management, First-Line Managers and Sales Force.
The company wanted to implement MDP due to the following reasons:
⚫ First-line managers did not possess advanced selling skills
⚫ First-line managers did not have adequate team management skills
⚫ For coaching team members

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The training manager identified a few areas essential for training and he identified the training
facilitators who would provide employees lecture based training.
The top-level managers were discussing whether conducting a training program will meet their
objectives or whether they should ask Mr. VK Prasad to train them on the job for improving their
knowledge and skill levels of first level managers. Most managers agreed that there was a training
need. Some were of the opinion that the training design was too dependent on the lecture method.
Some managers suggested that they can motivate the first line managers and these managers can
internalise the training by following Zemke & Zemke’s (1995) three factors:
⚫ Be knowledgeable about adult motivation
⚫ Be knowledgeable about curriculum design that enhances opportunities for self-directing learning
⚫ Be knowledgeable about adults in the classroom

A few managers also suggested that there was a need to create a learning environment by first emailing
the training agenda to participants followed by video conference with VP-HRD and by creating a Yahoo
group with facilitator.
The top managers also consulted and agreed that they should use a variety of training methods/tools
such as advanced selling skills, videos, role plays, programmed instruction, etc.

Questions
1. How can you motivate the first line managers?
(Hint: Some managers suggested that they can motivate the first line managers and these managers
can internalise the training by following Zemke & Zemke’s (1995) three factors: Be knowledgeable
about adult motivation, Be knowledgeable about curriculum design that enhances opportunities
for self-directing learning, and Be knowledgeable about adults in the classroom.)
2. Why did Direc2u wanted to implement the MDP?
(Hint: Direc2u wanted to implement the MDP as first-line managers did not possess advanced selling
skills, first-line managers did not have adequate team management skills and for coaching team
members.)

7.12 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Before designing any training programme, the first and foremost thing to consider are the goals
and objectives of the training programme. List the various points that must be considered while
designing a training programme.
2. The training design usually depends on factors such as whether training program is to be developed
afresh or it will be developed from an existing course, identifying training designers and determining
development time and cost. Outline the various factors that affect training design.
3. While preparing an estimate of training costs, the managers need to include the direct and indirect
costs required to analyse, design, develop, and implement the training materials and cost of
delivering. Explain the budgeting process for training.
4. Designing training programmes is an expensive business and managers need to take care of their
cost of training. Summarise the various costs involved in training design.
10

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5. Trainers can use Gagne’s nine events of instruction to structure their training sessions. Describe the
nine events of instruction as per Gagne’s theory of design.

7.13 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Few questions that can be kept in mind while designing a training include: Is there a need for this
training?, What are the objectives of this training design?; etc. Refer to Section Points Considered
While Designing a Training Programme
2. The most important factor that influences the training design is the participants. It is important to
understand the makeup of your audience in terms of the number of audiences; there is knowledge
about the topic and the experience that they come with. Some other important factors that influence
the training design include: resource, audience, methodology, etc. Refer to Section Factors Affecting
Training Design
3. A training budget is like a road map for the funds used for training throughout the year. The process
of budgeting involves various steps. During the development of a training budget it is important to
answer few vital questions like what gaps have you observed, off these gaps observed what needs
urgent attention and training, how often do you think the training should be conducted and how do
you think this training is going to help bridge that gap. Refer to Section Budgeting Process
4. Types of costs involved in training design includes: Resource Cost, Training tools, LMS, Technology,
Consulting, Content and Infrastructure. Refer to Section Types of Cost Involved
5. This Gagne-Briggs Design Theory refers to both the trainer and the trainees during each training
session. A session design is a plan showing the types of events and their sequence while explaining
the different tools to be used in each event. While designing a session plan, it is important to keep two
factors in mind. First the objective of the training programme, the second and the most important
the target audience. Refer to Section Gagne-Briggs’s Theory

@ 7.14 POST-UNIT READING MATERIAL

⚫ https://yourbusiness.azcentral.com/importance-training-budget-organizations-1364.html
⚫ https://www.talentlms.com/blog/training-budget/
⚫ https://blink.ucsd.edu/HR/training/instructor/tools/training.html
⚫ https://www.scribd.com/document/96711634/What-is-a-Training-Design

7.15 TOPICS FOR DISCUSSION FORUMS

⚫ Find out the latest trends in training design and compare them to the traditional way? Identify the
difference and how has it enhanced learning?

11

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UNIT

08 Traditional Training Methods

Names of Sub-Units

Types of Training, On the Job and Off the Job Training, Strengths and Limitations of Lecture/
Discussions, Demonstrations, Games, Simulations, Case Studies, Business Games, Group Building
Methods, Role Play, Sensitivity Training Method, Coaching, Counselling.

Overview
This unit describes the various traditional training methods such as on-job and off-job training,
lectures as a form of training, games and simulations.

Learning Objectives

In this unit, you will learn to:

 Understand the different traditional methods of training
 Differentiate between on the job and off the job training methods
 Discuss the strengths and limitations of lecture
 Describe the concepts of demonstrations, games and simulations
 Explain the role of case studies, role play, etc. in training

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Learning Outcomes

At the end of this unit, you would:

 Explain the strengths and weaknesses of the traditional training methods
 Compare the on-job and off-job methods of training
 Justify the use of trainings
 Defend the use of games and case studies in training
 Utilise coaching and counselling as methods of training

Pre-Unit Preparatory Material

 https://www.businessmanagementideas.com/employee -training/on-the-job-training-
methods/20546
 https://academictechnologies.it.miami.edu/explore-technologies/technology-summaries/role-
play-and-simulations/index.html

8.1 INTRODUCTION
Upskilling themselves is one of the vital elements that enhances the performance of an employee at
their workplace. These employees should then apply the knowledge that they have learned in training
into a behaviour that can be displayed in their day-to-day operations.
Just like everything else in the corporate world and education, training has seen an updated version too.
In this module, let us look at some of the traditional training methods. Some of these methods are still
prevalent even today in most organisations.
Few examples of traditional learning methods are on-job and off-job training, presentation methods,
demonstrations and other group activities. The training team in every organisation juice is a method of
training depending on its objectives and the composition of their audience.
Information provided during these training are based on real life example, experiences, facts and
figures to name a few.
Just because they’re all methods from the past, it does not mean that they are still obsolete, there are a
number of benefits that are still found to be effective in the traditional approach of training.
There is a lot of background work that is put in by the team at human resources to decide which method
of training will be most applicable to their organisation, keeping in mind the experience and advice of
the people involved.
Hence the primary objective of any organisation is to provide training to its employees that will be
efficient, effective, applicable and fun at the same time.

8.2 TYPES OF TRAINING

Let us now look at some of these traditional training methods. By the end of this discussion. you may
have a clear picture of the kind of training Methods that you think maybe effective or not.

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8.2.1 On-the-Job and Off-the-Job Training

Let us now look at these two ways for an employee to upskill his knowledge and skills. The first method
is formal training in a classroom the other one is on-job training. On-job training is most essential to
understand but real time problems that may arise at the workplacemay be easily overlooked in case
often off-job training.
On-job training is given to employees at their workplaces while they are working and learning at the
same time. The off the job training, the employees are taken away from their workspaces that eliminates
stress, hustle and frustration.
As the name suggests, OJT or on- the-job training as it is famously called, is a method of giving training
to the employees when they are at the workplace. The objective of this training is to acclimatise the
employees to do real work life situationsduring this training. Employees get an experience of the
machinery, real tools etc. cetera, they also know how to face problems that arise at the workplace while
performing a certain job.
The central idea of this training method is learning things by doing them, there are of course, experienced
people and their managers to demonstrate the usage of tools and appliances at their workplace.
Sometimes all the new employee has to do is follow the steps given by his manager and do the job.
Off-the-job training on the other hand is a process in which the employees are taken away from their
workplaces for a certain duration of time. The primary objective of this method of training is that it
helps to simulate a stress free environment for the employees where they can only focus on learning
skills. The primary method of learning, in this case, is completely theoretical.
This is an easy way and a stressful freeway to learn new concepts in the organisation, in this method the
trainees are welcome to express their point of view and explore new ideas. This is also considered one of
the expensive methods of training because it involves the infrastructure cost, the facilities involved and
the commercials for the resource person.
The differences between the on-the-job and off-the-job training are shown in Table 1:

Table 1: Difference between On-job and Off-job training

Idea On-job Off-job

Approach Hands on Theory
Participation Yes No
Place At work Outdoors
Core Idea Learn by doing Learn by listening
Faculty In house External
Ideal For Manufacturing Others
Pricing Inexpensive Expensive

8.2.2 Strengths and Limitations of Lecture

I’m quite certain, that you have seen or typical lecture in college or in movies. This is where an instructor
stands before the class and talks to them on a certain subject.

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Lecturing as a method does not have a stipulated time, the online classes going on these days last from
about 30 minutes to two hours, Face to face lectures, however lost between one hour to one and a half-
hour.
Lecture as a method usually has a lot of negativity twitch reputation, the prime reason for this is that
two parties are not involved in the conversation, it’s just the lecturer who is speaking the whole time
with very less to no student interaction.
Before beginning the lecture, the resource person does their homework on what he’s going to talk to the
class about on that specific day, it involves a lot of research and education.
Because of the disadvantages of lecturing as a method of training this method of training is not very
popular in modern times. This could also primarily be because students these days love to have an
opinion and speak up on the topic being discussed.
One of the major drawbacks is that it can be extremely hectic and boring for the students. To make the
most of the lecture being provided, a student must take extensive notes during the training session. If
the lectures are not engaging, it can be a waste of time and resources and make the training process
extremely monotonous.

8.2.3 Demonstrations
Demonstration or performance is showing exactly how things should be done and applied at the
workplace. It is a traditional teaching way and was widely used at some time in the past. It is an area of
training where common sense research and knowledge are displayed together.
For many trainings demonstration, is a form of replicating what the instructor or the faculty have
instructed the learners to do. For example, in the earlier days, before a lady could get married, she
was taught a number of things villa the demonstration method of training, for example, social skills,
dressing and grooming and something as basic as draping a saree.
He demonstration is also known as modelling in some theories and it was used, when students were
unable to associate theory to practical learning.
Few things that the demonstrator should keep in mind, things like the skill audio object displayed should
not be too tiny and be relevant, clear language should be used in order to make the students understand
better, there should be an open space for students to ask questions to the facilitator.
Let’s look at a few characteristics of demonstration as a method of training:
⚫ attention should be paid to every student enrolled in the programme
⚫ it should be done in a simple and understanding way
⚫ clarify the objectives of training
⚫ it should be a very well planned event
⚫ enough time should be given to the demonstrators to prepare for the demonstration.

Advantages and disadvantages of the demonstration process are as follows: Demonstration a systematic
approach towards learning, the use of machines and equipment optimum, less time effort and resources
are wasted in the process if it is a well-planned demonstration, due to extensive practise there is less
scope of errors end it creates curiosity in the minds of the learners.

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Let’s now discuss a few disadvantages of demonstration as a method of training. The thinking of the
audience is focused on only what has been told to them. This discourages the audience from thinking
out of the box, and ask probably questions; hence if demonstration is not followed by discussion, it
would not be effective. The second disadvantage is the limited use of other tools like audios videos and
activities.

8.2.4 Games
Game-based learning is an enjoyable form of learning that includes a lot of thinking and at times uses
kinaesthetic ways to engage the learner.
It is specifically designed for employees who need to be productive in a short period of time at their
workplaces.
The trainer, all the facilitator, create games which are very close to the real life situations, problems faced,
risks to be taken and the types of customers that employee and a fresher will face at their workplace.
With the use of these games’ situations and scenarios, the learner is compelled to think out of the box,
solve problems creatively, learn to collaborate and work with each other and speak up if necessary.
Because of all of these advantages game based learning is still used by most professionals and
organisations even today.
Game-based training makes learning interactive and fun since it does not have one person speaking at
all times and encourages discussions.
This method of teaching helps build and retain skills required at a workplace, it increases the knowledge
and helps in retaining the knowledge gained for application at the workplace. There are two forms of
traditional game-based learning that were discussed in cognitive psychology.
The first one is called practise testing, in this method employees, look back on their experience and help
use that experience to make decisions in the future. This is a onetime intervention, distributed learning
method is spread over a certain period of time to give material for their long term memory.
This method of learning encourages the learners to apply the learning in their day-to-day work, it on
courage is the application of knowledge to solve problems and anticipate questions at their workplaces.
Because of its entertaining feature game based learning is popular even among the youth today, it helps
them learn remember and apply information, hence making learning interactive, knowledgeable and
work ready in a short period of time.

8.2.5 Simulations
Simulation is a method of training that involves technology such as computer software’s or other
equipment pertaining to but real-life scenarios.
During this training, the learners are taught how to do certain tasks and different activities in real life
scenarios at their workplaces so that they are better prepared in case there is a problem that occurs at
their workplace in real time.
Simulation training usually is an interactive process with technology and other technological tools.
Many studies have shown that simulation training is applicable and helps achieve the best learning
outcomes since it provides a realistic, impressive end enriching experience with regards to the employee’s
work.

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In these times, technology is evolving every day and so is the other software’s involved in the process of
simulation.
Human interaction has also increased because of which it is easy for people to learn in a blended way
off a twofold approach using technology and human relationships. There are many organisations today
that provide customise simulation-based learning to deliver important skills to the employees.
For example, before beginning work in a bank, a fresh employee would undergo a few simulations based
training to understand the working of software, do you know how to update the system, to know the
different problems that he might face at the workplace and to understand that it is OK to ask questions
if he or she does not understand the working of the software.
This method is a true-to-life learning that mirrors scenarios, case studies from real time. Trainees can
put knowledge and skills into practise practically and not just by reading books on theory and listening
to lectures but by hands-on learning.
It is an effective way of transferring skills to trainees in a one-time investment manner. It provides a
great way for employers to find out how the trainees are putting these skills to use and how they’re
taking decisions via situations simulated in the software.
Simulation-based trainings are now very popular with hospitals, automobile companies and nearly all
walks of life.

8.3 BUSINESS GAMES, GROUP BUILDING METHODS, ROLE PLAY, SENSITIVITY TRAINING
METHOD, COACHING, COUNSELLING, CASE STUDIES
Business games have been a traditional method for learning via games for very long time. In business
games, situations are given from a real time business coma just to see how the employee is going to
react and solve problems in that situation. Business games are in somehow directly or indirectly related
to an employee’s workplace it helps enhance skills and understand what skills an employee needs to
work on to be effective at the workplace.
Group building methods are techniques that induce a team spirit in the employee. In these situations
a topic of discussion, a situation, all a case is given to the employee and he’s put with a group of people
to decide how to react in that situation. The beauty about group building games is that it helps an
employee to be able to accept and work with other colleagues from different backgrounds and learn to
agree to disagree.
Role-plays are like skits or dramas just from a business perspective, in role-plays, employees are given
situations to enact and check how they would react in a problem area that might just arise at their
workplace. For example, there could be a time an employee would be given a road play on handling
difficult customers. In this situation, the faculty can sometimes act as a difficult customer and check
how the employee could handle this situation.
Coaching is a method of learning that encourages the learner to speak up, voice out their problems, look
for assistance and build trust with each other in the team. While a coach would not give you solutions,
he would enable you to think for creative problem solving methods, a coach, in this case, has to display
great listening skills.
Counselling as a method of learning talks about seeking assistance to perform better at the workplace,
giving suggestions on how one can upskill themselves or make use of an employee strength to the
optimum, a counsellor would listen to your problems, show you the big picture, and let you decide what

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works best for you. Remember, a counsellor will never solve your problem but only help you realise what
could work for you and what could not.
The sensitivity training method is an intense psychological technique that is used to encourage
discussions and interactions among employees of an organisation. It is used to increase and employees’
awareness of themselves and others, it helps to understand and empathise with other people in the
team. There are different forms used for sensitivity training like T group, human relations and dynamic
group training.

Conclusion 8.4 CONCLUSION

⚫ There are various different traditional methods of learning and some of these methods are still very
applicable in today’s workplace scenarios.
⚫ There could be a need for advancement in some traditional methods of learning, for example, the
lecturing method of learning, where there is only one party involved in communication as opposed
to the others where either software or another human being is involved in the learning process.
⚫ Even in the traditional method of training. It is important for the organisations to assess the learning
of the employees to confirm retention and productivity.

8.5 GLOSSARY

⚫ Commercial: Any activity that is aimed at making profits

⚫ Simulation: An imitation of a situation or process in a controlled environment
⚫ Counselling: The practice of providing professional assistance and guidance for resolving personal
or psychological problems.
⚫ Perspective: the art of representing three-dimensional objects on a two-dimensional surface so as
to give the right impression of their height, width, depth, and position in relation to each other.

8.6 CASE STUDY: EDRC TRAINS STUDENTS USING SIMULATION SOLUTION

Case Objective
This case study highlights why EDRC provides simulation based training to groom future engineers
at the Seoul National University.
Seoul National University (SNU) is the national research university of South Korea located at its capital
Seoul. SNU set up the Engineering Development Research Center (EDRC) in 2014 with as a national
engineering center with an objective to support of the Korean Ministry of Trade, Industry and Energy
(MOTIE) which in turn is aimed at producing high-quality engineers who can be trained to serve as
lead process engineers. The EDRC has been working in close collaboration with engineering companies
of Korea. The ultimate objective of EDRC is to increase the skills and upgrade the competitiveness of
engineers in the global market. In other words, The EDRC is training a new generation of plant personnel
at the frontier of engineering with professional knowledge of the industrial process. The center has
a variety of engineering related member companies nationwide including the top 10 companies to
systematically develop their own industry-oriented custom education program.

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In order to train and upskill engineers, EDRC decided to train them using simulation for which they
employed Honeywell’s UniSim® operator training simulation (OTS) technology. Engineers who train
using this simulation technology can increase their competency. The software system is also extremely
useful as it allows the users to consolidate all the experiences into a training curriculum. It means that
this software support transfer of knowledge.
The EDRC used UniSim® operator training simulation (OTS) for:
⚫ Improving the concepts and theories related to general plant
⚫ Increasing the knowledge of plant systems and functions
⚫ Increasing the knowledge of interaction with other systems
⚫ Increasing the knowledge of plant control and operations
⚫ Improving operating experience, confidence and accuracy in case of normal and abnormal plant
operations
⚫ Providing guidance with respect to Standard Operating Procedures (SOPs) in addition to Specific
Operating Procedures

Source: https://www.honeywellprocess.com/

Questions
1. What is the objective of Seoul National University (SNU’s) Engineering Development Research Center
(EDRC)?
(Hint: EDRC’s objective is to support of the Korean Ministry of Trade, Industry and Energy (MOTIE)
which in turn is aimed at producing high-quality engineers who can be trained to serve as lead
process engineers.)
2. List a few benefits of operations simulation training software?
(Hint: Increasing the knowledge of plant control and operations, improving operating experience,
confidence and accuracy in case of normal and abnormal plant operations, etc.)

8.7 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. In case of on-the job training, a paid on-roll employee is given training for doing work while he/she
is doing an assigned productive work. Outline the importance of on-the-job training.
2. Lectures are trainer centred and are most common method of training. Briefly explain the lecture
and discussion methods of training.
3. Games and activities are considered as extremely effective methods using which the management
can substantially reduce the awkwardness and uneasiness among the members before kick-starting
a meeting or training session. Describe the role of games in training.
4. At times trainers create a true-to-life learning environment which mirrors the actual or real-life
work and scenarios while imparting training. Name this method and briefly describe it.
5. Trainers like training using role-playing because this technique lets the participants perform certain
tasks in a simulated situation similar to real life situations. Discuss the meaning of a role play in
context of training.
8

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8.8 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. The first method is formal training in a classroom the other one is on-job training. On-job training is
most essential to understand but real time problems that may arise at the workplace may be easily
overlooked in case often off-job training. On-job training is given to employees at their workplaces
while they are working and learning at the same time. Refer to Section Types of Training
2. Lecturing as a method does not have a stipulated time, the online classes going on these days last
from about 30 minutes to two hours, Face to face lectures, however lost between one hour to one and
a half-hour. Refer to Section Types of Training
3. Game-based learning is an enjoyable form of learning that includes a lot of thinking and at times
uses kinaesthetic ways to engage the learner. It is specifically designed for employees who need to
be productive in a short period of time at their workplaces. The trainer, all the facilitator, create
games which are very close to the real-life situations, problems faced, risks to be taken and the types
of customers that employee and a fresher will face at their workplace. Refer to Section Types of
Training
4. Simulation is a method of training that involves technology such as computer software’s or other
equipment pertaining to but real-life scenarios. During this training, the learners are taught how
to do certain tasks and different activities in real life scenarios at their workplaces so that they
are better prepared in case there is a problem that occurs at their workplace in real time. Refer to
Section Types of Training
5. Role-plays are like skits or dramas just from a business perspective, in role-plays, employees are
given situations to enact and check how they would react in a problem area that might just arise
at their workplace. For example, there could be a time an employee would be given a road play on
handling difficult customers. Refer to Section Business Games, Group Building Methods, Role Play,
Sensitivity Training

@ 8.9 POST-UNIT READING MATERIAL

⚫ https://elearningindustry.com/how-choose-training-methods-for-employees
⚫ https://www.slideshare.net/aditi2389/traditional-training-methods-30253597
⚫ https://blog.wiziq.com/differences-between-traditional-and-online-employee-training/
⚫ https://hr.economictimes.indiatimes.com/news/workplace-4-0/learning-and-development/
traditional-and-modern-approaches-of-training-development/82324741

8.10 TOPICS FOR DISCUSSION FORUMS

⚫ Compare few modern training methods with the traditional one’s and see if you can draw a parallel
between them. Which methods do you think are better and in your opinion, is blended learning
among the two possible?

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UNIT

09 Technology-Based
Training Methods

Names of Sub-Units

Technology’s Influence on Training and Learning, Intelligent Tutoring Systems, Technology Facilitates
Dynamic Learning Environment, Social-Media and Social Networks, Programmed Instruction, Virtual
Reality, Teaching Aids for Training, Need for Training Aids

Overview

In this unit, you will learn about the influence of technology on training and development, intelligent
tutoring systems and how social media and other tools contribute to the technology-based training.

Learning Objectives

In this unit, you will learn to:

 Explain technology’s influence on training and learning
 Discuss the intelligent tutoring systems
 Describe how technology facilitates dynamic learning environment
 Summarise how social media and social networks influence technology based learning
 Outline the significance of teaching aids for training

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Learning Outcomes

At the end of this unit, you would:

 Understand the technology-based learning methods
 Discuss the pros and cons of technology based learning methods
 Justify the application of technology based learning methods at the workplace
 Summarise how you can use your phones as a tool for learning

Pre-Unit Preparatory Material

 https://mainuddinbd.com/technologys-influence-on-training-and-learning/
 https://www.linkedin.com/pulse/teaching-aids-resources-best-learning-ms-jemi-sudhakar

9.1 INTRODUCTION
Technology-based learning or training is a system-based methodology that could include web-based
trainings, DVD’s or pen drive-based training, depending on the topic being covered.
Researchers show how the retention rate increases by about 30 to 60% in this method of training,
since this is not standard classroom training or has an orientation towards textbooks. It captures the
attention of the students and keeps them engaged throughout the training programme.
Through great multimedia and other tools, this method is designed through extensive research with the
use of high-end graphics and animations to illustrate examples and explained concepts hence assuring
a great degree of interaction with the student.
Statistics show that the average attention rate offered facilitator-led classes is only about 50 to 60%,
however it shows that the more intensive the technology-based training is, it increases the efficiency
and retention by about 30 to 60%. This is a great way of measuring return on investment.
Interaction with technology improves retention of the skills taught by simulators coma an actual case
scenario and helps the students identify mistakes when they make them.
It is also observed that technology-based learning of training. Putting out content in smaller chunks
called learning objectives contributes further to saving time and being more effective.
Instructor at training needs more time to implement what is being taught to a learner as opposed to
eLearning because it requires a specific time and place which delays the frequency of learning. The
number of participants a limited to a room, or with technology-based training causes can happen with
any number of participants in any location on any computer any time of the day.
Few highlights and benefits of technology based learning are as follows:
⚫ Can be measured
⚫ Is flexible

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⚫ Easily accessed
⚫ Updated content
⚫ Quick learning and retention

9.2 TECHNOLOGY’S INFLUENCE ON TRAINING AND LEARNING

With the rapidly changing business world today, there has been a lot of technological advancement.
Technology affects every area of business; many companies try to achieve a competitive advantage
to upskill their employees at an economical cost. Hence there is a need to put together programmes to
increase the knowledge of employees while keeping the budget in check.
For this very reason, most corporates develop new training methodologies and delivery styles to help
deliver training at lower costs.
With the rise of employees and their addiction to technology in any form, may it be laptops, computers
or mobile phones, the training and development team and organisations are shifting from traditional
methods to newer methods for effectiveness.
Some of the new delivery and instructional methods may include eLearning, simulations, virtual reality,
distance learning, expert support system call mom technology support system and old legendary
learning management systems.
The increase in technology utilisation as a delivery method started in the early 1980s. At IBM during
the 1980s technology was used to deliver about 5% of the companies’ trainings, by the year 1990 that
number increased to about 30% and by the end of the decade, it was increased to about 75% for all
training and development needs.
Nowadays, all of IBM training say about 80% are done online only to ensure there is human interaction,
trainees are encouraged to ask questions via emails or chat boxes to clarify their dot doubts.
Based learning technology-based learning can be a great tool if the sessions put together are according
to an instructional designer end follow designing principles. Organisations these days use instructional
methods to utilise technology such as web based training by having participants sign in to certain
software. Many online employees’ training groups of programme is based on the scope of the work they
do, the technology they have to offer, and low-cost employee access ability.

9.3 INTELLIGENT TUTORING SYSTEMS

ITS, or intelligent tutoring systems, aim to provide I need instructional advice to each employee which
has proved better than the traditional computer-aided method and also is considered better than a
human tutor. The intelligence of this technology comes from the application of artificial intelligence
which is used in four components:
1. The resource base has domain knowledge
2. the student model represents a learner’s current knowledge state
3. The tools used by the instructional designer are from the student perspective
4. Finally, the interface enables a dialogue between the student and ITS.

Most of the time, the resource base is a part of the instructional design process, however, there are
many approaches that talk about other components too.

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Although research on this technology has produced many great discoveries, it is however used only in a
few schools regularly. This poor state of affairs may be due to or diversity of interest, lack of evaluation
and theoretical problems in the current model.
Usually, the knowledge base is the central part in the instructional process. However, there is a diversity
of approaches that also put the emphasis on the other components. Only a few ITS are really used and
there are very few ITS which are regularly used in schools.
This tool can be used for customised education keeping in mind what the institute or the school is
planning to achieve. This method has completely transformed the delivery of training, learning and
research.

9.4 TECHNOLOGY FACILITATES DYNAMIC LEARNING ENVIRONMENT

Technology makes learning cool and interesting at the same time. The time that learners Putin to online
learning can be utilised best if they learn at their own pace. Nowadays, students prefer to learn on their
mobile phones and with the accessibility of information on their mobile phones, they can either make
efforts to stand out or if too late, the opportunities pass away.
Let’s now look at a few ways how technology has made learning fun.
In traditional methods of learning, sometimes it is difficult for the student to understand the concept
end; if the student is shy, he or she will not go up to the facilitator and ask to clarify his questions. Hence
this is where digital simulations come into play; not only do they have answers to their questions but
also they are updated with the modern world.
Technology also proves to help the teachers in multiple ways.
Teachers do not have to stand up and constantly speak for hours together, they do not have to answer all
the questions when they have resources of technology available, and if used properly, these technologies
can also be used to put together plans activities other engagement skills.
The most important part of any training is communication. When it comes to training and development,
ineffective communication is a huge setback. With the coming of cutting-edge technology, the bridge of
miscommunication has reduced and knowledge transmission passes the note.
This method of learning also enables the student to ask questions, clarify doubts and at the same time,
most importantly, engage in research. The days of spoon-feeding is now gone. The use of storage devices
like cloud storage has done research very easy for students today.
With the crisp storage of information, a student does not need to toggle between multiple books to finish
an assignment or a project.
Like assessments are important in any other form of training delivery, it is important in this method
too; though technology has made learning fun, it has also helped in retaining information better than
face-to-face traditional learning methods.
A student can learn at his own pace, and this can prove to be a massive advantage with the emergence
of technology, especially in the education field. If they find a certain concept difficult, they can take their
time to understand it without just skipping it like they normally would do. Hence technology has helped
students understand that it’s OK to take their time to understand a certain concept.

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There is a lot of collaboration and fun that happens using online learning methodsbecause this technology
has brought the world closer, where students from different locations worldwide can collaborate with
each other to share knowledge clear doubts. This will make the student feel that he’s not the only one
using technology to learn, but there are many other people across the world we’re in this with him.
For as long as we can remember, technology has only helped education and has created education for
all motives well, there are few setbacks and more benefits from using technology in the field of especially
in training.

9.5 SOCIAL-MEDIA AND SOCIAL NETWORKS

The youth of today are becoming extremely tech-savvy and hence it is important for the organisations
to keep up with this growing knowledge. Social media has been used as a training tool 4 before, during
and after training sessions. This is an innovative way to deliver training content.
The access ability of information since it is on mobile phones or laptops is much higher than other
methods.
Many leaders say about 45% provide instructions, deadlines and troubleshoot problems of their
employees using social media for learning.
Let’s look at a few ways the corporate world is using social media as an integrated part of the training
process.
Multiple organisations have started virtual onboarding, where offer letters are sent on emails, and other
tools such as Facebook live is used for orientation off the new employees into the organisation. They also
provide a virtual tour of the workspaces, introduce their co-workers and explained the expectations
the organisation has from them. A lot of media houses have covered these virtual onboarding methods
especially in this time of the pandemic. The organisation schedules live streams in advance and make
sure to market them on a grand scale.
Social media helps to build teamwork, this could be by creating a private group on spaces like LinkedIn
or Facebook where they could use the platform to get to know each other well. These private groups can
also hold virtual meetings and face-to-face interactions to understand each other and assist each other
if required. This practise helps to build high performing collaborative teams.
Most training sessions these days, considering the work from home culture, happen online. This is where
the facilitator or the trainer logs in from his or her device while the students login from theirs. This is a
great blended learning experience since it is a face to face use of training while using technology at its
best, some platforms that provide environments like these are zoom, Webex, teams, or Google meets.
Most training sessions these days are recorded, and in case the learner wants to go back and refresh the
concepts, he always has the option of doing so.
Social media enables learners to do their own research, zero down on their findings and share their
knowledge so the others can validate what they have said. This is also where they get feedback on
whether whatever they’re doing is right or wrong.
Social media also provides real time feedback that enables the facilitators and the organisers to
understand which part of the training has worked with the target audience and which has not. Another
great tool for feedback is polling, where we can understand the consensus of the audience.

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The most important highlight of social media is the access ability for youngsters to find jobs and provide
the resources to find such jobs. Looking for the right kind of jobs by putting in the correct keywords has
aided the youth of today defined jobs related to their expertise, experience an area of interest.
Many trainers keep the momentum going even after the session with multiple things like follow-up
videos, demonstrations or updating content on YouTube every now and then. Some of the benefits of
social media and social networks are listed in Figure 1:

Virtual Onboarding

Teamwork and Collaboration

Online Training Sessions

Group Team Work

Enables Research

Feedback in Realtime

Helps in Finding Jobs

Figure 1: Benefits of Social Media and Social Networks

9.6 PROGRAMMED INSTRUCTION

This is a method of providing new information to students in steps that are understandable to them.
They walked through this programme material at their own speed independently and were able to
assess their own understanding after each step via an assessment or a pictorial representation.
This method consists of on-network of exams and a series of assessment statements which helped the
student depending on the mistakes he has made previously.
In the programmed instruction method of training, the student is able to understand his pattern of
error, and if he understands this pattern, it reduces the probability of him making the same mistake all
over again.
This method refers to two sub-methods of learning float stop; the first one was developed by Norman
Crowder. This is where the facilitator provides multiple options, just like the test that you take towards
the end of each module, and provides feedback for each incorrect answer the student chooses.
The second was developed by Skinner, this includes a plan to reinforce learning’s in a specific and
continuous order.

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Programmed instruction includes two main methods of learning. The first was developed by Norman
Crowder, where the instructor includes multiple choice test questions within the text and provides
feedback for each of the non-correct alternative options when a student chooses them. The second
was developed by B.F. Skinner. This programmed instruction involves a schedule of reinforcement for
activities placed in a specific, continuous order.
The primary focus of this kind of learning is to influence the learners’ behaviour in a positive way. This
structure of teaching method uses content in smaller chunks so it can be analysed and broken down into
understandable pieces of information.

9.7 VIRTUAL REALITY

Some of the major benefits of using VR in the classroom are shown in Figure 2:

Figure 2: Benefits of Using VR in the Classroom

Source: https://www.inksmith.ca/blogs/news/technology-virtual-reality-10-benefits-of-using-vr-in-the-classroom

Roughly on average about 43 million people use virtual reality in training programmes. This has
become a valuable tool in the field of learning and development and it allows training to go beyond
a classroom setting or even an eLearning course. Virtual reality can be used in a number of ways in
corporate training.
Here are a few methods of using VR in the corporate world:
When we talk about the concept of virtual reality, the first movie that comes to your mind would probably
be matrix or avatar, but virtual reality is not only used in gaming and cinema but also in corporate
training.
Virtual reality training is a simulation of real life scenarios but together for the purpose of training.
Learners look at a 360 degree learning environment, experience insights, see videos and your sounds
that break the barrier between virtual and actual reality.

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The use of high-end devices like headphones controllers to name a few enables the trainee to move freely
in a controlled virtual setting. Companies use VR for corporate training in the various ways as shown
in Figure 3:

Scenario-Based Learning

Technical Skills

Multi-Step Tasks

Onboarding

Simulations

Figure 3: Use of VR for Corporate Training

Enacting workplace scenarios at any given point in time was considered one of the most difficult tasks
for the training field. With virtual reality this has become practical and safe that makes learning fun.
When combined with user stories and focused session plans developed by people who are experts in the
area, resulting in helping trainees learn in the best possible way. This is how virtual reality improves
learning retention, performance at the workplace, teamwork and collaboration, safety all of this while
being easy on the pocket.
The students get a first-hand experience of virtual reality that leaves them with an experience they
can never forget easily. What should reality can bring a field trip to the comfort of their homes or to
the classroom. The most highlighting thing about virtual reality is that with the use of appropriate
technology you can travel back in time whenever you want.

9.8 TEACHING AIDS FOR TRAINING

There is a very famous saying that says the training delivery is 1/4 preparation and three for delivery.
Teaching tools like props, gifts and audio-visuals bring a lot more meaning to training sessions. Teaching
tools are nothing but tools that help the teacher to enable learning better instead of just a face-to-
face conversation.
It is said that teaching is one-fourth preparation and three-fourth theatre. Teaching aids act like props
that add more meaning to the classes. What are teaching aids? They are tools used by the teacher to
explain concepts to learners.
Teachers go to various lengths to ensure that the learning is effective. Students need to understand
the concepts in the best possible way. Teaching aids can be videos, working models, presentations, and
likewise. Teachers make use of teaching aids in the classroom to make classes more interesting and
effective.
Few teaching aids that are quite prominent are visual aids, audio aids, audio visual aids, social media,
webinars etc.

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Few training tools like mentimetre also have proven very effective in the process. Charts diagrams, graphs,
pictures are effective visual aids a trainer can use to convey lessons and important concepts effectively.
Faculty who are teaching physics or number-related topics could use other tools such as wooden models,
large pro tractors et cetera to teach in a better fashion.
These days all the classes have moved online and this is where teachers could use slides and presentations
with lots of pictures and visuals that make the concepts come to life.
There are many different types of learners that comprise of the makeup of your audience. What may
work for visual learners may not work for auditory learners. There are different audio teaching aids
available online these days. The effect of calm music on your mind and mood has been proven many
times before. It can help you use the skills of your audience optimally and reduce stress drastically.
Videos and animations, virtual reality tools provide great opportunities for learners who understand
motion than static pictures.

The Importance of Teaching Aids

Different teaching aids are used by teachers to help them assist the students in a better fashion and to
break the monotonous traditional way of teaching where students are not able to see things but only
understand theoretical concepts; hence with the new teaching aids, the effectiveness and retention of
every training have improved drastically.
Teaching aids hence create a beautiful learning experience for trainees.

9.9 NEED FOR TRAINING AIDS

All learning in the world these days has always happened through the six senses. The more you utilise
the senses, the better the learning. Research says about 97% of the learning is achieved through eye and
ear coordination, this is where the audio-visual training aid comes into play.
The effective use of training tools can be used in any presentation, slides, videos, charts and is used to
replace boarding verbal explanations on every small topic that used to be the norm earlier in the day.
The proper use of instructional aids helps trainers to save time, build interest, and assist the students in
finding jobs. It also helps the students realise their strengths and area of improvement. The accessibility
of training aids has enhanced the learning of a student because even after the training is over the
student can always go back and revisit the training resource as when needed.
Training aid helps learners to remember concepts clearly and permanently. It motivates the students to
learn better and put in more effort to understand concepts. This also helps in breaking the monotony of
the age-old theoretical philosophy and helps provide clear information on the subject. Finally, training
helps the students to learn new concepts; what are training aids help them to build their vocabulary and
other indirect skills.

Conclusion 9.10 CONCLUSION

⚫ Technology-based learning aids in acquiring knowledge

⚫ Pros of technology-based learning are:
⧫ It is flexible

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⧫ It is pocket friendly
⧫ It enables self paced learning
⚫ Cons of technology-based learning are:
⧫ Lacks in person interaction
⧫ Does not have a structure
⧫ Heavily dependant on technology
⚫ Learning brings you closer to your goal and helps you achieve your career path
⚫ Having the right approach towards learning will help you build on your strengths and overcome
your weaknesses.

9.11 GLOSSARY

⚫ Innovation: The action or process of innovating

⚫ Substitute: A person or thing acting or serving in place of another
⚫ Monotonous: Dull, tedious, and repetitious; lacking in variety and interest
⚫ Narrative: A spoken or written account of connected events

9.12 CASE STUDY: FUTURE USES OF VR TRAINING

Case Objective
This case study highlights how VR can serve as a useful tool for training

The use of VR is likely to continue and even accelerate as the practice of working remotely (Work from
Home) is expected to continue even after the end of COVID-19 pandemic. This means that there will be a
further shift from classroom learning to VR learning.
According to Scott Likens, new services and emerging technology leader for PwC, use of the technology
will grow in one new area which is teaching collaborative decision-making.
“We’re seeing increased demand for multi-user sessions where learners talk, interact and brainstorm
together in simulated environments,” Likens says. “It’s a good training approach for any kind of project
where people have to think or visualise together in the same room, either in small or large groups.”
Various other experts agree that VR training is expected to expand as costs continue to drop. The use
of VR will also increase as innovative technology providers improve the ability of VR systems to imitate
real-life work challenges.
“There will continue to be many people working from home and more organisations rethinking whether
they really need to bring people together for in-person learning,” says Jeanne Meister, managing
partner at HR advisory, research and membership firm Future Workplace. “That bodes well for the use
of VR training for soft skills and other situations where creating an emotional impact leads to greater
learning retention and application.”
Source: https://www.shrm.org/hr-today/news/hr-magazine/spring2021/pages/
virtual-reality-training-spreads-its-wings.aspx

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Questions
1. What are Scott Likens’s observation with respect to VR and its future prospects?
(Hint: Increased demand for multi-user sessions where learners talk, interact and brainstorm
together in simulated environments.)
2. On what factors is increased future use of VR dependant upon?
(Hint: VR training is expected to expand as costs continue to drop. The use of VR will also increase
as innovative technology providers improve the ability of VR systems to imitate real-life work
challenges.)

9.13 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Nowadays, an increasing number of schools, colleges and educational and training institutes are
adopting Virtual Reality. Discuss the concepts and pros and cons of Virtual Reality.
2. Social media promotes self-directed learning. Also, social media and technology have now become
an integral part of our daily life. Explain how integration of social media and technology has helped
as a training tool.
3. In order to make the training and learning experience more interesting and long-lived (for learners).
Trainers usually make use of various teaching aids. Describe the use of teaching aids in imparting
training.

9.14 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Roughly on average about 43 million people use virtual reality in training programmes. This has
become a valuable tool in the field of learning and development and it allows training to go beyond
a classroom setting or even an eLearning course. Virtual reality training is a simulation of real-life
scenarios but together for the purpose of training. Refer to Section Virtual Reality.
2. Multiple organisations have started virtual onboarding, where offer letters are sent on emails, and
other tools such as Facebook live is used for orientation off the new employees into the organisation.
They also provide a virtual tour of the workspaces and introduce their co-workers. The organisation
schedules live streams in advance and make sure to market them on a grand scale. Refer to Section
Social-Media and Social Networks.
3. Teachers go to various lengths to ensure that the learning is effective. Students need to understand
the concepts in the best possible way. Teaching aids can be videos, working models, presentations,
and likewise. Teachers make use of teaching aids in the classroom to make classes more interesting
and effective. Refer to Section Teaching Aids for Training.

11

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@ 9.15 POST-UNIT READING MATERIAL

⚫ http://go.rainmakervt.com/technology-based-training-vs-instructor-led-training#:~:text=
Technology%20Based%20Training%20(TBT)%20is,learners%2C%20either%20individuals%20or%20
groups.
⚫ https://roundtablelearning.com/5-examples-of-virtual-reality-for-corporate-training/
⚫ https://www.caveolearning.com/blog/social-media-in-training
⚫ https://medium.com/@roybirobot/how-intelligent-tutoring-systems-are-changing-education-
d60327e54dfb

9.16 TOPICS FOR DISCUSSION FORUMS

⚫ Try and see how you can use this technology driven learning tools to upskills and educate folks
around you.
⚫ Do you think the teWchnology-based training methods are better than the traditional methods, if
yes, why and if no what do you think it lacks?

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UNIT

10 E-Learning

Names of Sub-Units

Concept of e-Learning, Significance of e-Learning, Computer-Based Training, Online Learning, Web-

Based Training, Developing Effective Online Learning, Blended Learning

Overview
The unit talks about the pros and cons of e-Learning. It further talks about web based learning. It also
speaks about the process of developing online trainings and the importance of blended learning.

Learning Objectives

In this unit, you will learn to:

 Understand e-learning
 Discuss the use and importance of web based training
 Outline how to develop online content
 Describe the importance of blended learning

Learning Outcomes

At the end of this unit, you would:

 Appraise the importance of computer based training
 Justify the use of online learning
 Elaborate the benefits of web based training
 Recommend the use of blended learning

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Pre-Unit Preparatory Material

 https://www.youtube.com/watch?v=ZPs3URGs0KQ
 https://www.youtube.com/watch?v=3xMqJmMcME0
 https://www.youtube.com/watch?v=2eAjgBGhjEM
 https://www.youtube.com/watch?v=2eAjgBGhjEM

10.1 INTRODUCTION
Did you know about 6 million learners are taking up higher education via online courses? Most of these
students are especially taking by distance education. 85% of these learners feel that this way of learning
is the same if not better than the regular classroom education.
This has proved to be the best means of learning in the world that we live in today. It can be useful in
corporates and academics alike. By these methods, employees and students are able to upskill and learn
from the comfort of a board room, their work cubical or in some cases specially these days, at home too.
Although a traditional way of learning is always preferred by most people, online learning has evolved
to be equally competent in the times now.
While it is important to upgrade our learning tools and traditional classroom tools to make face-to-face
learning better, but the effectiveness of technology-based learning cannot be ignored.
There are various ways that a learner can learn, auditory, visual and kinaesthetic, to name a few, hence
it can be proved that audio and videos can prove to be a great learning tools.
Research also shows that audio video method of learning has higher retention than the traditional
learning methods. These days different lines of work like IT, Manufacturing, Hospitals and Small
businesses are taking to E-Learning since it benefits them a lot.
In one of his speeches in 1998, Tony Blair, the former UK prime minister said, “‘Technology has
revolutionised the way we work and is now set to transform education. Children cannot be effective in
tomorrow’s world if they are trained in yesterday’s skills. Nor should teachers be denied the tools that
other professionals take for granted.”

10.2 E-LEARNING
Electronic learning is a form of training and learning that most companies use today. This kind of
learning needs tools like computers or cell phones that I’m connected to the Internet. Since mobile
phones are used by both kids and adults alike these days, the accessibility of electronic learning is the
best. In other of instead of an instructor-led training session it is a digital device that helps you learn.
We cannot learn about eLearning without talking about Elliott Maisie, the person who coined the word
eLearning in the year 1999. Let’s now look at some factors that have made eLearning very popular these
days. Factors important for elearning:

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Internet

Video, Audio and Pictures

Digital Devices

Learning Management Systems

Figure 1: Factors Important fot e-Learning

The Internet is the most important factor of eLearning, as none of it can happen without the Internet.
Unlike the ancient use off textbooks, CD ROMs, other printed material Internet has brought the world
closer and enabled learning to another level.
The use of other tools like pictures videos, audio files, movies etc. has proved to be a great way of learning
and keeping the students or employees engaged.
Accessible devices that are not very expensive are usually used for elearning purposes. Cell phones these
days cost under `5000, this has made elearning affordable and reliable.
Every great organisation invests a certain amount of money and putting together a fantastic learning
management system. These used to be initially located locally in their network but these days, due to the
upgrade most of the learning management systems are cloud based.
Following other steps that one could keep in mind while putting together an effective eLearning module.

Understand Goals What do your Simplicity is key

What is your objective people need Complex things are
How will engage them a put off

Organisation of Know the content Be kinesthetic

content Be prepared for Online and offline
Relevant content content engagement
always works

Be flexible Give feedback

Give access on Tell them what works
mlultiple devices for them what doesnt

Figure 2: Putting Together an Effective e-Learning Module

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10.2.1 Significance of Computer-Based Training

Computer based training or CBT as it is referred as involves the use of personal or network-based
computers or laptops to deliver training programs. CBT can be asynchronous or synchronous, online
web based or mobile or distance learning based. CBT can be customised depending on the learner/
hardware or software available etc. If we had to discuss a drawback for CBT is would be the cost
effectiveness. It can prove to be heavy on the pockets if the number of learners is few, however if there
are a large number of students it proves to be cost efficient.
A few benefits of CBT are shown in Figure 3:

Saves time and Enhances

Easy Planning No One to Judge
money Engagement

 Recudes the  Virtual reality

realily  The number of  Immediate
training cost by proves engaging learners do not feedback
40 to 60 % and hold maG er  Privacy
 Accessible aG ention longer  Reminder emails  Learning at
content, helps in  Role playing can help in learners pace
reinforcement and other allignement of
of training activities that learners
help build
relations

Figure 3: Benefits of CBT

10.2.2 Online Learning

From Bachelors degrees to Masters degrees, from certifications to PhD’s, it is evident that most learning
these days happens online. All thanks to advanced technology, most institutions, both big and small,
have resorted to online learning and it has benefited the organisation and the learners alike.
In India, most local universities have started online distance learning courses and so have many MNC’s
tied up with them to provide certifications to their employees. The major benefit of this method is that it
can be tailor-made for the needs to the target audience, so one size doesn’t fit all.
There are courses available for all streams and all specialisations, and the best part is the timings
are absolutely flexible and suit people from all walks of life. Online learning can allow students to
acquire degrees from a university that’s not even in their country, these universities were considered
unreachable until a few years back.
Technological advancement now allows students to watch online lectures, speak to classmates from
around the world and take part in healthy discussions pertaining to their subject.
Few experts say that online learning needs disciple and self-motivation. Most institutions take the
faculty’s feedback into consideration while evaluating the scores for the students.

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Tools for Online Learning are shown in Figure 4:

Soft Copies Research

Videos
of Books papers

Recorded and
Online Quiz Discussions
online lectures

Interviews and
QnA

Figure 4: Tools for Online Learning

These resources are usually sent by emails or shared drives. Most online learning organisations do not
resort to books and hard copies anymore.
The tools and material are provided by the institution that is the certifying authority. Some online
institutes such as IGNOU or Symbiosis require you to order hard copies of the textbooks online.
However, for most institutions, most resources have been provided to the students online using amazing
cutting-edge technology. The highlight of this being that a learner can obtain their certification from
the comfort of their homes. Exams and assignments can be submitted online.
The students are usually registered as a full-time student, and have all the rights and privileges as
regular student, this means that have access to all the repositories of the institute. The positive difference
between the two is that the learners in the online learning program can choose their own schedule.
There usually is a course counsellor who helps you decide the course that you could opt for and what
best tool and resources will be suited for you. What a management graduate needs will be absolutely
different from what a science or an engineering student may need.
For many of us, online learning is a very new experience. Its important that we open up to online learning
methods since very soon the world will get closer and traditional methods will become obsolete.
How is Online Learning Assessed?
Just like any other course, the learners who have enrolled for an online degree have to take assessments,
to evaluate their learnings.
The process of assessment for most students could prove to be a tedious process, however if they consider
it like any other learning module, they will be able to ace at it.
Online assignments are designed by professionals and experts, these assessments and exams are fair
and competent and can be used to gauge the
Intelligence of the student.

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Here are few different assessments:

1. In one-to-one assessments, the topics are given and the deadlines are given too, with other details
like the quality of content expected, the word count and the format. Students have to submit these
assignments via an online portal or via emails.
2. Discussion between colleagues and other students who are doing the same course as you are
something that enhances learning every day. It may not be possible to speak to people every day in
an online learning module, this comes with time and practice.
Any course normally starts with a discussion on the topic, there is a healthy discussion, healthy
conflicts and debates in the process of learning. Learners need to do their homework to understand
each topic before the course.
3. Documenting activities like journaling is considered one of the most effective ways of an online
assessment. An entry in this journal will give you an opportunity to look back at what you’ve learned
over a period of time and how you can apply these learnings in your day-to-day life. It is acceptable
to be honest about your thoughts and opinions and write the journal in the first person.
4. Exams have always been the best way to evaluate the learning of the student since the very beginning.
Educational institutes may permit the learners to take this test on their personal computers or
laptops. It will be difficult for the evaluators to invigilate virtual training.

Most institutions that provide online education are fully accredited. Before you take admission for
anyone of these causes, it is important to do a background check on the institution, at the same , it is
important for the student to select a course or a qualification that is in line with his own skillset.
It is important that the student understands the type of institution that he will be studying and how
the qualification that he will get is recognised in the market for further employment purposes. It will be
ideal to know how internationally recognised this certification or course is. All of this research should
be done before the student enrols with the institution.
Once you have completed the background check and have attained your degree, you should be able to
understand how you are going to sell this degree that is acquired online to your prospective employers.
Most recognised employers do not really differentiate between online and campus degrees, as long as all
the concepts necessary for the job have been a part of your curriculum.
It is absolutely incorrect to say that campus degree’s real degrees as opposed to online ones. Many
employers understand the dedication and discipline that is required by a student to achieve successful
online certification. The commitment that is needed is much more that a campus degree.
Online degrees are something that is not very common, however, the statistics show that in this period of
lockdown, most students prefer online certifications or degree’s that they can achieve from the comfort
of their homes.
Here is when companies like Udemy, cousera and LinkedIn learning have prospered since they offered
many online courses for free.
One of the primary reasons that a student may prefer an online certification is probably because of the
support and accessibility of help the institutions provide. This facility may not be available in a campus
programme.
Most institutions these days have a dedicated student line and they are prime responsibility is to provide
support and service to the existing and future students.

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The objective of these support teams is to solve any questions, give advice or keep a tab on the finances
of each student.
The institution may have internal or external facilitators, depending on the degree all the courses
required.
It is important for the student to find out the credibility of the faculty members since the quality of
education depends on them.

10.2.3 Web-Based Training

As human beings, we are very resistant to . come on it is very difficult for us to accept something else
apart from tradition and old methods. So, if you are looking at getting a web-based training for your
organisation expect a lot of denial and uncertainty.
This form of training is delivered online or through a web portal. Few of the benefits of web-based
training are flexibility, being independent, convenience and availability.

Note: It has been observed that e-Learning requires upto 60% less time as compared to classroom
based learning.
The three types of web based training are shown in Figure 5:

Web Based
Training Types

Synchronous Asynchronous Blended

Instructor Self timed Both elements

lead learning involved

Real time Digital Either inperson

interactions resource or online

Learning can No real time

differ instructors

Figure 5: Types of Web Based Training

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10.3 BLENDED LEARNING

Blended learning is a kind of learning that involves both face-to-face learning and digital learning. This
ensures that all types of learners are engaged, whether it be a face-to-face intervention on the lines of
an instructor-led training or other independent ways of computer-based learning.
Every company has a combination of both traditional learners as well as youngsters who enjoy digital
learning most of the time. One –to-face learning enables learners to role play, discuss case scenarios et
cetera online learning offers learning at their own pace.
In the past ten years, faculty at both big and small educational institutions have adopted blended
learning as a resource for learning tool both in and out of the classroom. Twelve types of blended
learning are shown in Figure 6:

Figure 6: Twelve Types of Blended Learning

Source: teachthought

Following are a few benefits of blended learning:

⚫ Learning for everyone
⚫ Updated trends and technology

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⚫ Fun for everyone

⚫ Cost effective
⚫ Enaging
⚫ Personalisation

Let us now take a look at some blended learning methods that can be used by learners:
⚫ Instructional lead training sessions allow the learners to connect with the instructor and look for
answers and feedback where ever necessary.
⚫ Digital learning enables the learners to learn at their convenience and their own time.
⚫ Exchange of students to various classrooms helps them in diversified learning and to understand
what works for them and what not.
⚫ Most effectively to encourage learners is by letting them play let’s jump; there is a lot of material
available online called gamification.
⚫ Since blended learning is a fully digital model with less instructor interaction learners can access
content remotely via technology.
⚫ blended learning encourages learners to self-study and go deep into the subject this is where the
learning management system comes into play, to encourage growth and curiosity in the minds of
the learners.
⚫ since the content is available digitally online, it is easy for the learner and he doesn’t run away from
it.

Conclusion 10.4 CONCLUSION

⚫ e-Learning is as a method of learning and it is appreciated among students from across the world.
⚫ Learners today are very different from the traditional learners since they are so used to choices and
technology. They want everything accessible at the tip of their fingers and from the comfort of their
own spaces.
⚫ The beauty of elearning is that it accommodates everybody is requirements better it be digital
or traditional face-to-face learning. Also, with the use of social media elearning has now become
famous in the times that we live in.
⚫ Many people choose elearning modules as quick weekend courses. It helped them enrich their
knowledge and upskill themselves.
⚫ Due to the accessibility of the content, each module can be heard and studied multiple times at ease
without any hesitation and assessments will prove the learning to the organiser and the student
themselves.
⚫ Since the content is digital and not printed in heavy books , it is easier to alter this content with
updated examples and in vogue resources. This is to keep up with the millennials of today.
⚫ Since the lectures are short in quick, it is easy for a learner to complete a module, pay attention and
not get distracted easily. This way, the learner can enjoy while learning at the same time.

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⚫ Since the data is conversational, for example, in a learning management system they can be
integrated quizzes and games just to assess the learning of a person.
⚫ Last but not least this method is eco-friendly since you don›t waste paper by printing. Hence
elearning is going to be the future of successful education.

10.5 GLOSSARY

⚫ Reinforcement: The action or process of reinforcing or strengthening

⚫ Accessible: The ability to be reached or entered.
⚫ Resorted: Turn to and adopt (a course of action, especially an extreme or undesirable one) so as to
resolve a difficult situation.

10.6 CASE STUDY: THE LOSCH GROUP CASE

Case Objective
This case study highlights how our education systems are responding in the wake of Covid-19 pandemic.

Many online platforms provide free access to get services. Platforms like BYJU’S, a Bangalore based
technology online tutoring firm founded in 2011, is considered one of the most successful educatation
companies in the world. It is valued due to its market presence. It announced free live sessions after
which, they saw an increase in the number of students that use their product go up by 200% as per chief
operating officer, Mrinal Mohit.
While classrooms were closed since February 2020 organisation has made a lot of money by creating a
market presence.
The Chinese government instructed 25 billion full-time students to get back to their studies through
online platforms, it resulted in the largest online movement in the history of education with 81% of the
students attending online classes in schools in China.
There are other organisations like lark, a Singapore based organisation that has developed a patented
tool, offering faculty and learners unlimited video conferencing time, real time editing of a project and
smart calendars for scheduling, among most other features. We saw a rise in its global infrastructure
and engineering capabilities to bring a product like that into a space that needs the most.

10.7 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Computer based training is usually imparted through Learning Management Systems and is easier
and inexpensive to use than other method. Discuss the significance of e-learning and CBT.
2. Blended learning integrates technology with traditional classroom based teaching. Explain the
benefits of blended learning.

10

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10.8 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Computer based training or CBT as it is referred as involves the use of personal or network-based
computers or laptops to deliver training programs. CBT can be asynchronous or synchronous, online
web based or mobile or distance learning based. CBT can be customised depending on the learner/
hardware or software available etc. Refer to Section E-Learning.
2. A few benefits of blended learning include: Learning for everyone, updated trends and technology,
fun for everyone, cost effective, engaging and personalisation. Refer to Section Blended Learning.

@ 10.9 POST-UNIT READING MATERIAL

⚫ https://www.elearninglearning.com/
⚫ https://www.learnupon.com/blog/what-is-elearning/
⚫ https://www.ispringsolutions.com/blog/what-is-elearning
⚫ https://www.mdpi.com/2227-7102/11/1/19

10.10 TOPICS FOR DISCUSSION FORUMS

⚫ How do you think the E-learning way of learning is going to influence the future of the students? Do
you think it will be as effective as the traditional way of learning?
⚫ What do you think are the major pro’s and con’s of E-Learning as a methodology of upskilling or
educating the youth of today?

11

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UNIT

11 Management Development

Names of Sub-Units

Management Development Concepts, Need and Importance of Management Development,

Components of Training for MDP, Development Planning Process.

Overview

This unit talks about the management developments as a concept. It will cover some important
aspects of management development, describe its need and importance, walk us through the different
components of management development program and describe the importance of development
planning process.

Learning Objectives

In this unit, you will learn to:

 Understand the concept of management development
 Discuss the need and importance of management development
 Explain the components of a Management development Program (MDP)
 Outline the process of development planning

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Learning Outcomes

At the end of this unit, you would:

 Justify the use of management development for upskilling in an organisation
 Summarise the process and steps that can be undertaken to develop the management
 Elaborate the components that make a difference in the MDP

Pre-Unit Preparatory Material

 https://www.iedunote.com/management-development-programs
 https://hr.duke.edu/managers/performance-management/professional-development-plan

11.1 INTRODUCTION
Management development is an organised process of upskilling the executive level of an organisation to
bring about a visible change in the behaviour and conduct that is acceptable in the organisation.
This process of learning is constant and does not have a stipulated time, since the learning and upskilling
of each executive will differ from each other, and it is important for the all decision-makers be on the
same page and display the same set of behaviours.
By the end of a management development program there has to be a visible difference in the skills and
behaviour of the executive. This goes to say that this training will be of assistance to the employee and
will help him do a better job in the future, he will also be able to take on new responsibility.
There are many training courses that are scheduled by the organisation, some that are technical,
some based on their skill sets and some like MDP that are based on their behaviour. Keeping in mind
the past experience of the manager, the contents of the training should be distilled. Self-learning and
development is an important aspect in the executive learning and development.
MDP revolves around improving the technical and interpersonal skills of a manager. It depends upon
the capability and knowledge of an executive.
Successful managers make successful organisations, hence it is important to upskill your managers.
It is about time that the Human Resources thinks of training like MDP as an investment and not as a
liability with no returns.
While training these managers is important, it is equally important for the organisation to provide
opportunities for the managers to apply these learnings and grow.
The executive team thus takes away important aspects of MDP and if used well, the difference is shown
in their behaviour and conduct at the workplace.
MDP usually comprises leadership development, how to manage people, short specific courses, coaching,
guiding and mentoring at the same time. These could be conducted internally within the organisation
or with external consultants.

11.2 MANAGEMENT DEVELOPMENT

Every year the training team in an organisation plans on various learning interventions for various
levels of employees.
2

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Sometimes the managers have to nominate people and most times the people can nominate themselves
for these trainings.
As human beings, it is important for us to learn and grow so that we can explore our active and innate
skills, so we can use them to our advantage.
It is essential that we encounter challenges and understand how we react in different situations. Also
it’s important that we are always open to learning and understand the process of upskilling
In human society, there is continuous growth which takes place through a continuous process of
exploration, discovery and acquisition of knowledge.

11.2.1 Need
The quality of the workforce is directly proportional to the development and growth of the organisation.
The skill, ability and knowledge of a management professional contribute to the progress of the
organisation.
Some major managerial functions revolve around motivation, interpersonal and technical abilities,
problem solving skills, attitudes and value systems. It is extremely essential for the organisation to
enable learning and upskilling of the employees.
It is important that the organisation understand the strengths and areas of improvement of the
employees and work towards building their core strengths and improving on their areas of weaknesses.
This will not only help them build their personal skills but, in turn, will contribute to the organisation at
large.
Following are needs for MDP as shown in Figure 1:

Social Effective Line

Globalisation
Commitment Managers

Enhanced Quality Use of Other Business

Of Work Technology Activities

Figure 1: Needs for MDP

1. Social Commitment: We live in a society where organisations are also a part of it. Like most families,
the society has demands and expectations for the growth and upbringing of the members who are
a part of the society so that they can benefit from these members.
The managers, if skilled and trained well, will be able to form a bridge between society and the
corporates. They will know the demands and requirements of society and will be able to speak up
socially of behalf of the industry. Also, once the needs of the society can be fulfilled if the demands
are understood.
Thus, MDP’s are important to build competent managers for both the society and the organisation.
2. Globalisation: Most media companies say that Globalisation will bring the world closer. However,
globalisation has created a competitive market between MNC’s and Start ups and other SME’s.
Due to this, local firms find it difficult to sustain and keep up with the competitive pricing and quality.

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It’s thus essential for the organisations to have skilled labour so they can produce quality goods at
an affordable price. Hence a competent workforce is needed to match up with the global demands
and competition.
3. Line Managers: Most line managers communicate with the support staff, and the technical staff
of an organisation, here it is not important for the line manager to only communicate about the
technical know-how but also display skills like listening, empathy and understanding.
Hence for flawless functioning it is important that the line manager has these skills added to their
strengths.
Hence management development programmes promote the development of human skills and
technical skills of line managers so that they can do their jobs in the way that is necessary for the
organisation.
4. Enhanced Quality of Work: Technical skills are required for a great performance of people’s
managers. The degree of knowledge required by a manager on technical grounds depends on the
teams they are leading and the projects they are undertaking; the higher the level of management
the more skills they need.
MDP is put together to give out such technical skills to non-technical managers so that they can
facilitate excellent work of great quality.
5. Use of Technologies: While the world is moving ahead in terms of technology, and technology
changes every day, if an organisation wants to be successful, it has to keep up with the changing
trends of technology. Latest technologies provide good quality products at easy prices, this can be
helpful to compete against established market players. If the managers are not trained properly
on the latest technologies, it could prove as a problem when the post as the spokesperson for the
organisation.
6. Other Business Activities: Most unskilled or semi-skilled workers working on the shop floor in an
organisation hugely depend on the supervision provided by the managers. It is essential for these
managers to play the role offer leader, a coach sometimes, motivators and guides of the people
at work. These workers often learn a great deal from their managers and when they grow and
get promoted to become managers themselves, they set the skills that their previous managers
displayed as a benchmark for their achievement and they build on their managerial skills from
there.

11.2.2 Importance
Before we get into the technicalities of management development programme, what it may consist and
what the process is, it is important to understand the basics of how your employees could gain from a
regular management development programme.
Profit defines every organisation, hence it is important to make multiple cash cows and revenue
generation models for sustaining in a tight competitive environment, it is important to satisfy the needs
of your internal and external customers.
One major error that most organisation makes is that the investor lot of money in research and
development, marketing, product development among a few, very few organisations invest in their
people. While it is important to develop the technical skills of an employee, it is equally or more important
to make your employees professional so that your stakeholders can trust your brand that would result
in high turnovers.
Nathan Riley, the HR manager at Trust My Paper says that: “The way you treat your employees behind
closed doors will reflect in the way they treat your stakeholders. You don’t need to invest large amounts

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of money into your employee development – start with showing empathy, feedback and listen to their
complaints. Find a common ground with your employees and adapt your development opportunities to
their specific needs – only then will you achieve success in retaining talent.”
Management development programmes are important to increase productivity, quality of work and
communication across various departments in the organisation, it has helped the retention rates an
enhanced leadership skill, it has improved customer satisfaction and spread a positive word of mouth
among other competitors, it builds respect, and finally improves the quality of work-life balance an
employee may have.

11.3 COMPONENTS OF TRAINING FOR MDP

The components of a standard management development programme are shown in Figure 2:

Appreciate and map

Understand and confirm
the current strength of
the development needs
your team

Develop evaluations and Design and develop

assessments to know the individual learning journeys
learnings and effectiveness of for your employees
the programme

Figure 2: Components of a Standard Management Development Programme

It is important here to understand the values and beliefs of an organisation, to understand where the
employees are lacking, accordingly help them designed a training plan.
This could include the growth policies of the organisation, keeping in mind the competitive situation
and the managerial skills concerned.
It is important to understand each employee their strengths and weaknesses and their potential for
growth, keeping in mind the personal traits and the experience that comes with them.
Close attention should be paid to every programme, this has to be tailor-made to meet the needs of
the individuals keeping in mind the differences in their behaviours attitudes, physical, emotional and
mental qualities.
Finally, it is important to design a great assessment to understand if the plan that you have put
together is actually effective or not. This helps to understand the return on investment made during the
management development programme.

11.4 DEVELOPMENT PLANNING PROCESS

Programmes like the management development programme are primarily made for the enhancement
of leadership skills at employees at all levels. It is important to consider the ever-changing training
environment, that could impact leadership and engagement of a team.

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Steps involved in designing a development programme are shown in Figure 3:

Consider
additional
Figure out the resources
learning
Understand your objectives
management
Various composition
approaches
Relation between
learning and
management
development

Figure 3: Steps in Designing a Development Programme

It is important to always find a relation between training learning and development. This could
include optimum utilisation opportunities in learning and development. Increasing knowledge that is
necessary for decision-making, achieving a goal, or acquiring problem-solving skills. It is also important
2 implement new techniques and technologies to enhance learning.
Understanding and finding out the various approaches data management can learn would increase
your awareness of the existing knowledge Bank of your management. A comprehensive way to achieve
an organisational goal through the management development programme can be achieved hence. It is
important to maintain a proper balance between traditional classroom training, online learning, and
informal ways like on-job training or reading from manuals.
The next key skill is to understand your management, the composition of the management the experience
and key skills that they come within the context of managerial development.
A coach or a mentor can work magic once you understand your end-defining objectives. Management
skills like recruiting, planning, leadership or organisation other pillars off setting objectives for a
management training programme.
Here it is important do not to stop learning in the classroom but to look for constant content even after
work hours in your personal lives; these can be through interactions with friends and colleagues.

Conclusion 11.5 CONCLUSION

⚫ “Management Development is an educational process utilising a systematic and organised

procedure by which managerial personnel learn conceptual and technical knowledge for general
purpose.” - Management Guru
⚫ Management development is one of the most important parts to keep up with the competitive
environment that we work in today.
⚫ According to a survey, companies that invest in management development and plan programmes
for their managerial staff are more competitive than the others who do not do so.

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11.6 GLOSSARY

⚫ Colleague: A person with whom one works in a profession or business.

⚫ Composition: The nature of something’s ingredients or constituents; the way in which a whole or
mixture is made up.
⚫ Supervision: The action of supervising someone or something.

11.7 CASE STUDY: ENSURING CONTINUITY OF LEADERSHIP

Case Objective
This case study highlights how Indra Transport Corporation had to suffer due to lack of MDP.
Suresh is the General Manager of Indra Transport Corporation. He has risen from an analyst to an
assistant manager at the Vindhya Transport Company at Indore before coming to Kolkata as General
Manager. He was proud of his accomplishments. After only nine months on the job in Delhi, he had
been interviewed and had received an offer for the position of Executive Director in a reputed transport
company. He immediately resigned from this organisation. The board of the company was shocked as
the Chairman read Suresh’s letter of resignation. It was less than a year ago that they had ended a four
-month search culminating in the hiring of Suresh. The idea of again looking for a general manager
was a depressing thought. There are very few competent transport managers in the country. ITC found
and interviewed three qualified candidates last year. The problem is a growing demand for transport
managers and a very small supply.
Suresh can’t be blamed for moving on. He has to look out for his career and, right now, there’s seller’s
market. More than 70 per cent of those managers running major transport companies will retire within
seven years. This is an industry dominated by executives in their late fifties or early sixties. A young
person with talent and ambition, like Suresh, can literally choose the job he wants.
The Chairman poses the issue: We’ve got a problem here in Delhi. How do we replace Suresh? How do we
ensure that we’ll have continuity of leadership in the general manager’s job? The good managers move
from city to city for more money and better positions.

Questions
1. How might HRM functions reduce turnover in the general manager’s job?
(Hint: Create a pipeline of potential managers using MDP.)
2. Why is transport industry suffering from lack of efficient managers?
(Hint: There are very few competent transport managers in the country. The problem is a growing
demand for transport managers and a very small supply.)

11.8 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. For improving the performance of managers in their present roles and for preparing them so
that they can assume higher positions and responsibilities in the future, the companies plan for
Management development. Explain the needs and importance of management development

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Learning and Development
programs?
2. It is essential to thoroughly understand the values and beliefs of an organisation before developing
an MDP. Discuss the key components of an MDP.
3. The first step in the development planning process is to learn about the relation between learning
and management development. List and describe the steps involved in the design of a development
programme.

11.9 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Following are needs for MDP: social commitment, enhanced quality of work, globalisation, use of
technology, effective line managers, and other business activities. Refer to Section Management
Development.
2. Components of a standard management development programme are:
a. Understand and confirm the development needs
b. Appreciate and map the current strength of your team
c. Design and develop individual learning journeys for your employees
d. Develop evaluations and assessments to know the learnings and effectiveness of the programme.
Refer to Section Components of Training for MDP.
3. The steps involved in the design of a development programme are:
a. Relation between learning and management development
b. Various approaches
c. Understand your management composition
d. Figure out the learning objectives
e. Consider additional resources
Refer to Section Development Planning Process.

@ 11.10 POST-UNIT READING MATERIAL

⚫ https://www.yourarticlelibrary.com/management/management-development/list-of-methods-
used-for-management-development/99646
⚫ https://www.geektonight.com/management-development/
⚫ https://www.forbes.com/sites/kevinkruse/2020/01/15/top-5-leadership-development-trends-for-
2020/?sh=22925bcf1f3a
⚫ https://www.forbes.com/sites/forbescoachescouncil/2021/08/09/the -urgency-of-hybrid-
management-skills-development/?sh=64b265d34d1a

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11.11 TOPICS FOR DISCUSSION FORUMS

If you were to put together a MDP, keeping in mind the pandemic and the virtual mode of delivery, what
process would you adopt and what would be the broad topics you would cover so that the training is
effective. Discuss.

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UNIT

12 Skills of an Effective Trainer

Names of Sub-Units

Trainer’s Skills and Competencies, Trainer’s Style, Role of the Trainer as a Planner, Managing the
Learning Environment, Overall Conclusion on Skills of an Effective Trainer

Overview

This unit talks about the various aspects that make a trainer effective. It starts with explaining the
skills and competencies of a trainer, the delivery style and certain roles and responsibilities a trainer
should have keeping in mind planning and coaching and finally, it discusses how a trainer can manage
the learning environment.

Learning Objectives

In this unit, you will learn to:

 Explain the role of a trainer in upskilling the trainees
 Outline the primary skills that make a trainer effective
 Discuss how each trainer’s personal and delivery style is different from others
 List the various roles played by trainer
 Describe how to manage the learning environment

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Learning Outcomes

At the end of this unit, you would:

 Elaborate how important are a trainer’s skills and competencies
 Evaluate various styles of trainers
 Explain the role of a trainer as a planner
 Summarise how to manage the learning environment

Pre-Unit Preparatory Material

 https://web.stratxsimulations.com/recent-posts/2021/03/08/top-skills-instructors-trainers- must-
have-in-2021
 https://www.talentlms.com/blog/essential-skills-training-tools-for-trainers/

12.1 INTRODUCTION
A trainer decides the effectiveness of training. Most organisations have a massive facilitator bank
where they deploy the trainers as and when needed, depending on the skill set of the trainer and the
requirement at hand.
The effectiveness of a trainer can make the training success or a failure. Only when the participants
apply their learnings at their workplace and find value in the session can we say that training has been
effective.
Working with adults, specially while training a different ball game alltogether. It is important to keep
in mind the experience that they come with, its essential to display good listening skills and respect to
them, also each adult learns differently: it is mandatory for a trainer to reach out to every single one of
them because they have decided to invest time listening to the training.
Trainers need to find different ways to push an adult learner up the learning curve, the best way to find
this is by doing a training needs analysis or a psychometric analysis and find out what motivates the
employee.
Accepting that each learner is different, working towards finding a way to help them is essential for
a trainer to prove effective. In this unit, we will look at the different behaviours and qualities of an
effective trainer.

12.2 TRAINER’S SKILLS AND COMPETENCIES

A corporate trainer is a facilitator who works with employees of an organisation; they impart knowledge
to their participants and help them perform effectively at their workplaces.
With the changing times and trends, it is absolutely necessary for an organisation to put efforts to
invest in the training and development of their people.
The core skills of a trainer have to be in tandem with the organisational needs. Before we discuss further
skills of a trainer, the first and most important skill of a trainer is to be people-centric.

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Let us not look at some core skills and competencies of a trainer :

Understand the requirement

They work on doing their research

Delivery as per the composition of the audience

They build a collaborative environment: Not just lecture

They are usually well read

They evaluate their performance and seek feedback

They are constant learners for life

They are consistent

They are visionaries : Plan the road ahead

Figure 1: Core Skills and Competencies of a Trainer

Before jumping to the topic, efficient trainers first need to walk the participants through why this
training is important for them. They need to understand that if the participants are not interested in
the subject, it is their job as an efficient trainer to inculcate interest and find the need so that each
participant takes away something at the end of the session. It is also important for the trainer to make
sure the participants are involved throughout the whole session.
Training is always subjective great trainers first understand the composition of the audience, the areas
of difficulties, carefully understand the resistance, if any and then provide customised solutions to
address specific needs.
Training is always a two way process, it cannot be one person talking all the time, it could be the trainer
or the learner. Lecturing is a technique used in academics by teachers and faculties of colleges, training
on the other hand, is a more evolved method to improve long lasting skill transfer.
An efficient trainer may not know everything under the sun, however it is important for them to know
that the participants look up to them as a role model, and hence it is important for the trainer to do their
homework before training because in their line of work the primary objective is to help others come up
the learning curve.
For a trainer, learning never stops, it doesn’t matter how many years a trainer spends doing the training
job it is important that they are sensitive to their performance. If they want to remain the best and on
top of their games, it is important to retrospect on their strengths and their areas of weakness.
Learning for a trainer is inevitable because for transfer of knowledge to happen oh Trina should
constantly keep themselves updated of their line of work, current affairs another ongoing thing around

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them, they can gain this knowledge by reading articles on social media, reading books, listening to
webinars all talking to experienced people.
Training is not a one-day job, if somebody is looking to build a career out of training, success will not be
achieved in the first training in itself. There are going to be times when a trainer is going to fall on his
face make mistakes but eventually, it is the operative to come up the learning curve.
Good trainers start slowly on a topic the progress forward in a consistent way. They don’t jump from
topic to topic and remain focused. They immerse their audience in a topic and lead them to learn the
desired skills. They know that an inconsistent approach will only confuse the delegates which in turn s
the likelihood of non-participation.

12.3 TRAINER’S STYLE AND GRID

Before we understand the trainer’s style and gird. A few examples of training delivery methods are
shown in Figure 2:

Service Mobile
E-Learning
Deliver Learning

Virtual Instructor Lead Self Learning

Classrooms Sessions Modules

Figure 2: Examples of Training Delivery Methods

Every trainer has their own style of delivery that has evolved over the years, with various permutations
and combinations. The style of a trainer’s delivery reflects directly with their personality. Each trainer
has a distinct style of delivery depending on the experience that they have, the kind of people they have
trained and the number of clients that they have handled. A training delivery pattern evolves over a
certain period of time. For example, some trainers might like beginning their sessions with activities
that can get the audience involved from the first go, the other trainers might like to use a story to begin.
Some trainers like to use fancy tools, while some use the traditional kinaesthetic method of teaching.
Whatever the style of the trainer is, it should always revolve around the interest and wellbeing of their
trainees. The style of a trainer can change get better with each session that they take.

12.4 ROLE OF THE TRAINER AS A PLANNER AND GUIDE

The role of a trainer is very dynamic. There are many caps that a trader has to wear in order to be
good at their jobs. The work that they do can revolve around managing discussions, helping people
reflect on themselves, being an expert at a certain skill, mentoring and coaching, presenting among
many others. With a change in time and technology the roles of a trainer have become more difficult
than they already were, ideally technology should be helpful in making the trainers Life easier however
it has made trainees lose interest and get distracted very soon. The primary role of a trainer is to be
approachable so that the trainees find it comfortable to come and ask doubts or share their thoughts
with the trainer. The trainer’s role can be defined as follows:

⚫ Content creation is one of the important jobs a trainer does, this could be creating PowerPoint
presentations, handouts or content for the learning management system of the organisation. While
putting the content together or trainer should keep in mind the interest of the organisation and
the composition of the audience. The use of pictures, graphs, statistics, facts and figures helps the
learner understand and support the training.

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⚫ The next time the important role of a trainer is to look at training as a big picture, where do you act
as a coordinator between the client the management and the employees, while putting the training
together all the interests of all the three people need to be kept in mind.
⚫ The next role of a trainer is that of a mentor or a guru, this is where the trainer has to go out of their
way to be great at listening and understanding the problems of the train is. They need to keep the
loop open so that the relationship between the trainer and the trainee does not get over after the
training programme.
⚫ A trainer has to be a planner and a visionary, they need to plan in advance and anticipate questions
that might arise from the participants during the course of the training. The trainer also needs to
visualise how the training will look and what are the other things they need to keep in mind before
the training programme.

12.5 MANAGING THE LEARNING ENVIRONMENT

Learning environment is defined as a place they’re trying to deliver new concepts, complete assignments,
practise a new skill or apply information. It is an environment where people try to learn. This could be a
physical classroom other virtual classrooms, considering how the training is being conducted.
To manage your learning environment means to take some measures to increase attention, reduce
distraction and make the environment as productive and conducive as possible.
There are aspects in training that you can control and there are aspects that you cannot control keeping
in mind the classic example of the circle of influence and the circle of control, a trainer needs to know
how to influence a change in behaviour so that a learning environment which is healthy is created.
If you are in an instructor-led session, as a trainer, you need to decide what appliances and devices you
would allow and what appliances and devices would you not allow. These appliances and devices could
be anything from a tablet, a computer, a laptop or even a desktop.
If you want in a session which is outside the classroom, you need to make sure that the environment is
controlled by telling them exactly what to do and how to spend their time on a certain activity.
The key to maintaining a great learning environment is that every person in that training session needs
to be felt important, they need to feel that the trainer is talking to them and is communicating with them
and helping them solve their problems. At no given point in time should any trainer make a trainee feel
that he is less than the other, there is competition, or someone is better than the other.

Conclusion 12.6 CONCLUSION

⚫ Most organisations suffer because they do not invest in great trainers, in this unit we have seen why
it is important for a trainer to be effective and to make sure that the learners take away something
from each training session that they conduct.
⚫ A large number of people in many organisations need to be trained and want to be trained, hence
it is important for every organisation to hire efficient trainers who understand the need of the
organisation and design trainings based on their requirements.
⚫ One of the key skills that a trainer should have is discipline and the ability to thrive in difficult
situations. Keeping the interest of the trainees in mind is of utmost importance for a trainer.
⚫ Every organisation should understand that the proficiency, profits and turnovers depend directly
on the motivation and happiness quotient of the employees, hence it is important to get their people
trained and make them efficient at their workplaces.

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12.7 GLOSSARY

⚫ Transformation: A marked change in form, nature, or appearance

⚫ Gamification: The application of typical elements of game playing (e.g. point scoring, competition
with others, rules of play) to other areas of activity, typically as an online marketing technique to
encourage engagement with a product or service.
⚫ Perfectionist: A person who refuses to accept any standard short of perfection.
⚫ adjustments: A small alteration or movement made to achieve a desired fit, appearance, or result.
⚫ Responsiveness: The quality of reacting quickly and positively.

12.8 CASE STUDY: PERSONALISING MANAGEMENT DEVELOPMENT

Case Objective
This case study discusses about personalising management development.

Nationwide Financial is a financial services company based in Ohio, US. It employees close to 5000
employees. In 1996, the leaders of Nationwide Financial company’s life insurance operations declared a
state of management emergency. They explained that organisational structures had flattened during
the economic boom. The problem was that as mid- and senior-level managers were promoted or retired,
the people who replaced them were unable to lead. Employee satisfaction lowered owing to mediocre
frontline management. The morale problem was intensified as Nationwide had been forced into the
expensive practice of hiring talented managers from outside the company and employees hoping for
promotion felt passed over. It was clear the company needed to develop a new generation of competent
managers from within its own ranks.
To manage this situation, a cross-functional team conducted best-practice research related to talent
management and leadership development and set about creating a management development process.
It was established that only a rigorously managed program committed to continuous improvement
would deliver the expected results. The team ensured that application to the development program was
a matter of choice, and not a prerequisite for management positions. They also decided that admission
should be a prize so that participants would work hard during the development process. To that end,
the admission process mimicked that of a top business school. In addition to submitting a portfolio of
documents, performance evaluations, an essay, responses to a questionnaire, a recommendation from
a manager, applicants should also be screened and interviewed by a team of more senior managers and
HR professionals.
The yearlong development program included coaching, mentoring, observing others, hands-on
management experience, and training classes backed up by regular feedback sessions. The development
focused on the whole person, not just on individual competencies. As the first rounds of participants
moved through the program, we noticed that nearly all of them fell into one of four categories. Over the
past five years, we’ve developed specific approaches tailored to each type of prospective leader.
Source: https://hbr.org/2003/03/personalize-your-management-development

Questions
1. What problem was faced by Nationwide Financial Life Insurance?
(Hint: Managers who were promoted or retired were unable to lead.)

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2. How did Nationwide fix its problem of employee development?

(Hint: A cross-functional team conducted best-practice research into talent management and
leadership development and set about creating a management development process.)

12.9 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Training is always subjective great trainers first understand the composition of the audience,
the areas of difficulties, carefully understand the resistance, if any and then provide customised
solutions to address specific needs. Explain the important skills of a trainer.
2. Today, trainers are required to explore different interesting ways of imparting training. Describe
the roles a trainer has to play at their workplace.
3. Different training delivery methods are used by organisations to achieve different learning
objectives. Discuss the major training delivery methods used by trainers.

12.10 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Important skills of a trainer include: Understand the requirement, they work on doing their research
delivery as per the composition of the audience, they build a collaborative environment: not just
lecture, they are usually well read, they evaluate their performance and seek feedback, they are
constant learners for life, they are consistent and they are visionaries: plan the road ahead. Refer to
Section Trainer’s Skills and Competencies.
2. The primary role of a trainer is to be approachable so that the trainees find it comfortable to come
and ask doubts or share their thoughts with the trainer. Refer to Section Role of a Trainer as a
Planner and Guide.
3. Examples of training delivery methods: Service Deliver, Virtual Classrooms, E-Learning, Instructor
Lead Sessions, Mobile Learning and Self Learning Modules. Refer to Section Trainer’s Style and Grid.

@ 12.11 POST-UNIT READING MATERIAL

⚫ https://www.professionaldevelopment.ie/12-qualities-of-a-good-trainer
⚫ https://www.sessionlab.com/blog/train-the-trainer-model/
⚫ https://www.talentlms.com/blog/core-qualities-exceptional-trainer/
⚫ https://thetrainingassociates.com/blog/what-makes-good-trainer/

12.12 TOPICS FOR DISCUSSION FORUMS

⚫ Find out some latest trends that trainers today are undertaking in the times where they are involved
in virtual trainings, do you also think these virtual sessions are better than face-to-face trainings?

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UNIT

13 Training Evaluation

Names of Sub-Units

Introduction to training evaluation, Pre training – During training – Post training, Techniques of
evaluation, Various models of evaluation: Kirkpatrick’s model, Philip’s ROI framework

Overview

This unit aims to orient the learners to the various evaluation techniques, it’s importance and things
to do before, during and after the training. It throws light on the Kirkpatrick’s model and Philip’s ROI
framework.

Learning Objectives

In this unit, you will learn to:

 Introducing you to understand what is training evaluation
 Evaluations: Before, During and After training
 Various techniques and models of evaluation
 Two main frameworks with regards to evaluation

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Learning Outcomes

At the end of this unit, you would:

 Know the importance of training evaluation
 Use the two models and assess your learnings
 Different techniques of evaluation

Pre-Unit Preparatory Material

 https://egyankosh.ac.in/bitstream/123456789/10172/1/Unit-2.pdf

13.1 INTRODUCTION
Training evaluation is a process of obtaining data and analysing it to understand how effective the
training has been. This evaluation provides feedback to determine whether or not the training met its
objectives.
Training evaluation is a systematic technique of determining if a certain training programme is efficient
and effective. This also helps to understand if the training objectives have been met and if they are in
line with the company’s vision and goals.
It aids in the identification of training gaps and disadvantages in the training of their staff. This
aids in determining which training programmes appear to be beneficial and which do not, allowing
programmes to be continued or cancelled as needed.
The evaluation of training usually answers questions like, “Was the primary objective of the training
met?”, “Did the trainer display professional skills to enable learning?” and others.
It is one of the most important processes of training since it is directly associated with bringing up the
quality of work and boosting the morale of the employees. It should be an engaging experience.

13.2 TRAINING EVALUATION PROCESS

13.2.1 Pre-training
It is always important to teach your people what they do not know, instead of wasting the company’s
time and money on teaching them what they already know. Pre-training evaluation or pre-assessment
like it is called, is an attempt to save time and money by finding out if and how the employees will benefit
from a certain training program.
It can offer valuable insights into the expectations an employee should have and what are his learning
preferences and needs. It is a concept used in most training, big or small. Though all corporations do
not follow this method, it must be made a mandatory practice for the sake of the organisation and its
employees. It is very necessary if you want to keep the sanity of the company, the effectiveness of the
employees and the time ROI.

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In the above few pointers, we have confirmed that pre- assessment can help you understand who
actually in the organisation needs to be trained and who can do without training. A few trainings are
mandatory; in that case, organisation wide e-courses could be run.
The organisation and the employees, both benefit from pre-assessments equally. The human resource
department can plan and organise training depending on who needs what training in which
departmental. The senior management can be confident that their workers and support staff are able
to do their jobs to the best of their ability.
Pre-assessment can be done either by your facilitator from within the organisation or externally, it can
also be taken as a written test, ultimately it can be done as a one-on-one conversation with a professional,
as long as it meets the objective of understanding the need for training.

13.2.2 During Training

Evaluation during a session or in the middle of training can prove useful because it will help the trainer
or the facilitator to understand how effective the training is going on so far, and if there are any changes
or alternate ways to make the training more effective. It basically helps with finding out the gaps in
training that have been planned earlier.
There are different ways in which an assessment during the training can be run:
⚫ A pop-up quiz could be used in the middle of the training with questions from the portion that has
been covered already. This could be a self-evaluating quiz where the audience realises what they
have learned and what they still need to focus on, now would be a good time for the trainer to
summarise what has been covered thus far.
⚫ Case scenario, could also be used as an evaluation during the training, the situations in that case
scenario must compel the audience to use their knowledge that they have gained from the trainer
from the beginning until now, case scenario usually ends with questions that helped the participants
introspect and apply the learning’s from the training so far.
⚫ Role plays are other great options for evaluations in the middle of the training. Putting the
participants in teams and giving them role plays would give them first-hand experience on applying
what they have just learned.
⚫ A questionnaire could be the last option for such assessments, here is where the trainer can put
together a list of questions to check the understanding of the participants.

Hence evaluation’s during a training session would be a great idea to understand the effectiveness of
the training programme and to know what changes can be made depending on the audience to make
the training more efficient.

13.2.3 Post-Training
Post any training programme, there should always be an evaluation to cheque the Lord knows retention
and the effectiveness of the training. An analysis of this report will also help you understand if the
training was a success or if any changes are required.
With the post-assessment, there also should be a learner’s feedback form that must be circulated to
measure the efficiency and applicability of the training programme. The most commonly used post-
assessment tool is that of a questionnaire.

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Post-training learner surveys should be done regularly, irrespective of the trainees’ designation or
department. While designing the post-assessment or the post-evaluation a trainer needs to begin
with the learner’s objective in mind. Nowadays a lot of learning management systems aid in the post-
assessment evaluation of any training in the organisation.
Post-assessment evaluation helps in measuring five aspects:
⚫ The effectiveness of the training programme
⚫ The understanding of the participants of the training programme
⚫ How acceptable was the training programme
⚫ Were the participants engaged during the training programme
⚫ Suggestions if any

If you choose to make a career in the training and development field, always remember to evaluate
before, during and after the training programme to help you collect data and make the further training
flawless.

13.3 TECHNIQUES OF EVALUATION

Training evaluation helps to understand if the objectives that the organisation set out with all met and
the impact of the training programme on the performance levels of the trainees.
There are two types of evaluation techniques:
⚫ Qualitative techniques
⚫ Quantitative techniques

Qualitative techniques look for subjective answers such as different focus groups, case studies for
interviews.
Focus groups help understand the learnings and the areas of improvement for each training; they also
help to burst the social dilemma where one person influences everybody else in the team, it also helps to
re-register some concepts of training because if you might have forgotten somebody in the team might
remind you of them.
Case studies could be a part of the quantitative technique because each one looks at a case from a
different perspective, keeping in mind their backgrounds, their experience, and the goals that they have
set for themselves.
Interviews can prove to be a useful tool in training evaluation because it can help to understand
according to the participant what were the highlights and the lowlights of the training.
Let us now look at some of the quantitative methods of training evaluation.
The first one could be surveyed, surveys are usually questionnaires that help you collect data and give
you objective answers as to if the training is needed, what skills do the participants need from the
training, what methods they would like to be used in the training programme etc.
Second technique could be an experimental way of collecting data. A better trainer could run a short
snippet of the training and cheque with the audience what their point of view would be.

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In addition to the qualitative and quantitative techniques of training evaluation, below are a few other
tried and tested methods that could be of use:
⚫ The Kirkpatrick Taxonomy Model
(Reaction- Learning-Behaviour-Results)
⚫ The Phillips ROI Model
(Collect the pre-training data - Collect the post-training data - Isolate the effects of a training
program - Convert the data to monetary gains - Calculate the return – Evaluate)
⚫ Summative and Formative Evaluation
(Asking trainees- Measuring changes- Conducting surveys)
⚫ Kaufman’s Five Levels of Evaluation
(Input- Process- Micro level results- Macro level results- Mega level results)
⚫ Anderson’s Model of Learning Evaluation

13.4 MODELS OF TRAINING EVALUATION

Kirkpatrick’s Design of Evaluation

Measure your participants’ initial reaction to gain an understanding

Reaction of the training program and valuable insights into material quality,
educator, and more.

Measure how much information was effectively absorbed during the

Learning
training and map it to the program or individual learning objectives.

Behavior Measure how much your training has influenced the behaviour of the
participants and evaluate how they apply this information on the job.

Results Measure and analyse the impact your training has had on the
business level, and be sure to tie it to the individual program.

Source: Biz Library

Level-4 Level-3 Level-2 Level-1

Reaction
What the participants perceived and noticed about the training?

Learning
The consequent increase in skills, knowledge or ability.

Behaviour
Is there any significant difference between the ability and behaviour
and the implementation approach?
Result
What is the impact of the program on business performance?

Source: mettl.com

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One of the most extensively utilised evaluation frameworks is the Kirkpatrick Evaluation Model. It is not
only confined to training or academics, but also deals with the evaluation of training programs.
Both formal and other training styles help the training professionals to understand and analyse the
training outcomes that helps them understand the impact of the training and what the improvement is.
The Kirkpatrick Model of Training Evaluation was founded by Dr. Donalds Kirkpatrick, a professor at
the University of Wisconsin. He first introduced the model in 1959. He has contributed immensely to
training enhancement worldwide.
The highlight of this model is that it can be used before the training, during the training and after the
training to understand the degree of improvement.
The Kirkpatrick Model of Training Evaluation is divided into four distinct levels :

Stage 1 : Reaction
Here the participants’ satisfaction levels are measured with regards to the training. Professionals from
the training fraternity find out how engaged the trainees were, how they reacted the training program
and how beneficial they found it?
Some questions that one may ask at this stage will be like :
⚫ Was the training successfully, did it meet its objective?
⚫ Did the training prove beneficial?
⚫ Was the training engaging?
⚫ Will the trainee apply the learnings in the workplace?
⚫ What was your prime always taken from the training?

This level measures the completion and the application rate of the training.

Stage 2: Reaction
At this stage, the assimilation of the trainee with the indented skills, knowledge and attributes is
understood.
Here we can be sure if the goals of the training are met or not. Here the trainer will understand if the
training has proved to be effective or not. You can get a clear picture of the training has contributed to
the participant’s skills and knowledge.
Questions that can be answered at this stage can be:
⚫ What difference do you see in your ability to perform your job well?
⚫ How confident are you after this training program?

Hence this level measures the newly acquired skills and how effective the training transfer has been.

Stage 3: Behaviour
Stage 3 helps understand how the training has been a change manager in the behaviour transition of
the participant. This level requires greater participation by the managers to monitor the behaviour

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change of the participant. This level also figures out whether the participant is making the most out of
a training program.
This stage answers the following questions:
⚫ Are you able to share the knowledge with others?
⚫ What part of the training have you implemented on the job?
⚫ Do you find a change in behaviour?

Performance indicators at this level will be nothing but the motivation of the employees.

Stage 4: Results
This stage checks how tangible the training has been. This is usually the highlight of the training
program. At this stage you measure the matrix and numbers to find out about how the employee can be
retained, how satisfied the clients are with their performance.
The key performance indicators are the application of learning in the workplace and enhanced results.

13.5 PHILIP’S ROI FRAMEWORK TO EVALUATE TRAINING

Jack Phillips, in the early 2000s upgraded the Kirkpatrick model and included return on investment in
his model. This was a level five of the evaluation process, but it primarily compares the overall cost of
the training programme monetary benefits derived from it. This is usually called the cost benefit ratio.
The most important component is to eliminate the non-technical unknown training factors that have
contributed to the training programme.
Calculating The Return On Investment:
ROI = (Total Program Benefits – Total Program Costs ROI/ Total Program Costs) × 100%
Let’s now look at an example:
Let’s say your company has delivered a POSH training to about 50 people and this has resulted in about
20 less complaints over the course of the year.
This figure increases the direct profit of the organisation by about 1,00,000 per year, whereas the total
cost of the training was only 50,000.
This model is not meant for every training programme, Only for training programmes that affect the
direct revenue of the organisation.
For understand Philips model of ROI We first need to study the Kirkpatrick model that was discussed
earlier in this unit.
Let us try and understand each level of the Phillips ROI model :

Level 1: Reaction
In this level, the trainer gauges the reaction of the participants and collects feedback through different
questionnaires or short surveys to understand whether the learning conditions were appropriate and
adequate.

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Learning and Development

Reaction

Learning

Application

Impact

ROI

Level 2: Learning
At this level, we can evaluate if the learning took place through the training or it was a wasted effort,
your audience is provided with multiple questions and quizzes before or after your training.

Level 3: Application And Implementation

The third stage of this model finds out whether the participants have displayed a difference in workplace
behaviour, and translates their learnings from the classroom to their operations.

Level 4: Impact
Kirkpatrick’s Model focuses on results;; however the Phillips model looks at the impact of the training,
it helps to identify if any, external factors apart from the training play a part in making a change in the
audience’s behaviour.

Level 5: Return on Investment

This final level talk about the cost benefit analysis as discussed earlier; it cheques, whether the training
programme has received the desired outcome or not, it also helps to decide whether the training has
proved to be an asset or a liability to the organisation.
In short, this model helps companies to measure the money that goes in and the profits it makes via the
training.

Conclusion 13.6 CONCLUSION

Hence, in this unit we can see how the evaluation gives complete feedback on the value and effectiveness
of the training programme and how it impacts the business goals. It helps the management and the
human resource team to find out the gap between the desired results and the existing reality.

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It also assists the organisation to identify problems and improve the overall training process, it helps
to analyse the effectiveness of the training course material, it helps to determine the needed leadership
skills to solve problems and provides continuous assistance in retention and career development.
This systematic approach helps analyse data with the information they have collected that could prove
to be beneficial and assess the usefulness of the training and enhance the employee engagement.
It helps analyse whether the initiatives and the training programmes are aligned with the goals,
objectives, values and mission of an organisation. It also helps find out opportunities for the employees
that have been trained so that they can apply the learnings in their day to day work.
The various tools that we have studied in this unit will help you apply the evaluation before, during and
after a training programme.

13.7 GLOSSARY

⚫ Engagement: An engagement is an agreement to do something or go somewhere at a specific time.

⚫ Liability: The state of being legally obligated to do something.
⚫ Impact: The action of one object colliding with another forcibly.
⚫ Evaluate: Form an opinion about the amount, number, or value of something; assess.
⚫ Adequate: Quality or amount that is satisfactory or acceptable.
⚫ Appropriate: In the circumstances, suitable or proper.
⚫ Immensely: To a big extent; a great deal.
⚫ Surveys: Surveys entail examining and recording the area and features of (a piece of land) in order
to create a map, a strategy or a description.
⚫ Qualitative: Relating to, measuring, or measured by the quality of something rather than its
quantity.
⚫ Quantitative: Relating to, measuring, or being measured by the quantity of something as opposed
to its quality.

13.8 CASE STUDY: HARVARD BUSINESS REVIEW

Case Objective
This case study highlights the training investment in Harvard business.
In recent decades, there has been a significant increase in training investments. The entire training
expenditure in the United States in 2020 is expected to be around USD 82.5 billion, which is a significant
number! To put this in context, many huge firms’ annual revenues are less than that. In fact, the
numbers may have dropped briefly in the aftermath of the COVID-19 outbreak. Nonetheless, training
and development programmes are regarded as critical for organisational development and worker
development. Unless there is strong evidence of the training programme’s success, organisations
cannot profit from the lofty concepts of workforce development and continuous learning.
Training is an important investment and an important component of human resource development,
and when done correctly, it may considerably improve employee satisfaction, desired outcomes, and
organisationalsuccess. The effectiveness ofatrainingprogrammeis determined by how it is implemented,

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Learning and Development

and the programme would be meaningless if its influence was not considered or accounted for. It is not
the amount of money spent on training that matters; it is the relevance of the training and the extent to
which employees benefit from it – which is why assessing training effectiveness determines the usefulness
of a training programme and the best course of action for future improvement. The Kirkpatrick Model
is one of the strategies used to assess training effectiveness. This Training Effectiveness Model is well
known for its ease of use, wide range of variables it can measure, and high usefulness.
Source: https://blog.mettl.com/kirk-patrick-model/

Questions
1. What was the most beneficial aspect of the training, and are there any areas where we can make
improvements?
(Hint: Highlighted the crucial points, provided training when required. Cost reduction should be
done to in order to improvements.)
2. How has the Kirkpatrick Model aided in determining the success of training?
(Hint: Kirkpatrick model aided in several ways, it facilitated growth and development in the training
program.

13.9 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. Explain the detail of the two training evaluation models discussed in this unit?
2. Explain in detail the post-training process.

13.10 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. There are two types of evaluation techniques:
⧫ Qualitative techniques
⧫ Quantitative techniques
For more details refer to section 13.3
2. Post any training programme, there should always be an evaluation to cheque the Lord knows
retention and the effectiveness of the trainer. An analysis of this report will also help you understand
if the training was a success or if any changes are required.
For more details refer to section 13.2.3

@ 13.11 POST-UNIT READING MATERIAL

⚫ https://www.businessstudynotes.com/hrm/training-development/training-evaluation-methods/
⚫ https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/

10

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13.12 TOPICS FOR DISCUSSION FORUMS

⚫ Find out the pros and cons of companies that do not use the evaluation techniques. Do you think
their turnovers will be better or worse?

11

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UNIT

14 Contemporary Issues in
Training and Development

Names of Sub-Units

Introduction, External factors that impact the training, Internal needs of the organisation, Training
Career development, Managing work and life effectively, The increase use of technology in training
and development

Overview

This unit talks about the contemporary issues that may arise in training and development, Some
internal and external factors that impact delivery, understanding the internal need of an organisation,
Understanding the careers one might have in training and finally, the increasing use of technology in
training these days.

Learning Objectives

In this unit, you will learn to:

 The various modern problems that may occur in training and development
 The internal and external factors that may occur in L&D.
 The various career options one may have,especially related to the training department in the
organisation
 The importance of having a good work-life balance
 The increased use of technology in the field of training and its impact on the effectiveness

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Learning Outcomes

At the end of this unit, you would:

 The contemporary problems that you might face in training and development
 The internal and external problems that may arise in training
 The career options that you may have, specially in the field of L&D
 The importance of work-life balance

Pre-Unit Preparatory Material

 https://ebooks.lpude.in/management/mba/term_4/DMGT518_TRAINING_AND_DEVELOPMENT_
SYSTEM.pdf

14.1 INTRODUCTION
For over a century now, the economy of the world has been changing rapidly due to competition and
advancing technology. Because of this the economy is in constant flux, this brings about the importance
of transformation in an organisation and its practices.
Because of these constant changes the skills that the new job’s demand are changing and require a
greater level of intelligence and other skills to keep up with the changing environment.
These changes are extremely significant for the training and development team. Companies make
conscious efforts to up-skill and upgrade their workforce.
Due to the constant competition and technical advancements, changes in the work structure and
the organisational culture, there is a need to expand and constantly upgrade skills otherwise, the
organisations might just become obsolete.
In this ever-changing contemporary business environment, there are several challenges an organisation
might face like competitors, decreasing productivity, changing nature of jobs, attrition or employee
satisfaction.
To manage these changes, the management must make a wise choice to have the right kind of people for
the right kind of jobs with the right kind of skills, this might take a lot of effort from their management
perspective but will show visible results.

14.2 TRAINING ISSUES EMANATING FROM THE EXTERNAL ENVIRONMENT

Many external factors such as economics, political and legislative conditions impact the organisation
and the learning and development team drastically. Some other factors that may add to this are
organisational development, planning and prioritization, learning environment, resource utilisation,
to name a few.
They say that the only thing constant in the world is change, hence facilitators of the learning and
development field have to adapt to these upcoming challenges and be ready to solve the issues that
might arise due to the external factors.

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The organisational business model may completely fail if they do not make adjustments and the
necessary changes to keep up with the changing trends. These situations can affect the profits and the
turnovers of the organisation.
There are usually two types of factors that affect business internal and external. Internal environment
issues are issues that occur within an organisation, external environment issues are issues that might
occur outside of the organisation.
Internal environmental issues that could arise within an organisation, to the name you could be,
management that has changed, low motivation of employees, changes in the culture of the organisation,
takeovers or any financial dependencies.
External factors can be more hazardous for an organisation, Figure 1 shows few examples that may be
caused by problems outside the organisation:

Massive Economic Competition that is Few Political

Changes Ever Growing Factors

Changes in The Business

Government Norms Industry Itself

Figure 1: Some examples of external factors

For the training and development team, a few stressful problems that might arise could be the lack of
innovation capabilities, the strategy set by the business team, changes in public policy, lack of skilled
manpower, economic conditions and less technical know-how to add value.
It is extremely important for the learning and development team to keep up with these changing trends
otherwise, a lot of external factors might impact this department directly or indirectly.

14.3 INTERNAL NEED OF THE COMPANY

Internal training in most companies has the objective of providing a great learning environment for all
of their employees. One of the primary value additions that these teams do is to personalise and design
training depending on their workforce.
Once the training is customised it is easy for the employee to transmit these learnings at their workplace,
if this happens only then would we call training effective.
The internal team must always aim at employee satisfaction after every training that is provided and
also see that the trainees are left motivated and happy towards the end of the training, each session that
they go through must somehow contribute to their personal and professional growth, while motivation
is important keeping up with the ever-changing trend of the business and developing training to bring
up the employees to the ongoing upcoming trends is essential too.
While there is very less motivation in their day-to-day operations, the train must feel a sense of belonging-
Ness towards the company after the training. In today’s world, lack of recognition, excess workload and
less career development choices have made all the employees behave like they’re chasing a carrot. The

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training team must aim at bringing out the best skill of the employees and making them realise their
strengths and areas of improvement.
While training is important, it is also important to provide ample opportunities for these employees to
apply the training that they have learnt during the programme.
It is easier for the internal team to understand and gauge the audience as opposed to the external team
since they work with their employees’ day in and day out.
The training team internally needs to promote mentoring and coaching for their teams across the
organisation. The training methodology the internal teams has to resonate with the work the employees
do.

14.4 CAREER DEVELOPMENT AND TRAINING CAREER DEVELOPMENT

Any organisation that wishes to grow needs to invest greater resources and ample amounts of finances
towards the development of the training and development team. The training simply means the process
of getting important skills required for a certain kind of job.
Career development or career choices need to be based on the interest, demography and key skill sets
that resonate with their work directly.
It is important that the goals of the training team need to be in tandem with the organisational goal.
Building a career in the training field is like a calling, you need to have the interest and inclination
towards the work.
The skills needed to make it big in the training fraternity is shown below in figure 2:

Microeconomics

Decision Making

Communication

Un Bias Attitude

Futuristic Vision

Listening and Comprehension

Figure 2: Skills required in the training fraternity

Let’s take a look on figure 3 the decision-making process before you take on Training and Development
as a career option.

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Explore your Play by your Shadow few

Find a mentor Learn from your
highlights and strengths and know experienced
or a coach mistakes
your lowlights your weaknesses trainers

Figure 3: Decision making process

14.5 BALANCING WORK AND FAMILY LIFE

Work plays an important part in all our lives. Being financially independent is one of the prime aspects
of a professional today.
The world today, due to the ongoing pandemic, has become close due to the connection with technology
and social media, work from home is more hectic than working from the company, working hours have
stretched from 8 hours to 12 hours, people have become accessible and employees find it difficult to take
out time for family and their loved ones.
Getting on calls after working hours, checking emails late at night, working on laptops on your dinner
table have become a common trend these days.
The expectations that employees have from their families are unrealistic sometimes. Because they are
working longer hours at the office or from home, they think that they make up for the lost time with the
family, but actually, they are spending longer hours dealing with work- and work-related issues.
Let’s now look at some of the reasons why work-life balance is extremely important for everyone who’s
working for an organisation.

Poor Well Being

People who have a great work-life balance have the risk of fewer health problems be cause they not
only take care of their physical health but their mental health too. Stress causes more loss of peace than
being tired or overworked. A poor work-life balance can cause huge drawbacks to the well-being of a
human being.
It is important for people to begin to look after themselves and find the right balance to limit health
problems and ensure organisation efficiency at the same time giving time to loved ones back home.

Connected Workforce
Employees find that everything around their lives revolves around their work and their relationships.
And striking the work-life balance can increase the levels of a connected workforce.

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Less Burnouts
Stress is inevitable, especially in the workplace, it cannot be avoided even if we want it to. We should
make efforts to ensure that the employees of an organisation do not go through this. Burnout occurs
when we are anxious and unable to keep up with the demands that are expected of us.

Helps in building mindfulness

When we maintain a healthy work-life balance, we find it easy to focus and concentrate on work and
increase our productivity.
Encouraging the employees to have a fruitful work-life balance, you will make an environment where
employees are dedicated to the work assigned to them and increase productivity.
Let’s now look at a few ways how organisations can improve the work-life balance:
Allow people to take time off from their work, where they can stop thinking about work and go on
vacations, outing’s or just a regular trip with the family. It is essential to help your people unwind and
come back to work refreshed.
Encourage your people to take intermittent short breaks throughout the day, working for long hours
continuously will decrease productivity drastically. If you keep staring at the bright screen, you’re
eventually going out. Hence it is important to permit short breaks when needed.
Limit time wasters, things that do not need your attention; I really do not need your attention, it is
important to not lose peace and stress over things that are not in your control. Also, try and avoid time-
wasters like social media, junk mail or office gossip.

14.6 INCREASED USE OF TECHNOLOGY FOR TRAINING

In the world that we live in today, technology is evolving every minute, the integration of technology in
the training and development field is quite prominent these days.
Let us look at some latest technology and tools that are used in training and development.
1. Gamification: Using real world scenarios to help the participant learn, is one of the best ways for
kinaesthetic learning.
It not only makes learning and registering fun, but it also helps the learners to retain whatever they
have learnt and applies these principles in their day-to-day work environment.
Simulations in gamification motivate the employees, be more likely to apply and change their
behaviour.
2. Self Online Learning: Self and social online learning not only entertain the employees, but also helps
build a community where like-minded people can come together, share and discuss ideas.
3. Video and audio: These may not be new in the training fraternity, but nowadays there is an
interactive element to this.

Conclusion 14.7 CONCLUSION

⚫ In this time of modern times of training and development, it is important for an employee to display
exceptional skills that contribute to the well-being of the organisation in turn.

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⚫ As human beings we are naturally blessed with the skill to learn quickly.
⚫ To use this exclusive skill depends completely on us, and what we want to achieve. The rapid changing
transformation in an organisation is a very common scene these days. These changes most certainly
impact the training and development of a workplace.
⚫ As learning and development as a stream is considered one of the liabilities of the human resource,
it occupies the bottom spot in most companies.
⚫ Hence it is better to address the contemporary issues, deal with the present scenarios and constantly
work towards increasing productivity.

14.8 GLOSSARY

⚫ Transformation: A marked change in form, nature, or appearance

⚫ Overburden: Load (someone) with too many things to carry.
⚫ Gamification: The application of typical elements of game playing (e.g. point scoring, competition
with others, rules of play) to other areas of activity, typically as an online marketing technique to
encourage engagement with a product or service.
⚫ Delegating: Entrust (a task or responsibility) to another person, typically one who is less senior than
oneself.
⚫ Perfectionist: A person who refuses to accept any standard short of perfection.
⚫ Adjustments: A small alteration or movement made to achieve a desired fit, appearance, or result.
⚫ Encouraging: Giving someone support or confidence; supportive.
⚫ Significantly: In a sufficiently great or important way as to be worthy of attention.
⚫ Unpredictable: Not able to be predicted; changeable.
⚫ Responsiveness: The quality of reacting quickly and positively.

14.9 CASE STUDY: INFOSYS TECHNOLOGIES LTD. HEADQUARTERED IN

BANGALORE, PROVIDES INFORMATION
Case Objective
This case study highlights how up gradation to workforce helped in the growth of Infosys technologies.
Technology (IT) consulting and software services to clients globally as partners to conceptualise and
realise technology-driven business transformation initiatives. It is essential for the company to upgrade
its workforce regularly to compete in the global market. To overcome this challenge, Infosys provides
training and development opportunities to its employees right from the start. The company has bagged
many awards from ASTD as the world’s best company for providing the best training and development
opportunities to the employees. The company is known best for its global business foundation school,
which runs the program for all fresh engineering graduates who join Infosys and prepare them for the
technical and environmental opportunities present in the market.

Questions
1. How did Infosys grow to be such a massive,firm in such a short period of time?
(Hint: By providing training to right employees at the right time.)

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2. How has employee training and development aided Infosys in solving challenges?
(Hint: They provided training and developing opportunities in the beginning itself to overcome
challenges.

14.10 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. What do you think are the major modern problems that are faced by the training and development
training today?
2. What is the importance of work-life balance? How do you think it affects the quality of life of the
work from home scenarios today?
3. What are the different tools used by trainers today in this virtual setup? Do you think they are
effective?

14.11 ANSWERS AND HINTS FOR SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Many external factors such as economics, political and legislative conditions impact the organisation
and the learning and development team drastically. Some other factors that may add to this
are organisational development, planning and prioritisation, learning environment, resource
utilisation, to name a few.
2. Work plays an important part in all our lives. Being financially independent is one of the prime
aspects of a professional today. The world today, due to the ongoing pandemic, has become close due
to the connexion with technology and social media, work from home is more hectic than working
from the company, working hours have stretched from 8 hours to 12 hours, people have become
accessible and employees find it difficult to take out time for family and their loved ones.
3. In the world that we live in today, technology is evolving every minute, the integration of technology
in the training and development field is quite prominent these days.

@ 14.12 POST-UNIT READING MATERIAL

⚫ https://atlasstaffing.com/blog/10-todays-common-human-resource-challenges/
⚫ https://www.forbes.com/sites/forbeshumanresourcescouncil/2019/12/09/five-learning-and-
development-challenges-to-overcome-in-2020/?sh=6eb95231b808

14.13 TOPICS FOR DISCUSSION FORUMS

⚫ Explain the solutions you would provide as a consultant to the L&D manager for the problems that
he may face in his department?. Specifically, the ones discussed in this unit?

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UNIT

15 The Future of Training

and Development

Names of Sub-Units

Introduction, Just in time, Embedded Learning, Training Partnership and Outsourcing Training,
Gamification, Team Training and LMS, Six Sigma Training, Introduction to Agile Methods

Overview
This unit revolves around educating you about the future of L&D. It speaks about concepts like Just-
in-time, Embedded learning, Outsourcing training, Gamification, LMS, Six Sigma and introduces Agile
methods to you.

Learning Objectives

In this unit, you will learn to:

 Describe the Future of Learning and Development
 Explain Just-in-time concept, Embed learning and its applications
 Describe how outsourcing can be a great option for organisations
 Explain gamification and its benefits
 Discuss about Six Sigma and agile methodologies

Learning Outcomes

At the end of this unit, you would:

 Foresee the future of learning and development
 Understand various new tools
 Know the use of Six Sigma and agile in the training and development field

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Pre-Unit Preparatory Material

 https://www.efrontlearning.com/blog/2021/04/future-of-training-and-development-
departments.html

15.1 INTRODUCTION
If the organisation is asking questions like, what do you think is the future of L&D? It is great news
because you are preparing your team for the future.
A learning ecosystem is the need of the hour right now; it consists of people, technology, great content,
effective strategies, and beautiful learning culture.
The future of training and development also greatly depends on the quality of content that we
put together. It is extremely vital that it helps to develop the right mindset and display appropriate
behaviours at the organisations. Figure 1 shows few skills that are going to define the L&D market in
the future:

Creative • Greater profits for the organisation

thinking • Solution oriented outlook

Problem • Prepare workforce to anticipate problems

Soving • Growth mindset : New concept

Digital • L&D transformation: Digital literacy

dependencies • Collaboration and teamwork

Managing • Leadership
change • Acceptance

Figure 1: Skills that define L&D Market

15.2 JUST-IN-TIME LEARNING

Richard Branson said in one of his interviews, “time is the new money”. This talk about the cultural shift
in how people look at their time at constant ways of making money. Knowledge is a lot more accessible
in the information age than it was before.
Earlier to get constant information about what is going on around the world, one would have to buy a
newspaper or listen to the news on television, now we can pull out tiny mobile phones from our pockets
and read the news about it.
The just-in-time technique is defined as an instant gratification mentality of the world today. Cross-
cultural shifts have been a catalyst for how we look at learning and development in most organisations
these days.
Nowadays, employees expect training to be easily available and accessible at any moment that they
need, just like they can look up to the Internet for any information that they want to look up to. The
growing expectation of employees has spawned a new concept called Just-in-time learning.

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There is a lot written about the concept of just-in-time learning over the past few years and organisations
still struggle with implementing. Many new organisations understand its importance but do not know
how to use it successfully. Let us look at some best practices that organisations can follow to integrate
just-in-time learning for your company.
The first thing is to find out what is exactly needed just-in-time , not everything needs to be available all
the time. Understanding which content of the training is necessary for your team at any given point in
time will help you decide which data to keep accessible to your team.
Find out what is going on right now, what has been working for your team and what hasn’t, are your
managers able to delegate jobs to their teams, are there any workplace conflicts and many other
questions. Questions like these help to clarify what solutions are unneeded from which training.
It is important to organise different sections of learning, that will help you group similar concepts
together. For example, training on learning and orientation could be grouped together, training on
values, beliefs and goals of an organisation can be grouped together, training on compliance can be
kept together, similarly this will help the training team to organise and put together or just-in-time
training method.
As kids, none of us like to read long passages and long drawn explanations. We tend to lose our attention
and focus while listening to a lot of content because our mind cannot process long sentences. It is wise,
hence to store data in smaller chunks which is easy to navigate at the same time, easy to find and
process. This is one of the typical concepts of just-in-time learning, as shown in Figure 2:

Find out what’s needed “just in time”

Evaluate what’s currently being done

Chunk learning concept

Use examples and case studies

Figure 2:Just-in-time learning

15.3 EMBEDDED LEARNING

Embedded learning means learning by doing. Experts say that embedded learning is way more powerful
than traditional approaches to training and development, because a trainee is engaged and motivated
throughout the task; he also has a deep understanding of the concepts of the training. Research shows
that embedded learning proves to be three times more efficient than any other form of learning.
Work from home, especially during this pandemic, has proved to be a boon for embedded learning,
it has brought the world closer by getting calls with international counterparts and making modern
workspaces challenging. To truly understand embedded learning, the training and development team
needs to assist the SME so as to integrate great learning content and bring deeper knowledge to the
learner.

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Figure 3 shows components of High-Quality Principal Professional Learning.

Professional Development Professional Development

Content Content
Addresses: Includes:
• Managing change • Applied learning
• Creating collegial environments • Mentors or coaches
• Improving instruction with • Network building
- whole child education
- equitable opportunities

Figure 3: Components of High-Quality Principal Professional Learning

15.4 TRAINING PARTNERSHIP AND OUTSOURCING TRAINING

All organisations across the world today demand extremely high quality training programmes for
their employees; the current pandemic has impacted businesses in more than one way. There could
be changed in the management, mergers and acquisitions, improved health and safety procedures,
new lines of products, etc. along with these most significant changes, there is an increased need for
employee training programmes. Unfortunately, not all organisations understand the importance of
employee training and the impact it can have on the stakeholders of the organisation.
Many employees are now working from home, and traditional instructor lead training is no longer
applicable. Also, companies do not have enough resources to train people on a large scale, however the
underlying need for people to be trained still exists.
In most cases, the learning and development team is usually outsourced to a professional consultant.
These consultants take care of all the training needs of the organisation, this could be within the
organisation as internal training or outside the organisation as on-site training.
Benefits of Outsourcing: Figure 4,5 shows benefits of outsourcing and components of gamification.

Increased Speed Wide Reach and Flawless

and Proficiency Learning Solutions
Helps to
Reduce Costs
Access to Enhanced
Professionals Scalability

Figure 4: Benefits of outsourcing

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15.5 GAMIFICATION

Figure 5: Components of gamification

Gamification is the process of picking up elements of a game and embeds them into the training
environment. This process gets clarity once the team specifies the learning goal, the simulations are
integrated into a game and learners play it as a player would play a regular video game, there are
points and grading systems, also badges and leader, boards, this creates a great learning environment
which is competitive too.
The behaviour that the players exhibit one playing these games talks a lot about their personality and
the areas of training for each one of them. Figure 6 shows the behaviours of gamification.

Gamification is Inspires From

Enables Proactive
supported by Intrinsic & Extrinsic
Behaviours
Neuroscience Motivations

Real-Time & Flexible Empowers Social

Assessments Learning

Figure 6: Behaviours of gamification

It is programmed to release neurotransmitters that help the player to feel good about themselves.
Dopamine and Serotonin are hormones that bring happiness and enhance moods, endorphins on the
other hand are, hormones that bring out thrills, these chemicals cause gamification to be one of the
most interesting tools in training.
It provides a conducive learning environment by capturing the learner’s attention and focus. It gives
them a sense of achievement and meaning and hence enables sustainable engagement with the
participant.
Repeated good behaviours provide satisfaction to the learners, and climbing up the learning curve
keeps them motivated to display good behaviours.
Feedback towards the end of each game motivates the participants to do better every passing time.

15.6 TEAM TRAINING AND LMS

Group training is considered as one of the best of learning and development.
It has always proven to be effective since it brings out each trainee’s strengths and that enables the
team to learn from each other.

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Team training also proves useful in the situations where a team has conflicts and training drives conflict
resolution together.
This helps the team to achieve their training goals together and be more self-reliant and self-sustaining.
LMS is learning management systems, we learnt about this module in the earlier units as well. It is an
online portal where all the training data is stored, it also is used to collect data for pre-assessment and
post-assessment.
JIT and Embedded learning can be brought to light with the use of LMS. It also gives access to the
employees to the training content in case they need to refer to it even after the training.

15.7 SIX SIGMA TRAINING

Six Sigma is a management methodology that is the most common methodology that is used to improve
business statistical analysis.
This analysis is more predictable and profitable than any other methodologies in the business
environment. It’s not just training, it is a data based approach that brings out quantifiable business
outcomes.
This approach has been adopted by most MNC’s to achieve both saving of money and increased customer
satisfaction.
Most organisations had started giving these training only to their people from the quality department
earlier, but lately, due to the agile work environments, most of the employees in the organisation go
through this training.
Below is a brief explanation on the various leaves of Six Sigma and what roles and responsibilities each
of them have in their organisation. Figure 7 shows the roles of lean six sigma belt designations.

Figure 7: Roles of lean six sigma belt designations.

Source: https://www.todaysmedicaldevelopments.com/article/six-sigma-allied-machine-engineering-lean-journey/

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15.8 INTRODUCTION TO AGILE METHODS

The word Agile itself means flexible. Hence the agile methodology has the capability of making changes
during any part of the project.
This concept was established during the late 1990’s, when a group of software developers came together
to make a model better than the waterfall model or the V model.
Unlike the traditional waterfall model, an Agile methodology enables the agile teams to be a fully
functioning and self-sustaining team that functions great without a manager or a team leader.
In this type of team, each member of the team takes on the responsibility of their choice and makes sure
to take complete end-to-end ownership of these tasks.
The meetings conducted by fully functional Agile teams are short, crisp and to the point. For Example, in
the Scrum methodology, there are short sprint meetings or stand-up meetings. This saves a lot of time
and energy for the members of that agile team.
The Agile methodology gives priority to people and relationships rather than processes and paper works,
Depending on the needs of the organisation, one of the many frameworks can be adapted by the
organisations.
Various Agile Methodologies are described in figure 8:

Scrum
Framework

Feature-Driven Kanban
Development Framework

Dynamic Lean
System Software
Development Development

Crystal Extreme
Development
Programming
Framework

Figure 8: Various Agile Methodologies

Source: Vinsys

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Conclusion 15.9 CONCLUSION

Hence, in this module, we can conclude that the future of training and development is quite bright, we
only have to make sure we have a people-centric approach towards training. It may not matter what the
HR thinks are the training needs, we must always keep the best interest of an employee in mind when
planning any training session. It is vital that we use a blend of modern and traditional techniques in this
time off work from home.

15.10 GLOSSARY

⚫ Ecosystem: A biological community of interacting organisms and their physical environment.

⚫ Strategy: A plan of action designed to achieve a long-term or overall aim.
⚫ Transformation: A marked change in form, nature, or appearance.
⚫ Innovation: A new method, idea, product, etc.
⚫ Strategic: Relating to the identification of long-term or overall aims and interests and the means of
achieving them.
⚫ Precisely: In exact terms; without vagueness.
⚫ Collaborate: Work jointly on an activity or project.
⚫ Integrated: With various parts or aspects linked or coordinated.
⚫ Intentional: Done on purpose; deliberate
⚫ Standardised: Cause (something) to conform to a standard.

15.11 CASE STUDY: SAMISHA’S LEARNING OBJECTIVE

Case Objective
This case objective is designed to help samisha achieve her learning objective.
One of Samisha’s learning objectives focused on increasing her cooperative play skills with peers. One
of the ways Samisha’s teachers decided to work on this was to embed planned teaching and learning
opportunities in the classroom’s free-choice time. The classroom features a learning centre where the
children can play board games, such as Lotto. During free-choice time, Gia and David planned to invite
Samisha to the game table when other children who were more skilled players would be there. David
then used prompts and encouragement, to help Samisha learn the game and play cooperatively with
her peers.
In this example, instead of setting up a special or separate time for Samisha to learn and practice
cooperative play skills, her teachers did some extra planning so that they could embed the necessary
instruction (in this case, using systematic prompting and encouragement) within the ongoing free-
choice activities. More specifically:
Samisha’s learning objective states that during play times, Samisha will join her peers in play and
maintain play with them for 10 minutes or more cooperative play activities. She will demonstrate this
in four different play areas. Samisha’s teachers completed the Child Assessment Worksheet, examined
their daily schedule, and observed and took notes on Samisha’s play during free-choice time. They noted

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that Samisha could take part in cooperative play in the dramatic play area, but only if she initiates the
storyline. Even then, her cooperative play lasts only a couple of minutes. Gia and David also noted that
Samisha has started to watch other children play games in the table game centre.
One of the important considerations for Samisha’s teachers is that there are six children with disabilities
in the classroom, and many of the children have objectives that could be embedded during free-choice
time. Gia and David need to be creative and realistic about how to use their time and resources. They
decided to embed instruction on cooperative play at the table game centre. Once Samisha is successful,
they will work on this objective in other play areas. The current plan means that one adult will work with
three or four children. The structure of the game and systematic use of prompting will help Samisha
learn to play with the other children. The teachers developed an ELO-at-a-Glance for Samisha.
Source: http://archive.brookespublishing.com/articles/ec-article-1008.htm

Questions
1. How did Samisha’s teacher assist her in overcoming her problem?
(Hint: She planned a few games accordingly.)
2. How did Samisha’s learning, improve as a result of using embedded learning?
(Hint: She started taking interest in games, and started playing with her peers.

15.12 SELF-ASSESSMENT QUESTIONS

A. Essay Type Questions

1. How do you think Gamification is a process that will make it big in the future, how do you think it
will impact the L&D field?
2. What role does the learning management system play a part of the training process, which area do
you think it is most effective in?
3. Explain the roles and responsibilities of a Six Sigma certified professional?

15.13 SELF-ASSESSMENT QUESTIONS

A. Hints for Essay Type Questions

1. Gamification is the process of picking up elements from a game and embeds them into the training
environment. This process gets clarity once the team specifies the learning goal, the simulations
are integrated into a game and learners play it as a player would play a regular video game, there
are points and grading systems, also badges and leader boards, this creates a great learning
environment which is competitive too. For more details refer to whole section Gamification
2. Team trainings also prove useful in the situations where a team has conflicts and training drives
conflict resolution together. For more details refer to section Team Training and LMS
3. Six Sigma is a management methodology that is most common methodology that is used to improve
business statistical analysis. For more details refer to section Six Sigma Training

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@ 15.14 POST-UNIT READING MATERIAL

⚫ https://asq.org/quality-resources/six-sigma
⚫ https://www.growthengineering.co.uk/what-is-just-in-time-learning/
⚫ https://www.biworldwide.com/gamification/what-is-gamification/

15.15 TOPICS FOR DISCUSSION FORUMS

⚫ Discuss with your friends about what according to you, is the future of training and development.
Do you think people will ever resort to the traditional ways or would they believe in the blended
learning way of L&D.

10

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