EFFECTIVENESS OF TRAINING AND DEVELOPMENT

IN BANKING AND OTHER SECTOR WITH SPECIAL

REFFERNCE TO MUMBAI

Submitted in partial fulfillment of

MASTERS IN PERSONNEL MANAGEMENT AND INDUSTRIAL RELATION
(HUMAN RESOURSE MANAGEMENT)
2011 March

SUBMITTED BY
SUSHMA MANOHAR KANCHAN
MPMIR (2010-2011)

Jankidevi Bajaj Institute of Management

Studies

SNDT University

Santacruz (w)

Mumbai-400049

1
 CERTIFICATE

This is to certify the work in the project has been carried out by Sushma Kanchan and
has been submitted to the university in partial fulfilment of the requirement for the Masters
in Personnel Management and Industrial Relations.

Mumbai

March 2011

___________ ___________

Prof. Urvashi Dr. Gulnar Sharma

(Project Guide) (Director, JDBIMS)

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 ACKNOWLEDGEMENT

I would like to thank the faculty of Jankidevi Bajaj Institute of Management Studies for
giving me this opportunity to explore into an area of my interest and their full cooperation
during the different stages of my project.

I would like to thank Prof. Urvashi, Faculty JDBIMS, for guiding me and enriching my project
through her valuable outputs from her reservoirs experience. She was extremely helpful in
ensuring that my project was progressed on the right track.

I would like to acknowledge my wholehearted thanks to

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 CONTENTS

ACKNOWLEDGEMENT

EXECUTIVE SUMMARY

RESEARCH METHODOLOGY

OBJECTIVE OF THE STUDY

INTRODUCTION

LITERATURE REVIEW

DATA ANALYSIS

RESULTS

CONCLUSION

BIBLIOGRAPHY

APPENDIX 1

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 EXCUTIVE SUMMARY

Training managers are always hard-pressed to prove the effectiveness of the training
programs they conduct. Organizations are under pressure to justify various expenses. The
training budget is, not exempted from this purview. There are number of questions raised
on the value derived from training programs – both directly and indirectly. Business heads
and training managers are under pressure to prove the effectiveness of training.

Objective of this research study is to analyses the effectiveness of training development

programs on the employees after the study of different management training and
development program methods and approaches to training. The research includes studying
the impact of training and development programs, studying the most widely used model for
transfer learning and providing an analysis of effectiveness of management training and
development program Banking and other sector. The scope of the study encompasses the
description of the different management training and development methods, different
approaches to training and analysis the effectiveness of the training and development
programs in the Banking and other sectors.

The methodology adopted was a thorough study of through magazines, periodicals,

research project and internet on different method of management training and
development, different approaches to training and evaluation of effectiveness of
management training and development. Information gathered from employees of the
Banking and other sectors with regard to how effective do they feel the training and
development programs are.

The major finding of the study was that most of the employees feel that training impacted
to them is very useful in their development knowledge, skill and abilities. No person can
complete a task successfully until they trained to do the task effectively and efficiently. This
can be done through proper training.

Organization today have started realize importance of investment to training and

development programs and separate department looking after training and development.
Organizations should carry out cost- benefit analysis of the investments made in the
management training and development programs. There by ensuring a good Return on
Investments (ROI).

The right training program must be implemented correctly in order to make the
management training and development program a success. Proper planning of the entire
training and development programs must be done starting from a correct training need
analysis till the correct implementation. Rewards and recognizing the success of the training
is very important to motivate the employees and bring about a positive outcomes.

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 RESEARCH METHODOLOGY

Research Design:

Descriptive research design has been used for the purpose of the study. The scope of the
study encompasses the following areas,

1) To gain an understanding of the different training method.

2) To have an idea about the different management Development programs.
3) To analyse the effectiveness of the training and development programs in Banking
and other sectors.

Collection of data:

The study is based on primary data. The were collected from employees of banks and other
sectors. The information was collected by way of questionnaires. This was the best possible
mode of collecting. After studying available literature of the topic of training and
development, I prepared the questionnaire for analysing the effectiveness of training and
development programs. The questionnaire was designed to comprehensively cover all areas
of training and development programs and which could easily got the employees feedback.
Information was collected from various magazines, research projects and e-articles.

Sample Size:

Company Chosen:

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 RESEARCH OBJECTIVE

 To study the various training and development programs

 To know how the new and the existing employees perceive the training and
development program
 To determine the major factors influencing the effectiveness of training and
development program

 To investigate the effectiveness current training and development program by

analyzing each factor contributing to its effectiveness

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 INTRODUCTION

Training and development:

It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviours to enhance the performance of
employees. Training is activity leading to skilled behaviour.

 It’s not what you want in life, but it’s knowing how to reach it
 It’s not where you want to go, but it’s knowing how to get there
 It’s not how high you want to rise, but it’s knowing how to take off
 It may not be quite the outcome you were aiming for, but it will be an outcome
 It’s not what you dream of doing, but it’s having the knowledge to do it
 It's not a set of goals, but it’s more like a vision
 It’s not the goal you set, but it’s what you need to achieve it
Training is about knowing where you stand (no matter how good or bad the current
situation looks) at present, and where you will be after some point of time.
Training is about the acquisition of knowledge, skills, and abilities (KSA) through
professional development.

Methods:
There are various methods of training, which can be divided in to cognitive and behavioural
methods. Trainers need to understand the pros and cons of each method, also its impact on
trainees keeping their background and skills in mind before giving training.

Cognitive methods are more of giving theoretical training to the trainees. The various
methods under Cognitive approach provide the rules for how to do something, written or
verbal information, demonstrate relationships among concepts, etc. These methods are
associated with changes in knowledge and attitude by stimulating learning.

The various methods that come under Cognitive approach are:

1) LECTURES METHOD:
It is one of the oldest methods of training. This method is used to create understanding of
a topic or to influence behaviour, attitudes through lecture. A lecture can be in printed or
oral form. Lecture is telling someone about something. Lecture is given to enhance the
knowledge of listener or to give him the theoretical aspect of a topic. Training is basically

8
incomplete without lecture. When the trainer begins the training session by telling the aim,
goal, agenda, processes, or methods that will be used in training that means the trainer is
using the lecture method. It is difficult to imagine training without lecture format. There are
some variations in Lecture method. The variation here means that some forms of lectures
are interactive while some are not.

Straight Lecture: Straight lecture method consists of presenting information, which the
trainee attempts to absorb. In this method, the trainer speaks to a group about a topic.
However, it does not involve any kind of interaction between the trainer and the trainees. A
lecture may also take the form of printed text, such as books, notes, etc. The difference
between the straight lecture and the printed material is the trainer’s intonation, control of
speed, body language, and visual image of the trainer. The trainer in case of straight lecture
can decide to vary from the training script, based on the signals from the trainees, whereas
same material in print is restricted to what is printed. A good lecture consists of introduction
of the topic, purpose of the lecture, and priorities and preferences of the order in which the
topic will be covered.

Main Features of Lecture Method:

Some of the main features of lecture method are:

 Inability to identify and correct misunderstandings

 Less expensive
 Can be reached large number of people at once
 Knowledge building exercise
 Less effective because lectures require long periods of trainee inactivity

2) DEMONSTRATION:

This method is a visual display of how something works or how to do something. As an

example, trainer shows the trainees how to perform or how to do the tasks of the job. In
order to be more effective, demonstration method should be should be accompanied by the
discussion or lecture method.

To carry out an effective demonstration, a trainer first prepares the lesson plan by breaking
the task to be performed into smaller modules, easily learned parts. Then, the trainer
sequentially organizes those modules and prepares an explanation for why that part is
required. While performing the demonstration, trainer:

 Helps the focusing their attention on critical aspects of the task

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  Tells the trainees what you will be doing so they understand what you will be
showing them
 Explains why it should be carried out in that way
 The difference between the lecture method and the demonstration method is
the level of involvement of the trainee. In the lecture method, the more the
trainee is involved, the more learning will occur.
 Demonstrates the task by describing how to do, while doing

The financial costs that occur in the demonstration method are as follows:
 Cost of training facility for the program
 Cost of materials that facilitate training
 Food, travel, lodging for the trainees and the trainers
 Compensation of time spent in training to trainers and trainees
 Cost related to creating content, material
 Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and or
negative, give the trainee the opportunity to do the task and describe what he is doing
and why.

3) DISCUSSIONS:
This method uses a lecturer to provide the learners with context that is supported,
elaborated, explains, or expanded on through interactions both among the trainees and
between the trainer and the trainees. The interaction and the communication between
these two make it much more effective and powerful than the lecture method. If the
Discussion method is used with proper sequence i.e. lectures, followed by discussion and
questioning, can achieve higher level knowledge objectives, such as problem solving and
principle learning.

The Discussion method consists a two-way flow of communication i.e. knowledge in the
form of lecture is communicated to trainees, and then understanding is conveyed back by
trainees to trainer.

Understanding is conveyed in the form of verbal and non-verbal feedback that enables the
trainer to determine whether the material is understood. If yes, then definitely it would help
out the trainees to implement it at their workplaces and if not, the trainer may need to

10
spend more time on that particular area by presenting the information again in a different
manner.

Questioning can be done by both ways i.e. the trainees and the trainer. When the trainees
ask questions, they explain their thinking about the content of the lecture. A trainer who
asks questions stimulates thinking about the content of the lecture. Asking and responding
questions are beneficial to trainees because it enhance understanding and keep the trainees
focused on the content. Besides that, discussions, and interactions allow the trainee to be
actively engaged in the material of the trainer. This activity helps in improving recall.

4) COMPUTER BASED TRAINING (CBT):

With the worldwide expansion of companies and changing technologies,
the demands for knowledge and skilled employees have increased more
than ever, which in turn, is putting pressure on HR department to provide
training at lower costs. Many organizations are now implementing CBT as
an alternative to classroom based training to accomplish those goals.

Some of the benefits of Computer Based Training are:

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According to a recent survey, about 75% of the organizations are providing training to
employees through Intranet or Internet. Internet is not the method of training, but has
become the technique of delivering training. The growth of electronic technology has
created alternative training delivery systems.

CBT does not require face to face interaction with a human trainer. This method is so varied
in its applications that it is difficult to describe in concise terms.

Cognitive approach:
The various methods that come under Cognitive approach are:

 INTELLEGENT TUTORIAL SYSTEM(ITS):

This Intelligent Tutorial system uses artificial intelligence to assist in training or tutoring the
participants. This system learns through trainee responses.

Features of Intelligent Tutorial Systems (ITS):

o It selects the appropriate level of instructions for the participants

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 o It guides the trainees
o It is a text-based system
o It also evaluates the training program
o It also improves the methodology for teaching the trainee based on the information
o It is an interactive system
o It determines the trainee’s level of understanding
o Intelligent Tutorial System (ITS) comprises of 5 components:
o A domain expert also called the expert knowledge base
o A trainee model – stores the information on how the trainee is performing during
the training program
o A scenario generator
o A training session manager – interprets trainees responses and responds either with
tutoring, more content or information
o A user interface – allows the trainee to communicate with the Intelligent tutorial
System

 PROGRAMMED INSTRUCTION (PI):

Programmed instruction is a Computer-based training that comprises of graphics,

multimedia, text that is connected to one another and is stored in memory.

Programmed instruction is the procedure of guiding the participants strategically through

the information in a way that facilitates the most effective and efficient learning. It provides
the participant with content, information, asks questions, and based on the answer goes to
the next level of information i.e. if the trainee gives the correct answer; one branch moves
the trainee forward to the new information. And if the trainee gives the wrong answer then
different branch is activated, taking the trainee back to the review relevant information in
more elaborate manner.

This method allows the trainees to go through the content according to the individual
speed, and capability. Those trainees, who respond better, move through the content
rapidly.

Programmed Instruction also comes in

 Printed form i.e. books

 Tape
 Interactive Video
 Other formats

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In programmed instruction, trainees receive information in substantial amount and then
tested on their retention of information. If the trainees are not able to retain the
information, they are referred back to the original information. If the trainees retain the
information, they are referred to the next log of information that is to be learned.

Features of Programmed Instruction:

Some of the features of programmed instructions are:

 It provides immediate feedback to trainee response

 It frequently reviews the content
 It programs small learning steps that results in fewer response errors
 It allows trainees to move through the content at their own speed, or capability
 It requires frequent active responses by the trainees

 VIRTUAL REALITYL:

Virtual Reality is a training method that puts the participant in 3-D environment. The
three dimensional environment stimulates situations and events that are
experienced in the job. The participant interacts with 3-D images to accomplish the
training objectives. This type of environment is created to give trainee the
impression of physical involvement in an environment. To experience virtual reality,
the trainee wears devices, like headset, gloves, treadmills, etc.

Virtual Reality provides trainees with an understanding of the consequences of their

actions in the work environment by interpreting and responding to the trainees’
actions through its accessories:

 Headset – provides audio and visual information.
 Gloves – provides tactile information
 Treadmills – is used for creating the sense of movement
 Sensory devices – transmits how the trainees are responding in the
virtual workplace to the computer

This allows the virtual reality (VR) system to respond by changing the environment
appropriately.

Features of Virtual Reality (VR) System

Some of the features of Virtual Reality System are:

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  It is poorly understood – requires technical understanding
 It is expensive
 It is time consuming
 It is flexible in nature
 It does not incur traveling, lodging, or food cost
 It requires excellent infrastructure

Behavioural methods:
Behavioural methods are more of giving practical training to the trainees. The various
methods under Behavioural approach allow the trainee to behaviour in a real fashion.
These methods are best used for skill development.

The various methods that come under Behavioural approach are:

GAMES AND SIMULATIONS:

Games and Simulations are structured and sometimes unstructured, that are usually
played for enjoyment sometimes are used for training purposes as an educational tool.
Training games and simulations are different from work as they are designed to
reproduce or simulate events, circumstances, processes that take place in trainees’
job.
A Training Game is defined as spirited activity or exercise in which trainees compete
with each other according to the defined set of rules.
Simulation is creating computer versions of real-life games. Simulation is about
imitating or making judgment or opining how events might occur in a real situation.

BEHAVIOR-MODELING:

Behaviour Modeling uses the innate inclination for people to observe others to
discover how to do something new. It is more often used in combination with some
other techniques. Behavior modeling focuses on developing behavioral and
interpersonal skills.

This type of method can be used for training in,

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 o Sales training
o Interviewee training
o Interviewer training
o Safety training
o Interpersonal skills training

BUSINESS GAMES:

Business games are the type of simulators that try to present the way an industry,
company, organization, consultancy, or subunit of a company functions. Basically, they
are based on the set of rules, procedures, plans, relationships, principles derived from
the research. In the business games, trainees are given some information that
describes a particular situation and are then asked to make decisions that will best suit
in the favour of the company. And then the system provides the feedback about the
impact of their decisions

Again, on the basis of the feedback they are asked to make the decisions again. This
process continues until some meaningful results do not came out or some predefined
state of the organization exists or a specified number of trails are completed.
As an example, if the focus is on organization's financial state, the game may end when
the organization reach at desirable or defined profitability level.

Some of the benefits of the business games are:

 It develops leadership skill

 It improves application of total quality principles
 It develops skills in using quality tools
 It strengthen management skills
 It demonstrates principles and concepts
 It explores and solves complex problem

CASE STUDIES:

Case Studies try to simulate decision making situation that trainees may find at
their work place. It reflects the situations and complex problems faced by
managers, staff, HR, CEO, etc. The objective of the case study method is to get
trainees to apply known concepts and ideologies and ascertain new ones. The
case study method emphasize on approach to see a particular problem rather
than a solution. Their solutions are not as important as the understanding of
advantages and disadvantages.

Procedure of the Case Study Method:

The trainee is given with some written material, and the some complex situations

16
 of a real or imaginary organization. A case study may range from 50 to 200 pages
depending upon the problem of the organization.

A series of questions usually appears at the end of the case study.

The longer case studies provide enough of the information to be examined while
the shorter ones require the trainee to explore and conduct research to gather
appropriate amount of information.

The trainee then makes certain judgment and opines about the case by
identifying and giving possible solutions to the problem.

In between trainees are given time to digest the information. If there is enough
time left, they are also allowed to collect relevant information that supports their
solution.

Once the individuals reach the solution of a problem, they meet in small groups
to discuss the options, solutions generated.

Then, the trainee meets with the trainer, who further discusses the case.

Case Study method focuses on:

o Building decision making skills

o Assessing and developing Knowledge, Skills and Attitudes (KSAs)
o Developing communication and interpersonal skills
o Developing management skills
o Developing procedural and strategic knowledge

The quality of employees and their development through training and education are
major factors in determining long-term profitability of a business. If you hire and keep
good employees, it is good policy to invest in the development of their skills, so they
can increase their productivity. Training often is considered for new employees only.
This is a mistake because on-going training for current employees helps them adjust to
rapidly changing job requirements.

EQUIPMENT STIMULATORS:

Equipment simulators are the mechanical devices that necessitate trainees to use
some actions, plans, measures, trials, movements, or decision processes they would
use with equipment back on the their respective work place.

17
 It is imperative that the simulators be designed to repeat, as closely as possible, the
physical aspects of equipment and operational surroundings trainees will find at their
work place. This is also called as physical fidelity of the simulation.

Besides that, the mental conditions under which the equipment is operated such as,
increasing demands, pressure of time, and relationship with colleagues, subordinates,
etc must also be closely matched to what the trainees experience on the work place.

The literature on socio-technical approaches to organizational development provides

guidelines for the design or redesign of tools. Human Resource professionals involved
in propose of simulators and their pre-testing should engage those who will be using
the equipment and their supervisors. Their input can help in reducing the potential
resistance, errors in the equipment and more importantly, it also increases the degree
of reliability between the simulation and the work setting.

Equipment simulators can be used in giving training to:

 Air Traffic Controllers

 Taxi Drivers
 Telephone Operators
 Ship Navigators
 Maintenance Workers
 Product Development Engineers
 Airline Pilots
 Military Officer

IN-BASKET TECHNIQUE:

In-Basket Technique – It provides trainees with a log of written text or information and
requests, such as memos, messages, and reports, which would be handled by manger,
engineer, reporting officer, or administrator.

ROLE PLAYS:

Role play is a simulation in which each participant is given a role to play. Trainees are
given with some information related to description of the role, concerns, objectives,
responsibilities, emotions, etc. Then, a general description of the situation, and the
problem that each one of them faces, is given. For instance, situation could be strike in
factory, managing conflict, two parties in conflict, scheduling vacation days, etc. Once the
participants read their role descriptions, they act out their roles by interacting with one
another.
Role Plays helps in,

18
  Developing interpersonal skills and communication skills
 Conflict resolution
 Group decision making
 Developing insight into one’s own behavior and its impact on others
         

There are various types of role plays, such as

Multiple Role Play – In this type of role play, all trainees are in groups, with each group
acting out the role play simultaneously. After the role play, each group analyses the
interactions and identifies the learning points.

Single Role Play – One group of participants plays the role for the rest, providing
demonstrations of situation. Other participants observe the role play, analyse their
interactions with one another and learn from the play.

Role Rotation – It starts as a single role play. After the interaction of participants, the trainer
will stop the role play and discuss what happened so far. Then the participants are asked to
exchange characters. This method allows a variety of ways to approach the roles.

Spontaneous Role Play – In this kind of role play, one of the trainees plays herself while the
other trainees play people with whom the first participant interacted before.

Purpose of Training and Development:

Reasons for emphasizing the growth and development of personnel include;

 Creating a pool of readily available and adequate replacements for personnel who
may leave or move up in the organization.

 Enhancing the company's ability to adopt and use advances in technology because of
a sufficiently knowledgeable staff.

 Building a more efficient, effective and highly motivated team, which enhances the
company's competitive position and improves employee morale.

 Ensuring adequate human resources for expansion into new programs.

 Increased productivity.

 Reduced employee turnover.

19
 New trends in training and development Article:
The main reasons for the rapidly growing demand for training and development are
for self-enrichment and survival in response to the chaos of the current workplace.
Employees are realizing that the knowledge and skills they acquired in college are
 Increased efficiency resulting in financial gains.
becoming obsolete, and they need to constantly stay flexible, marketable, and
 Decreased
competitive. Japanese
need forcompanies are as committed as ever to workers training; and
supervision.
skill development. This will be helpful in combining over all organizational growth
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it contributes the achievement
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strategic goals. and company
Wachovia Corporationgoals.
assesses the
impact of training on the business performance of the company through meeting the
expectations of the top management; development of evaluation strategy and data
collection plans, improvement of work performance. The New Zealand's Advertising
Guru states, "The single biggest waste of training dollars is when management
spends money on training but doesn't understand why." He further quotes that
"Investing in skills isn't something enterprises should do because someone tells them
to, but because it's central to their future success."

In the modern era as globalization and competition increase training systems have to
change focus. With the knowledge economy enveloping the world, the traditional
hierarchical organizational structures are giving way to flatter and flexible
organizational structures. Work pressures are on the increase due to the increasing
stresses and strains. Organizations now work with flexible teams and an employee is
a member of different teams simultaneously. Employees expectations in terms of
responsibility as well as rewards have changed dramatically. Rewards come when the
organizations starts identifying the relationship between the training and bottom line
performance. To prove this, the American Society For Training and Development
Study reveals that 25% of the companies invested in training got back 24% of the
higher profit margins, 50% enjoyed the Total Shareholder Return i.e. 86% higher than
bottom half. When the company's spent $680 per employee to get suitable training
fetched 6% increase in Total Shareholders Return.

Positions of higher responsibilities call for a different attitudinal perspective and

hence methodologies have to be developed which build this attitudinal perspective.
In the fast changing world such a process will strengthen the organization further and
makes the organization competitive. For example, in India, Infosys is imparting
leadership training by setting up a training institute for future leader. From a policy,
which began from an assessment of current, needs of the organization it will now
have to encompass even emerging needs of organization. Suitable training calendars
will have to be developed to cover both these aspects as well as impart skill as well as
attitudinal training. Training needs analysis done to identify training gaps will also
undergo suitable changes. The most critical area where top management will have to
play major role will be in terms of suitable budgetary allocations for capability
enhancement of people within the organizations. Training records will have to be
suitably maintained and information technology can play a major role in this aspect
to provide learning opportunities to align with the organizational objectives and
20
manage change effectively to achieve continuous improvement.

Since training is an investment in people its effectiveness will have to be quantified.

 Training need analysis

Conducting a Training Needs Analysis (TNA) can be a daunting task, TNAs get easier with
experience, however it can be a straightforward process.

An effective Training Needs Analysis needs to be a good fit with your existing (and future
desired) business and culture.

Nine steps to producing a TNA:

1. Identify the business need (gap in performance/ capability) for the training

2. Strategically align the training need with your objectives

3. Conduct a TNA (gap) analysis

4. Conduct an audit of current internal (and external) skills and competencies

5. Consult with your organisation to decide if training is the action required to address
the identified gaps

6. Agree outcomes and assemble a framework that fits with expectations

7. Select appropriate delivery methods

8. Agree an assessment so the business knows if the training is worthwhile (this also
sets the evaluation criteria – i.e. how will you know the training intervention has
been successful?)

9. Get buy-in from stakeholders to commence project – if the solution(s) is owned then
there is increased success of the project

Some organizations look to outsource this activity, if you do ensure that you have KPIs for
each of the steps and agree success at each step before progressing. The same could be true
of gaining stakeholder acceptance at each stage if doing this internally.

21
Training Need Analysis, How Does Organization Go About It ?
In Training and Development
Training need analysis is very useful in finding out the gap between required competencies,
and existing competencies of an individual for a specific job. If any gap is found then training
manager is being assigned to fill this gap through his/her customized training programs, and
continuous feedback is taken whether gap still exist or not. Training need analysis can be for
any level of job, and can be classified as present training needs, and future training needs.
Training need analysis usually occurs periodically, mainly when the new technology is being
introduced, and for newly joined employees. There is no fixed pattern when training need
analysis should occur or not it’s depends upon- organization’s strategic requirements.

Organizational training need analysis:

For organizational training need analysis, there are following steps.

 Designating team for analysis.

 Activities planning.
 Data collection:
 Human resources.
 Organization methods and procedure.
 Technology.
 Product and services.
 Market conditions.
 Strength, Weakness, Opportunities and Threats (SWOT) analysis.
 Analysis of data.
 Report findings.
 Review, Modify and Revise steps.
 Potential Source of data collection on training need analysis:
o Business plan and strategies.
o Skills inventory.
o Organizational culture and climate.
o Organization turnover.
o Job descriptions.
o Performance standards.
o Employee’s turnover.
o Customer complaints.
o Wastage.
o Late deliveries.
o Attitudes.

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 DESIHNING A TRAINING PROGRAM
Training need analysis: the first step in designing a training program is training need
analysis. Training need analysis finds out the gap between required performance and
existing performance for a specified job.

a) Individual Analysis :
After training need analysis the next step comes of individual analysis, In this analysis
experts try to find out individual’s learning abilities. This is because different individuals
have different learning abilities, some learns with slow pace and some learns with high
pace.

b) Planning a training program:

-Training objectives

-Session objectives

Above objectives should be made in the parameter of measurability, attainability, and

relevancy and fixed time frame.

c) Planning a course program:

The course programme must contain all the critical, essential and desirable contents for a
learner or in another sense what a learner must know, should know and could know.

d) Selecting training methods:

There are variety of methods like lectures, brain storming, buzz groups, case study,
controlled discussion, demonstration, question & answer, programmed learning, role play,
simulation, and seminars etc. The best choice is to select the combination of training
methods.

e) Training evaluation:

Training evaluation is very necessary to find out whether training meets with its objectives
or not. Reaction of learner must take through questionnaires or interview to know the
training effectiveness, and the features of training liked or disliked by the learner.

f) Learner evaluation:
This is very important to see whether the gap that was found by training need analysis is
filled or not. Again job performance and competency levels should be measured

Why Measure Training Effectiveness?

23
Measuring the effectiveness of training programs consumes valuable time and resources. As
we know all too well, these things are in short supply in organizations today. Why should we
bother? Many training programs fail to deliver the expected organizational benefits. Having
a well-structured measuring system in place can help you determine where the problem
lies. On a positive note, being able to demonstrate a real and significant benefit to your
organization from the training you provide can help you gain more resources from
important decision-makers. Consider also that the business environment is not standing
still. Your competitors, technology, legislation and regulations are constantly changing.
What was a successful training program yesterday may not be a cost-effective program
tomorrow. Being able to measure results will help you adapt to such changing
circumstances.

The Kirkpatrick Model

The most well-known and used model for measuring the effectiveness of training programs
was developed by Donald Kirkpatrick in the late 1950s. It has since been adapted and
modified by a number of writers; however, the basic structure has well stood the test of
time. The basic structure of Kirkpatrick’s four-level model is shown here.

Figure 1 - Kirkpatrick Model for Evaluating Effectiveness of Training Programs

  Level 4 - What organizational benefits resulted from the

 
Results training?

    

To what extent did participants change their

  Level 3 -
  behaviour back in the workplace as a result of the
Behavior
training?

    

To what extent did participants improve

  Level 2 -
  knowledge and skills and change attitudes as a
Learning
result of the training?

    

  Level 1 -
  How did participants react to the program?
Reaction

An evaluation at each level answers whether a fundamental requirement of the training

24
program was met. It’s not that conducting an evaluation at one level is more important that
another. All levels of evaluation are important. In fact, the Kirkpatrick model explains the
usefulness of performing training evaluations at each level. Each level provides a diagnostic
checkpoint for problems at the succeeding level. So, if participants did not learn (Level 2),
participant reactions gathered at Level 1 (Reaction) will reveal the barriers to learning. Now
moving up to the next level, if participants did not use the skills once back in the workplace
(Level 3), perhaps they did not learn the required skills in the first place (Level 2).

The difficulty and cost of conducting an evaluation increases as you move up the levels. So,
you will need to consider carefully what levels of evaluation you will conduct for which
programs. You may decide to conduct Level 1 evaluations (Reaction) for all programs, Level
2 evaluations (Learning) for “hard-skills” programs only, Level 3 evaluations (Behavior) for
strategic programs only and Level 4 evaluations (Results) for programs costing over $50,000.
Above all else, before starting an evaluation, be crystal clear about your purpose in
conducting the evaluation.

Using the Kirkpatrick Model:

How do you conduct a training evaluation? Here is a quick guide on some appropriate
information sources for each level.

Level 1 (Reaction)

 completed participant feedback questionnaire

 informal comments from participants

 focus group sessions with participants

Level 2 (Learning)

 pre- and post-test scores

 on-the-job assessments

 supervisor reports

Level 3 (Behavior)

 completed self-assessment questionnaire

 on-the-job observation

 reports from customers, peers and participant’s manager

25
Level 4 (Results)

 financial reports

 quality inspections

 interview with sales manager

When considering what sources of data you will use for your evaluation, think about the
cost and time involved in collecting the data. Balance this against the accuracy of the source
and the accuracy you actually need. Will existing sources suffice or will you need to collect
new information?

Think broadly about where you can get information. Sources include:

 hardcopy and online quantitative reports

 production and job records

 interviews with participants, managers, peers, customers, suppliers and regulators

 checklists and tests

 direct observation

 questionnaires, self-rating and multi-rating

 Focus Group sessions

Once you have completed your evaluation, distribute it to the people who need to read it. In
deciding on your distribution list, refer to your previously stated reasons for conducting the
evaluation. And of course, if there were lessons learned from the evaluation on how to
make your training more effective, act on them!

Benefits of training and development:

26
Training is encompassing everything that is expected for the enhancement of organizational
development and competencies. In order that the total performance may be improved,
organizations need to have trained and experienced people. Sound organizations move
along and administer training and development programs for the employees. These
programs are purposive and meant to equip the employees with the necessary skills that are
required for particular jobs. Besides, failing to reach an expected or required level of
performance of the employees or declines in the productivity or changes due to
technological breakthroughs also necessitate training and development programs to be
administered in the organizations. Also, the complexities of various jobs emerge the
importance of training and development programs.

Training is a process of learning as well as the application of acquired knowledge aiming at

better performance of the employees, while development involves not only the related
process but also helps the employees in building up their personalities, at the same time as,
improving their progress towards the actualization of their full potentials. It is training and
development programs that bring about tremendous change in terms of knowledge,
attitudes and behavior of the employees. Owing to these programs, the employees are not
only well acquainted with what is expected of them and how they need to enhance their
skills and competencies but also it is a way to achieve overall organizational development,
effectiveness and efficiency in a desired manner.

Management appoints leaders, the managers, who influence the employees so that they
can make goal directed efforts to produce the desired results. They inspire the employees
for the accomplishment of organizational goals. They build up competencies and ethical
standards. They direct the employees towards defined objectives of the organization while
providing effective training and development programs. They enthuse and motivate them so
that the tasks can be carried out effectively and efficiently.

Before the training programs being implemented, the need of training is identified. It is
ensured whether training can serve the purpose. Depending upon the needs of various jobs,
different methods of training programs are conducted, such as, on-and-off the job methods,
special lectures, conferences and seminars. The purpose of on-the-job method is to involve
the employees in learning while they are at work, whereas through off-the-job training
program, the employees need to leave the work place so as to spend the required duration
in the learning process. Special lectures are meant to create the awareness of fundamental
knowledge. By way of arranging conferences, various discussions are held on the points of
common interest, in regard to the organization and various issues, ideas are collected and
experience is shared in order to deal with the problems. With critical discussions, the
participants of seminars study the various aspects and the complexities of particular jobs.

The sole purpose of training and development programs is to build the necessary skills of
the employees and to create positive feelings among them. It’s a fact and opposed to the
supposition that man can do things what he believes he can. Thus, a true leader is the most
influential person to build self-confidence of the employees. He is a source of inspiration to
his subordinates. He strives to instil the team spirit by making his members believe that they

27
are capable of doing challenging tasks. This is how the employees learn many things and
develop their personalities while improving organizational competence under the healthy
environment of an organization.

A trained and skilled employee is far better than those untrained and unskilled. He becomes
competent and performs his assigned task independently. As an illustration, once an
untrained employee asked his friend who was trained, “After all what you learn by training
program? I don’t think it’s of any worth.” He replied jokingly, “We are trained even how to
ask questions and the art of effective communication which you seem to be lacking.” In fact,
it’s funny instance but it reveals the fact as training is all encompassing - it covers all
necessary skills of the employees required in the workplace while motivating them to work
in a desired and capable manner.

The major benefits of training and development programs are that the employees who are
trained need lesser supervision than those who are not. A trainee acquires new knowledge,
skills and attitudes and applies them in job situations. Training is a way to create the
confidence among the employees so that they can operate the tasks without any
obstruction with all efficiency and effectiveness. To conduct such programs is to save money
because a company is likely to bear heavy expenditure on hiring new employees. It is also
one of the best ways to expand the span of management.

How to measure Training and development effectiveness :

28
To measure training is one of the key components on how a business will succeed. If a
training program is proven to be effective, it will definitely yield to positive results, perhaps
more than what is desired by the company. However, measuring the effectiveness of
training is one of the biggest challenges of firms today. Training in itself is expensive and
adding more components to it may not be a good idea in terms of financial capacity.

What may help to reduces cost is to develop several tools which may be classified under
business intelligence. These tools will help the company evaluate training and consistently
improve its methodologies. This is critical since business needs change. The environment
and the type of people who get in the company also change. So how does one person
measure the effectiveness of training in a systematic way?

Once the trainees go live on production on the floor or operations, their performance will
significantly impact the overall achievement of the program. Lack of training or poor training
methodology always ends up with employees not able to fulfil their jobs. Metrics should be
used to see how effective the training was. It will not be wise say that a training curriculum
is good simply because the students or trainees passed the exam. What needs to be done is
to check the metrics of these employees and see if they are at par with the expectations of
the company.

Significantly, an in-depth analysis should be done here. Data per employee should be
available and this should not be very difficult to obtain with the kind of technology we have
right now. These data will then validate of the training was effective. Findings in the analysis
may say that there is a gap in the training system and that there is a need to revamp the
process or the curriculum.

Performance will significantly tell a lot about training. This does not only concern product
training but also job orientation. Many employees out there do not know how they should
perform because they do not know what is expected of them. Many employees break the
rules because they are not also aware of them. It is therefore wise to terrain employees
about the existing policies of the company so they know what is acceptable and not.

Another thing used to measure the effectiveness of training is a performance alignment

program. What is needed here is to set the expectations of each employee in each
department how they will be measured. This sets precedence and makes each employee
aware why and what the training was for. It is also generally advised to have a weekly or
monthly product knowledge check balance. This may also be done through exams to see if
the employees retained what they have learned. This may also be done through actual
applications and see if what have been taught is still being applied. To measure training is
going to be challenging, precisely because we deal with knowledge retention and behaviour

Reasons Why Training & Development Fails...and What You Can Do

About It

29
During their more than 10 years as consultants to some of the world's largest organizations,
Jack and Patricia Phillips have developed a unique vantage point within the training and
development community. They have assisted hundreds of organizations with measurement
and evaluation to bring accountability to their workforce processes. As a result, they've
examined major training and development programs in all types of settings, conducted
impact studies using a comprehensive measurement and evaluation process and reviewed
the success (or lack thereof) of studies conducted by their clients. Of the more than 400
impact studies the Phillipses have conducted or reviewed over the years, some studies have
shown positive results while others yielded a negative return on investment. Along the way,
they have observed repeat patterns of issues that inhibit or enhance results. Even when a
program is successful, issues may stand in the way of more impressive results. Collectively
through their clients' impact studies, along with comprehensive evaluation, they have
identified 11 reasons why training and development fails and provide a prescription for
change.

1. Lack Of Alignment With Business Needs

A training program's payoff comes from the business measures that drive it. Simply put, if a
training program is not aligned or connected to a business measure, no improvement can be
linked to the program. Too often, training is implemented for the wrong reasons—a trend,
desire or perceived need that may not be connected to a business measure.

Initial training needs may be linked to the objectives and evaluation through the use of a
consistent four-level concept (See "Linking Needs Assessment" chart). If we accept this
evaluation framework, four corresponding levels of objectives and needs assessment exist
as well. Without the business connection at Level IV, the program will have difficulty in
credibly driving any business results.

One major telecom company in the United States faced this problem directly as it reviewed
its corporate university's major programs. A first step to check for business alignment was to
connect core courses to some business measure or need based on perceptions of the
corporate university staff. When the staff could not readily make the connection, they
determined the linkage did not exist. The company needed a more detailed up-front
analysis.

2. Failure To Recognize Non-training Solutions

If the wrong solution is implemented, little or no payoff will result. Too often, training is
perceived as a solution for a variety of performance problems when training may not be an
issue at all.

A recent evaluation of a leading U.S. bank's major training program illustrated this problem.
In its training program, the bank attempted to prepare the commercial loan officers
(relationship managers) to sell products other than commercial loans, such as the bank's
capital market products and cash management services. But the training produced little
change in the managers' behavior. An impact study subsequently revealed that the culprit

30
was the compensation arrangement. When probed for a reason for the poor results, the
bankers clearly indicated that unless their compensation system changed to account for the
new product lines, their behavior would not change. They would continue to sell only the
products on which their commissions were based.

Attempting to solve job performance issues with training will not work when factors such as
reward systems, job design and motivation are the real issues. To overcome this problem,
training staffs must focus on methods to analyse performance rather than conduct
traditional training needs assessments—a major shift in performance improvement that has
been developing for many years. Up-front analysis should be elevated from needs
assessment, which is based on skills and knowledge deficiencies, to a process that begins
with business needs and works through to learning needs.

3. Lack Of Objectives to Provide Direction And Focus

Training and development should be a focused process that allows stakeholders to

concentrate on desired results.

Training and development objectives should be developed at higher Kirkpatrick levels than
traditional learning objectives. These objectives correspond with six measures that lead to a
balanced approach to evaluating training's success. Most training programs should contain
objectives at multiple levels, ideally including those at levels III and IV.

When developed properly, these objectives provide important direction and focus for a
variety of stakeholders at different time frames. For designers and developers, the
objectives provide needed insight to focus on application and impact, not just learning. The
facilitators need detailed objectives to prepare individuals for the learning experience's
ultimate outcome: job performance change.

Participants need the direction provided by level III and IV objectives to clearly see how the
training program's outcome will actually help the organization. Sponsors of training and
development, the key clients who pay for the program and support it, require such
objectives to connect training with important business-unit measures. Finally, evaluators
use this type of direction to know what data to collect to determine whether the program
has been successful.

Recognizing the importance of multiple objective levels, including business impact, a vice
president of corporate training and development at a major package delivery company
recently posed an important question to the organization: "How can we expect our
management team to support a program when we cannot define the behavior expected
from participants and the subsequent business impact driven by the program?"

While not all programs should undergo such detailed up-front analysis, it is a critical issue
that needs more attention.

31
4. The Solution Is Too Expensive

Of course; a training and development program's ROI might ultimately fail to recoup its high
costs. It's important to note, however, that a negative ROI is not always a sign of failure.
Many programs might add enough perceived

Value through intangibles and significant short-term behavior change to overcome negative
ROI. If positive ROI is expected, however, then negative ROI shows failure and is
unacceptable.

One large bank's executive leadership development program, for example, offered an
impressive design from a learning perspective and included project assignments for
participants, mentors and learning coaches. Unfortunately, the program proved too
expensive for the monetary value that it added, even after multiple years of providing
benefits. When the full cost of conducting the four-week training sessions in major cities
around the world were tallied along with the costs of consultants, personal learning coaches
for each executive, and costs for the design, development and facilitation teams, the total
reached almost $100,000 per participant. The program was unable to deliver what
management expected.

This issue rises the question of what costs should be included in the analysis. Actual costs
are traditionally included in an impact study, although some of them are indirect and might
not be visible or contained in a particular cost statement. Too often there is a tendency to
use only direct costs or even to minimize them to a certain extent.

The good news is that many effective learning solutions can be implemented with
inexpensive processes and still drive business results. For example, a sexual harassment
prevention workshop conducted at a hospital network cost each participant (supervisor and
managerial level) $424. The ROI was 1,052 per cent. It is possible.

5. Regarding Training As An Event

A positive business impact must come from an individual participant's behavior change, and
such change does not come easily. When training is considered a single event, such as
attending a two-day workshop for example, the odds of changing behaviour are slim.
Without behaviour change, training fails to generate business results.

One major physician malpractice insurance provider offered various training seminars to
help physicians adjust their approach and behaviour regarding certain medical procedures.
Traditionally, the programs were offered in four-hour or full-day programs, with no pre-
work and no follow-up reinforcement. Not surprisingly, the seminars changed few, if any,

32
behaviours.

Sometimes it may be helpful to consider behaviour change as bodybuilding. An occasional

visit to the gym will have little impact on the body. Yet, a continuous process of working out,
along with the proper motivation and support, will make it happen.

6. Participants Are Not Held Accountable for Results

For training programs to be successful, participants must individually drive performance

change. When pressed for reasons for not changing behaviour, participants are quick to
blame others, usually the boss. But that may not be the real issue. Of individuals most likely
to be held responsible for results—including managers, trainers, developers and senior
executives—the overlooked participant deserves more attention. Participants often don't
see changing their behaviour as their responsibility. Historically, when results are few, the
training and development staff, along with immediate managers, comes under fire. But, we
often fail to focus on the participant's role in the process.
Leadership programs designed for employees at various organizational levels failed to yield
the expected results. A major barrier was noticed: Each group of participants continually
identified lack of support from immediate managers as the problem. Ironically, each level
blamed the next. The CEO commented that somewhere along the chain of authority a
person must accept responsibility and make things happen.

Participants can succeed with training if they are properly motivated to do so and are held
accountable for their results, even with an unsupportive manager. Traditionally, the
participants' role in a training program has been limited to attendance—learning the skills
and knowledge being offered. At times, they may even be required to apply the newly
acquired skills on the job.

But participants should not only apply what is learned, they also should ensure that doing so
will reflect business results. While this creates additional expectations, the participants' role
is elevated from learning to actually achieving results and reporting them to the training and
development staff. This shift is accomplished by developing expectations into learning
solutions, providing hand outs that detail specific expectations and defining the roles of
employees in various handbooks, employee manuals and orientation sessions. Participants
must understand that the program's success rests largely with them, and disappointing
results may be their responsibility.

7. Failure To Prepare The Job Environment for Transfer

Regardless of what participants learn from a training program, without transferring it to the

33
job, performance will not change and the training program will fail. This training-transfer
problem has been an important issue in training and development for decades.
Unfortunately, studies continue to show that between 60 and 90 per cent of what
A recent impact study involving a technology firm based outside the United States revealed
that several learned isn't applied on the job. The reason this occurs is complex, involving
many different barriers (See "Barriers Of Transfer" chart), to which little attention is given
until it's too late. The result: Barriers kill the success of an otherwise successful program.

Barriers must be understood at the beginning of the process as part of needs assessment
and analysis. Identified early, inhibitors can be addressed in the solution's design,
development, delivery and implementation. Efforts to minimize, if not eliminate, the
barriers before the learning solution is implemented will pay off significantly.

8. Lack of Management Reinforcement & Support

Without management support, participants will rarely implement new skills and knowledge
in the workplace. The manager's role, therefore, is critical in the learning process. Most
studies have shown that the two most powerful opportunities for managerial input occur
during the interaction with the learner prior to the training solution and after the training
have been completed.

It's clear that managers usually don't realize their influence. This disconnect is most
frequently identified in follow-up surveys conducted as part of an impact study. More action
must be taken to ensure managers understand their impact and how they can make
changes.

At one major computer manufacturer, participants were asked specific questions regarding
the actions and performance of their managers following training. By using multiple-choice
responses, the survey essentially listed the same questions but reworded the choices from
the perspective of the group being surveyed. The results showed a tremendous disconnect.
Some 40 present of managers said they encouraged and coached th employees with the
training, while the participants indicated that 0 per cent actually provided encouragement
and coaching.

The problem often exists in managers' perceptions about reinforcement and support. Some
managers feel that since they created an empowered environment for employees, they
should not have to probe further into each learner's application of new skills or knowledge.
Learning new skills is a different situation. A new process implemented in the workplace,
particularly one involving a significant departure from previous approaches, requires the
immediate manager's support. A simple inquiry about the training program's success and
how it will be implemented into the work unit is often sufficient.

34
Organizations offering support have tackled this process by developing management
reinforcement modules for a particular program, defining managers' support roles,
conducting workshops to show managers their specific roles, holding managers accountable
through their own job descriptions and responsibilities, and rewarding managers for doing it
right.

9. Failure To Isolate The Effects of Training

Too often, training programs are conducted, business measures are monitored and
improvements are credited to the training process alone. The assumption is the training
program improved the business. Actually, other influences and processes may have
influenced the business measure. The challenge is to isolate the improvement directly
related to training. Failure to attempt to isolate training's contribution might cause some
training programs to be discarded as irrelevant. Such programs may actually bolster the
bottom line, but if there is no attempt to isolate their impact, executives and sponsors are
puzzled about the actual connection to business improvement. No doubt this is perhaps the
most challenging issue. The classical approach is to compare a group that has received
training to a group that has not, and let the difference in the two groups' performance
represent training's impact. We have attempted to use this technique often, yet only one-
third of our studies contain this type of arrangement. For the remaining studies, another
technique must be used to pinpoint training's impact. Recently, various techniques have
evolved to estimate the connection between the training and business improvement. The
good news is that at least one of these techniques identified in the chart will work in every
setting, and the issue can be addressed in every impact study. To show training's real value,
designers, developers and evaluators must accept the challenge to tackle this issue.

10. Lack Of Commitment & Involvement from Executives

Without top executive commitment and involvement, training and development will be
ineffective and major programs will fall short of expectations. Commitment is critical, which
equates to resources being allocated to the training and development function and its
specific programs. Involvement includes the actual presence and actions of individual
executives in the process. Business literature is laced with examples of top executives taking
active roles. Andy Grove, chairman of Intel, sees training and development as one of his key
responsibilities. Jack Welch, former chairman of GE, devoted a prescribed number of days
per month at the GE management development canter in New York. Bill Gates Microsoft
chairman conducts a portion of the orientation for new employees as part of a rotating
assignment with senior executives. Active roles by senior managers are critical and can be
accomplished in many ways—ranging from minimal participation to increased involvement
in which specific days are allocated to teaching. When executives take a very visible role,

35
others will do the same. This attitude filters throughout the organization and makes a big
difference.

11. Failure To Provide Feedback & Use Information About Results

All stakeholders need feedback. Employees require feedback on their progress, developers
and designers need feedback on program design, facilitators need feedback to see if
adjustments should be made to delivery, and clients need feedback on a program's success.
Without such feedback, a program may not reach expectations. The challenge is to provide
a stream of information, as data are collected, to a variety of audiences (See "Common
Target Audiences" chart). Sharing evaluation data from Kirkpatrick's levels I-V can help
refine the training process. Reaction data and learning data can improve learning design and
facilitation. Application data should be provided to those individuals implementing the
programs so that adjustments can be made. And business impact data must be shared with
clients and others so that the entire group can understand the value. Most importantly, the
results may be used to make adjustments in the design, development and delivery of the
program. The routine communication of data serves as a process improvement in making a
successful program more successful.

LETARATURE REVIEW

36
 According to Casse and Banahan (2007), the different approaches to training and
development need to be explored. It has come to their attention by their own preferred
model and through experience with large Organisations. The current traditional training
continuously facing the challenges in the selection of the employees, in maintaining the
uncertainty related to the purpose and in introducing new tactics for the environment of
work and by recognizing this, they advising   on all the problems, which reiterates the
requirement for flexible approach. Usually the managers have the choice to select the best
training and development programme for their staff but they always have to bear in mind
that to increase their chances of achieve the target they must follow the five points
highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned in
his recent studies that it’s easy to implement strategy with the internet supported software.
Some of the Training theories can be effective immediately on the future of the skill and
developments. The “content” and the “access” are the actual factors for the process. It is a
representation itself by the Access on main aspect what is effective to the adopted practice
in training development. As per the recent theories to access the knowledge is changing
from substantial in the traditional to deliver the knowledge for the virtual forms to use the
new meaning of information with electronic learning use. There is a survey confirmation for
using classroom to deliver the training would drop dramatically, (Meister, 2001).

The Training & Development Program at HSBC Bank:

Training and development is a vital part of HRM and is incomplete without proper
performance management. The article discusses the training and development in detail as
practiced at HSBC Bank in Pakistan. It is conducted in four steps. First Training need analysis
is done where the existing skills and knowledge of employees are evaluated and then
training requirements are assessed. Then in the second step appropriate program is
designed to fulfil the training requirements and in the third step that training is conducted.
In the fourth and last step the employees are again evaluated to check the effectiveness of
the program.   The training program is usually divided into three parts. In the first past
employee is given orientation of the bank and the job. This is called induction training. In the
second part, employee is given job specific training and in the third part employees are
encouraged and groomed to achieve their personal development goals.   The paper then
discusses performance management at HSBC and how it influences the several stages of the
training program. Also the relationship between training and development and performance
management is discussed. The paper argues that performance management should
coordinate with training and development. Both much complement each other rather then
contradict. This is what is observed in HSBC where performance management is practiced in
line with training and development.   In the end, this paper discusses certain motivational
theories at work at HSBC Bank. The bank exercises these theories all over its global
operations.   The paper concludes by giving emphasis on training and development and the

37
need to invest heavily in it, especially in Pakistan where educational standards are quite
negligent.

SkillSoft PLC has developed and released SkillSoft Dialogue, a web-based training and
development tool. The software offers employers a new and innovative way to develop
training courses and then transmit them directly to employees over the Internet or
corporate intranets. This new software tool also will allow users to blend computer-
generated and traditional classroom-and-lecture content to create educational sessions that
best fit their organization's training needs.

Plateau Systems Inc. has developed and released a new training and development software
tool, Plateau Analytics. The new software package is designed to help trainers and HR
professionals analyze training curriculum and more effectively align training programs with
their organization's strategic goals. The software is also designed to help employers better
understand the impact of specific training courses on business performance. For example,
organizations can ascertain the status of employee certification required by a regulatory
change and the percentage of employees who have competency gaps as defined by their job
requirements. By using Plateau Analytics, training professionals and HR managers can
measure instantly the success of various training initiatives and ensure that an organization
is getting the highest possible return on its training investments.

HR Classroom has added the new program "Respect in the Workplace" to its popular online
training courses for supervisors and staff. The new training program explores the benefits of
a respectful workplace, and provides real-life scenarios to train supervisors and employees
about topics such as respecting privacy, admitting mistakes, managing diversity and
communicating with others. The HR Classroom compliance training system delivers content
via a web browser directly to any computer with Internet access.

Employee Training and Development. HR Magazine, July, 2005

Starting with a presentation of the fundamentals of training and development--topics such

as needs assessment transfer of training, methods and evaluation--you learn about the
broadening role of training due to its strategic nature, the changing nature of the workplace
and the increased availability of technology. The depth and relevance of the material
presented will help you become a more successful manager. Raymond A. Noe (504 pp.,
paperback, 2003)

Training and development (HR Magazine, July, 2005 )

Vital Smarts LLC has developed and released a new training program called Crucial
Confrontations, a proven step-by-step management training program designed to help
improve work performance and enhance accountability. Crucial Confrontations training
combines 14 hours of classroom time with more than 100 original video clips and examples
of work situations that are managed both poorly and well.

38
The course pacing is active and engaging, with frequent role-playing, intense class
participation, personal reflection, and planning and follow-up resources. Crucial
Confrontations joins its award-winning counterpart, Crucial Conversations, to offer
employers focused training solutions for confronting chronic management and workforce
problems that tend to bog down organizations and keep workers from reaching their full
potential. The training programs are offered regularly as two-day courses, and VitalSmarts
also provides a "train the trainer" program so that in-house trainers can be certified to
conduct training courses within their organizations.

Trainer's Handbook: The AMA Guide to Effective Training (HR Magazine, July, 2005)

Use this quick desktop reference to help you solve specific training problems; fully
understand the objectives and structures of training; prepare a needs analysis to determine
the size and scope of a proposed training program; write training programs, prepare the
physical environment and carry out the actual training; make the best use of technology;
evaluate training effectiveness; and market the training function throughout your
organization. Garry Mitchell (468 pp., hardcover, 1997)

DATA ANALYSIS

Training provided

39
 1.2

0.8

Planning and systematic

0.6
problem occured
Reaction to compititor
0.4

0.2

0
Parle Bank of Allahabad

Target Group

1
0.9
0.8 Top management
0.7 Middle
0.6 Jurior staff
New Staff
0.5 All All
0.4
New Staff
0.3
0.2 Jurior staff
0.1
Middle
0
Parle Top management
Bank of Allahabad

Method identifying training need

40
 Bank of Allahabad

Technical expert conference

Checklist
observation
performance appraisal
Individual interview
Sales- report
Parle

0 0.2 0.4 0.6 0.8 1 1.2

Nature of trainers

100

90 88
80
80

70

60

50 parle
Bank of Allahabad
40

30
20
20
12
10

0
Internal External

41
Method of ROI is there or not?

1
0.9
0.8
0.7
0.6 Bank of Allahabad
0.5 Parle

0.4
0.3
0.2
0.1
0
Yes No

Contribution towards organisations goal

Contribution towards
organisations goal

Bank of Allahabad

Parle

7.4 7.6 7.8 8 8.2 8.4 8.6 8.8 9 9.2

Training Method used

42
 online training

Case Studies

Training Institutes

Job Rotation
Bank of Allahabad
Business Games Parle

Role Based Training

External consultants

Class room training

0 1 2 3 4 5 6 7 8 9 10

Cost Allocation

3-5
More than 5

More than 5
3-5

Bank of Allahabab
Parle

Level of effectiveness measured in the organisation

43
 Reaction Feedback
Behavioral evaluation
learning measures
ROI ROI
learning measures
Behavioral evaluation
rle Reaction Feedback
Pa ad
hab
A lla
k of
n
Ba

Continuous evaluation

No
Bank of Allahabad

parle

0 0.2 0.4 0.6 0.8 1 1.2

44
45