CU-MBA-SEM-III-Training & Development-Second draft

Figure 6.5 Learning Styles 6.4INDIVIDUAL DIFFERENCES IN LEARNING 6.4.1 Individual Differences Individual differences are those differences which in their totality, distinguish or differentiate one individual from another. OR No two individuals are the same has been often said; they are different from each other in some respects at least. These are:  Physical differences  Physiological differences - “Everyone is unique.” 6.4.2 Effect of Individual Differences on Learning Three major factors affect learning:  Socioeconomic Status: There is a drastic difference in the lifestyle of millionaires and middle or lower-income groups.  Thinking/Learning Style: The extent to which people can learn things are dependent on their learning style. For some, it is visual or by seeing something, or just listening and then grasping the learning, and for many others by manipulating something.  Exceptionalities: There are exceptions of course with some having difficulty in comprehending the spoken language, or learning by seeing, hearing, and so on. 6.4.3 Differences in Learning and Thinking Styles Some individuals easily learn things and can comfortably apply that learning when compared to others. For certain individuals, a particular method of learning or memorization is more suitable, while for some others, a different method is apt. The natural tendencies of children, the way they think, act, learn in different ways and varied situations are accurately perceived by parents and teachers. One child/student for example may be open to new ways of doing things while another may prefer a structured learning process. A student may carry out tasks in a methodical and systematic way, while another might perform tasks in an unstructured way. This is because of individual differences in thinking and learning style. 101 CU IDOL SELF LEARNING MATERIAL (SLM)

While some learn better through a visual medium or seeing something, others might pick up learning just by listening, and still others by modifying or manipulating things. 6.5LEARNING CURVE A learning curve is a correlation be tween’s a student's presentation on an undertaking and the quantity of endeavours or time needed to finish the assignment; this can be addressed as an immediate extent on a graph. The learning curve recommends that a student's proficiency in an errand improves after some time as the student plays out the assignment more and more. Figure 6.6: The Learning Curve 6.5.1 Application of the term “Learning Curve” Two applications of the term “Learning Curve” can be found:  Generalized: The \"Expectation to learn and adapt\" is frequently utilized in everyday discourse to depict the time and exertion required when picking up something testing. The application can be expansive and summed up, for example, portraying the expectation to absorb information engaged with figuring out how to peruse. A graphical portrayal applying science isn't utilized to clarify learning in such situations. Consequently, the term is utilized to subjectively portray learning movement over time. 102 CU IDOL SELF LEARNING MATERIAL (SLM)

 Measured:The second utilization of the \"Expectation to absorb information\" is absolutely quantitative, comprising of numerical models made to address the pace of capability or authority of an undertaking. The Expectation to absorb information Model is pertinent just when it is utilized to gauge the genuine pace of progress for finishing a specific undertaking against time. The assignment ought to be quantifiable, repeatable, and involve just a single variable with the process. 6.5.2 Application of Learning Curve in Various Scenarios  Industry: The expectation to learn and adapt can be applied to follow producing costs identified with labour force execution. As opposed to thinking about just the quantity of endeavours and execution, the qualities included could likewise be unit cost or unit work hours, and combined creation in units. In this way, the more the laborers produce the item, the expense per unit will diminish or will be lesser. Another zone where the expectation to absorb information can be applied is to anticipate potential costs when there is an adjustment underway errands. A model is, the point at which the evaluating is being settled on for another item, work costs are considered. Suppose an item requires two hours to create, it is then delivered on the lookout available to be purchased at an expense that factors in the two-hour creation period notwithstanding other related expenses and imprint ups. But what in the event that the creation time depended on the underlying few endeavours? What might it be if, by the 100th time the item was made, creation time is diminished to 60 minutes? The item would be available to be purchased in the market at an exceptionally exorbitant cost, prompting possibly lower deals. Along these lines, applying the expectation to absorb information will be helpful for giving extra experiences to the arranging process.  Business: Organisations can follow execution by utilizing the expectation to learn and adapt and can likewise be perceived by applying the expectation to absorb information technique, either via completing a deliberate examination or settling on a summed-up methodology. Settling on the methodology is subject to whether the ideal exhibition can be straightforwardly estimated or not. A model is, when representatives are needed to become familiar with a troublesome errand like utilizing a perplexing programming program, their presentation may be helpless when they endeavour it in the underlying stages due to the key trouble of the assignment. Assume workers realizing how to utilize the product for day-by-day undertakings is the objective, at that point it may not be difficult to gauge as it includes numerous factors. Accordingly, associations can profit by actualizing this hypothesis as a framework. 103 CU IDOL SELF LEARNING MATERIAL (SLM)

This structure can assist associations with understanding this particular situation and the prerequisites to turn into a specialist in utilizing the product. Assume, time to practice and preparing support are perceived as basic components, all things considered, representatives who get adequate time and sufficient help to work on utilizing the product will perform better over the long haul contrasted with workers who are not given these facilities. If profitability is to a great extent reliant on utilizing the product, at that point the exhibition of the worker could plunge over the long run in the event that they can't viably utilize it. Extra help or assets would then be able to be given by organisations. Associations can apply a deliberate expectation to learn and adapt however need to recognize a particular variable to examine. Assume, for instance, an association intends to improve execution regarding client support, in such a circumstance choosing to actualize another activity (# of endeavours) would bring about the diminishing of client objections (execution). The rehashed practice of the new activity would then be able to be followed and examined over the long run to check whether client grievances have truly diminished over this period.  Medicine: Many systems performed by specialists in the working room include dull tasks. Here, applying the expectation to learn and adapt can exhibit the degree of individual learning and execution after some time on the grounds that the specialist is continually rehearsing a similar ability when the technique is executed. This measure not just gives bits of knowledge about progress in the specialist's presentation yet additionally assists educators with distinguishing zones where extra assets and backing ought to be given for refining performance. 6.5.3 The Learning Curve Theory According to Learning curve theory, to finish an assignment, the exertion and time taken should diminish over the long haul, the more the errand is rehashed over time. Suppose the redundant endeavours of a student are considered in contrast to the time taken to finish the endeavour, an unmistakable example will arise showing that the particular undertaking can be finished inside a lesser time as the student acquires more insight through rehashed endeavours. Subsequently, the expectation to absorb information hypothesis can be addressed as a numerical capacity and utilized as a forecast tool. This is the reason for the Expectation to absorb information equation, the \"Cumulative Normal Model\" (or \"Wright's Model\"), which was depicted by T.P. Wright in 1936 in his work \"Components Influencing the Expense of Planes\" on understanding that the expense of 104 CU IDOL SELF LEARNING MATERIAL (SLM)

airplane creation diminished with the increment underway execution. Presently, a few varieties of the first recipe are utilized in particular applications, notwithstanding, the thought stays like the first formula.  Learning Curve Formula The unique model uses the equation: Y = a x b Where: Y is the normal time over the deliberate durationa represents an opportunity to finish the errand the principal timeX represents the aggregate sum of endeavours completedb represents the incline of the function. The equation can be utilized as an expectation instrument to figure future performance. The formula indicates that the more endeavours done, the more will be the lessening in the general time. This recipe can be applied to assist organizations with anticipating the creation pace of an item or a student's pace of learning a basic task. Learning Curve Models and Examples Though the theory states, more attempts = lesser time, it may not generally turn out that way. A few elements can affect the final product, prompting shifted expectation to absorb information shapes. Figure 6.8: Diminishing-Returns Given here are four regular kinds of expectation to learn and adapt and a clarification of each: 105 CU IDOL SELF LEARNING MATERIAL (SLM)

Figure 6.9: Increasing-Returns 2. Increasing-Returns Learning Curve The rate of progression is slow at the beginning and then rises over time until full proficiency is obtained. This model describes a situation where perhaps a complex task is being learned and the rate of learning is initially slow. 3. Increasing-Decreasing Return Learning Curve (the S-curve) This model is the most commonly cited learning curve and is known as the “S-curve” model. It measures an individual who is new to a task. The bottom of the curve indicates slow learning as the learner works to master the skills required and takes more time to do so. Figure 6.10: Sigmoid (The S-Curve) 4. Complex Learning Curve 106 CU IDOL SELF LEARNING MATERIAL (SLM)

Figure 6.11: Complex Learning Curve This type elaborates on a more intricate learning pattern and examines more extensive tracking.  The beginning of the bend shows that at the underlying stage learning is slow.  The bend shows an expansion at the subsequent stage, which implies the student is step by step getting the ability and getting proficient.  In the third stage, the bend shows that the student is levelling in capability since he believes he has gotten a specialist at the skill.  The bend demonstrates that the student keeps on improving his expertise at the fourth stage.  In the last stage, the bend demonstrates a point where the ability has gotten programmed, muscle memory for the student, likewise alluded to as \"Over Learning\". Pros of the Learning Curve Theory This model when applied to monitor or anticipate future performance, can provide the required psychological stimulation and help in strategic planning.  Performance is related to learning directly, and improvement in performance cannot occur on its own. Organisations can instil a learning culture in employees by encouraging them and giving them the required support to continue learning.. In such a situation, on the bend, one can envision an increment in execution levels.  The curve additionally assists with foreseeing patterns, as the pace of learning should be generally reliable accordingly encouraging improved estimating and business decisions. Consof the Learning Curve Theory 107 CU IDOL SELF LEARNING MATERIAL (SLM)

 Relying on the learning curve to foresee the total performance of more extensive gatherings of cycles suggests that few presumptions have been made on factors like sociological elements, inspiration, past information or experience, preparing assets and working environment dynamics.  In a few cases, an expectation to absorb information may not show the foreseen results and would require further investigation to recognize the hidden factors affecting its shape, as entirely depending just on the bend may not be enough. 6.6LEARNING MANAGEMENT SYSTEM (LMS) An LMS, a software, is exclusively manufactured to produce, distribute, and manage the delivery of academic content. The LMS can be hosted as a stand-alone product on the organisation server, or it can be a cloud-based platform that is hosted by the software firm. An LMS can be thought of as a technological tool to improve learning, making it faster, more cost-effective, productive, and most importantly - trackable. The simplest Learning Management System comprises a core functional platform that allows administrators to upload learning content thereby enabling lessons to be taught to students, serve notifications, and allow sharing of data with authorized users. 6.6.1 Types of Learning Management Systems (LMS) There are numerous Learning Management Systems types that organisations can choose from, given here is the comparison list: Enterprise v/s Individual  Enterprise Grade Learning solution: An enterprise learning solution at the highest level is generally customised for big organisations that employ 500 or more employees. It is highly scalable and can be structured to grow with the company, as newer courses are added. An enterprise LMS often has a vast list of built-in features to meet any other requirements.  Individual Learning Management System: An Individual or small organisational LMS may provide some or all available features but restrict them to what is required for an individual course producer. However, this can enable the individual or small organisation to design various learning modules or materials. LMS providers frequently offer different subscription plans to cater to varied needs, therefore, for a suitable price, a small organisation can use the LMS for its requirements. 108 CU IDOL SELF LEARNING MATERIAL (SLM)

Free v/s Commercial  Free LMS: Many free, open-source e-learning products are available for individuals to create courses for their learners. Any person who knows about this, can utilize it and build a program or course that be accessed through an e-learning environment. Numerous Learning Management Systems also have advanced levels in addition to a vast list of available features. The main disadvantage of a free LMS is that it does not provide users with the level of support that is expected. Knowing how to deploy it is necessary or the other option is to hire an expert. Platform updates require focused time and attention and do not always proceed smoothly.  Commercial: A commercial product is designed to be utilized by organisations, educational primary organisations, universities, or colleges. Generally easy to deploy, it has round-the-clock, 24/7 support. Its price depends on the level of features required. SaaS v/s Licensed Product  SaaS LMS: Service as a Software (SaaS) model is possibly one of the most popular models for a Learning Management System. A ready out-of-the-box solution that is easy to deploy, and usually cloud-based, it includes free and frequent upgrades. Though it might have limited customisation, SaaS is ideal for growing organisations as it is scalable over time. Generally, technical support is included for the entire period of use.  Licensed Product: A licensed LMS can offer the best in terms of customisation, reliability for users and customer support. Since it is more flexible and tailored to each customer’s needs, it can be installed on a cloud server or on-premises. Organisations can choose its implementation at their convenience; however, extra time would be required for updates. The user license is the most expensive; however, licensed products win in the long term, especially when implemented as a cloud-based solution. This is an advantage because compared to SaaS solutions, per-user cost and ownership cost is significantly lower. Support services, however, can be offered for a limited period or included as a paid premium add-on. Cloud-based v/s On-premises 109 CU IDOL SELF LEARNING MATERIAL (SLM)

 Cloud-based LMS: A cloud-based LMS is hosted on a secure off-site server and grants users access to the product using a variety of mobile devices and computers including offline access using an app. It can comprise several popular features expected by learners. When compared to the installed version, a cloud based LMS is more scalable.  On-premises LMS: The on-premises Learning Management System is a licensed product, built as a stand-alone product, and installed according to the organisation’s specifications on the server of their choice. However, it may be restrictive as one must use many servers on a large scale. Sometimes, a cloud-based installation can work out to be economical. On-premises installation ensures the confidentiality of user and corporate data. Integrated Modern LMS examines the organisation’s existing software and systems, and smoothly blends in providing a flawless user experience. The LMS can be integrated by connecting it with other compatible products to provide an enhanced learning experience. Needless to say, the organisation may choose to keep the LMS separate from all other systems and products. But this might disable some of the opportunities that this integration can involve. 6.6.2 Advantages of LMS for Business Every business usually has different goals and objectives for selecting an LMS for internal training. Several layers of LMS use generally exist within businesses, including customer education, professional leadership development, employee onboarding and job training. All these areas may approach the use of the LMS uniquely, with courses and learning content design focused on each group. Oftentimes, because of globalization, an LMS may be the only option as traditional Instructor-led Training (ILT) cannot reach the living and working spheres of all employees. Some great benefits of LMS for business in comparison to other learning formats may consist of, but are not limited to:  Secure Corporate Training:Secure sign-in to guarantee that corporate preparing and cycles are kept hidden, and just for the individuals who need access. 110 CU IDOL SELF LEARNING MATERIAL (SLM)

 Fast Compliance Training: Faster and more streamlined employee compliance training with yearly proof of completion.  Cost-effective: Saving costs compared to other formats of training because of lesser travel, no external paid trainers, and so on.  Equal Training for All Subsidiaries: Consistency in the concepts and learning materials across multiple worksites and regions.  Continuous Employee Development: Enhanced employee performance with regular access to learning and skill-building.  Adaptability of Learning Materials: To adapt and streamline training efforts according to organisational requirements over a specific duration.  Helps to Identify the Most Effective Learning Activities: Structured learning can be received to screen and boost representative progress.  Compliant to Private Information Policies: The security of user’s private information and course progress within the LMS. 6.7SUMMARY  Learning must occur for an effective training. This chapter began by defining learning and identifying the capabilities that can be learned, intellectual skills, verbal information, attitudes, motor skills, and cognitive strategies. To describe these capabilities and how they can be learned, the chapter explained in detail various learning theories such as Social Learning Theory, Goal Setting Theory, Expectancy Theory, Reinforcement Theory, Need theories, Information Processing Theory and Adult Learning Theory.  Applying the expectation to learn and adapt can empower organizations to improve representative execution, profitability and decrease costs.  The finishing of the bend implies that the student will presently set aside lesser effort to complete the assignment as he has gotten capable in that specific expertise. Regularly the finish of the bend starts to settle, demonstrating a level or new challenges.  A disadvantage of the learning curve is that it is quite dependent on assumptions made about performance. As stated previously in the chapter, several variables can impact learning and future performance.  An effective LMS helps to make the learning process interesting and engaging so that learners take a more active role in their self-development. An LMS must be simple to use and access, such that it encourages learners to actively participate. LMS design 111 CU IDOL SELF LEARNING MATERIAL (SLM)

should be user friendly both in appearance and functionality and built according to user requirements.  Understanding learning outcomes is crucial because they influence the training environment characteristics.  Verbal information includes labels or names, facts, and bodies of knowledge.  Learning is a continuous process throughout a person's lifetime.  Intellectual abilities incorporate ideas and rules, which are basic to take care of issues, serve clients, and make products.  Cognitive strategies regulate the processes of learning.  Individual differences are those differences which in their totality, distinguish or differentiate one individual from another. 6.8KEYWORDS  Knowledge the Board (KM) is a methodical way to deal with accomplishing Authoritative objectives by making, catching, curating, sharing, and dealing with the Organization's information to guarantee the correct data and information stream to the perfect individuals at the perfect time.  Knowledge Mapping is an interaction for distinguishing and interfacing the area, possession, worth, and utilization of information and aptitude in an Organization. Instances of information maps incorporate organization graphs, business catalogue of specialists, or a framework relating information to key processes.  Instructional Design is a fundamental component of a compelling learning exertion. The production of learning encounters and materials is the thing that outcomes in the securing and use of information and skills.  Learning Content Administration Framework (LCMS) is programming innovation that gives a multi-client climate where engineers, creators, instructional planners, and topic specialists may make, store, reuse, oversee, and convey computerized e-taking in substance from a focal article vault. A LCMS centres around the turn of events, the board, and distribution of substance that is normally conveyed through a learning the executive’s framework (LMS).  Gamification is the utilization of ordinary components of game playing (point scoring, rivalry, rules of play) to the plan of improvement activities. It is utilized as either the ideal learning approach or as a strategy to support engagement. 6.9 LEARNING ACTIVITY 112 1. According to you who would benefit most from learning and development? CU IDOL SELF LEARNING MATERIAL (SLM)

………………………………………………………………………………………………… …………………………………………………………………………………………………. 2. Choose any MNC and prepare a learning plan suitable for the organisation. ………………………………………………………………………………………………… …………………………………………………………………………………………………. 6.10UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. Describe the learning cycle. 2. What is Learningcompany? 3. Write a note on principles for creating a positive learning experience. 4. Explain a learning system. 5. State need theory. Long Questions 1. Explain various learning theories. 2. Describe the process of learning. 3. Discuss the principles of learning. 4. Explain LMS and its advantages. 5. Explain learning curve and its importance. B. Multiple Choice Questions 1. Personnel management of an organisation specifically deals with human resources in respect of: a. Developing their skills, knowledge and attitude. b. Their motivation towards the attainment of organisational objectives. c. Their procurement. d. All of these. 2. A learning curve depicts the: a. Increase in the production time as the complete number of units delivered raised. b. Amount of production time per unit as the collective number of units delivered raised. c. Rate at which the organisation acquires new data. 113 CU IDOL SELF LEARNING MATERIAL (SLM)

d. Raise in the number of units produced per unit time as the total number of units produced increases. 3. State the other name of the learning curve: a. Growth curve b. Experience curve c. Exponential curve d. Production curve 4. A learning curve usually follows a: a. Hypergeometric distribution b. Poisson distribution c. Negative exponential distribution d. Normal distribution 5. Which of the following statements about learning curve rates is inaccurate? a. A change in the process disrupts the learning curve. b. The rate of learning varies depending on the quality of management. c. Learning curves show that the time saved in completing each subsequent unit increases. d. The learning curve can be disrupted by a change in personnel. Answer 1 d)2b)3 b)4 c)5c) 6.11REFERENCES Textbooks  Raymond Noe.Employee Training and Development, McGraw Hill.  Noe, Raymond A., and Amitabh DeoKodwani. Employee Training and Development, Tata McGraw Hill.  PL Rao, “Enriching Human Capital through Training and Development”, Excel Books, New Delhi Reference Books  Blanchard, P. Nick, James W. Thacker and V. Anand Ram, Effective Training: Systems, Strategies, and Practices, Dorling Kindersley (India) Pvt. Ltd. 114 CU IDOL SELF LEARNING MATERIAL (SLM)

 Rolf, P., and UdayPareek, Training for Development, Sage Publications Pvt. Ltd. Websites  https://www.iapsych.com/  https://www.ispringsolutions.com/  https://www.sciencedirect.com/  https://www.igi-global.com/ 115 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT - 7 TRAINING AND DEVELOPMENT 116 METHODOLOGIES STRUCTURE 7.0 Learning Objectives 7.1 Introduction 7.2 Traditional Methods of Training &Development 7.3 Modern Methods of Training &Development 7.3.1 Audio-Visual Aids in Training 7.3.2 Computer Aided Instructions 7.3.3 Distance Learning 7.3.4 Open Learning 7.3.5 E- Learning 7.3.6 Competence Based and Role-Based Training 7.3.7 Diversity Training 7.4 Orientation and Socialization 7.5 Differences Between Traditional & Modern Methods 7.6 Summary 7.7 Keywords 7.8 Learning Activity 7.9 Unit End Questions 7.10 References 7.0 LEARNING OBJECTIVES After studying this unit, student will be able to:  Know training and developments methods which include i. Traditional method ii. Modern Method  Learn diversity training, its meaning and scope.  Choose right training method.  Define criteria for selecting method. CU IDOL SELF LEARNING MATERIAL (SLM)

 Know differences between traditional and modern method.  Know how modern methods help in training and development program. 7.1 INTRODUCTION The use of technology in corporate education and training deserves interest because it may eliminate lost production time due to training during working hours. In foreign countries this technology currently operates through telephone modem, and several software marketing firms are making their training libraries available for home telephone hook-up. The day is not far off for such a facility in India. The management development is an orderly interaction of development and advancement by which the chiefs build up their capacities to oversee. It has pertinence with the exhibition of directors and job openings for growth and development. In order to enhance knowledge and skill there are two methods widely followed. The first method is formal training, and another one is the job experiences. On the job training is highly important as one gets opportunity to learn by doing, i.e., classroom theory can be implemented in practice. At the same time learning in classroom is also significant from the viewpoint of acquiring knowledge. Therefore, learning is said to be successful must have theory as well as practice. This is where, on the job methods and off-the-job methods matter a lot on the part of a learner. Identifying A Training Method Being a manager or trainer, you'll likely be expected to decide a training technique. Given the huge amount of training practices accessible to you, this task may seem not an easy one. A method to look for a training technique is to compare practices. Table below assesses every training method, based on real number of traits. The kinds of learning outcomes related to every single technique are determined. Additionally, for every technique, a top, medium, or score that is low provided for every attribute of the learning environment, for imparting training, for expense, as well as for itseffectively. How might you use this table to choose a training method? The first step in choosing a method is to identify the type of learning outcome that you want training to influence. The outcomes include intellectual skills, verbal information, cognitive strategies, motor skills and attitudes. Training methods may influence one or several learning outcomes. Research on specific learning methods has shown that for learning to be effective, the instructional method needs to match the desired learning outcome. For example, research on behaviourmodelling and role-playing shows that these methods lead to positive results, but their effectiveness varies according to the evaluation criteria used. 117 CU IDOL SELF LEARNING MATERIAL (SLM)

Figure 7.1 Comparison of Training Methods 7.2TRADITIONAL METHOD OF TRAINING AND DEVELOPMENT Practical training methods need the trainee to be continually involved in the learning and training. These methods consist of OJT, simulations, case studies, business games, roleplaying, and behaviour modelling. These methods are ideal for developing particular skills, focusing on how skills and behaviours could be used in the work, experiencing all facets of completing a job, or working with social issues that surface while executing a task or doing a job. Traditional methods include two main components:  On-the-job Training (OJT)  Off-the-job On-the-job Training (OJT) Methods: This is the widely followed method of training, where a trainee is subjected to work on a particular job and the necessary the skills and knowledge are provided to perform the job or task. OJT identifies brand new or workers that are inexperienced in the work area and during work by observing colleagues or supervisors doing the job and then wanting to replicate their practices. OJT is amongst the oldest & most utilized kinds of informal training. It is known as informal, because it doesn't fundamentally take place as element of a training program, and because supervisors, peers, or advisors act as trainers. If OJT is too informal, learning is unlikely to take place. OJT may be helpful for training newly hired workers, upgrading skills of employees’ when newer technologies are released, cross-training employees within a department or work unit, and orienting transferred or promoted workers to their brand- 118 CU IDOL SELF LEARNING MATERIAL (SLM)

newjobs. OJT takes various kinds, including apprenticeships and learning that is self-directed. (Both these are discussed later in this section.) OJT has many advantages over training techniques. It could be tailored to the experiences and capabilities of students. Training is instantly relevant to your job because OJT happens face to face using tools that are actual equipment. As a complete result, students are very inspired to master. Both trainees and trainers at the work location carry on working while the training is conducted. Which means businesses conserve the costs associated to bringing students up to a common location, employing trainers, and booking training facilities. OJT is offered at a convenient time, and trainers will be accessible as they are peers or supervisors. Lastly, OJT makes use of work that is actual and does occur at work. Because of this, skills acquired in OJT get translated to the job. Reliance Ventures, probably the greatest business, utilizes OJT at its Nagothane Assembling Division (a treatment facility, which makes polymers and synthetics). The business needed to decrease the time taken for new specialists to begin contributing and that is a direct result of quick business advancement and a requirement for experienced employees. Teaching the mentors from the staff who would help speed up learning for the brand-new engineers was the reaction to this need. The mentors and new employees are very carefully matched according to an evaluation associated with mentor’s training style and the learning style of new hires. Mentors are paired with as much as three new workers for the next 9 months. The mentors and new hires would work with each other on four learning modules, and each would take 8 weeks to finish. Each module includes fixed concept plans, and their progress is tracked by employing a web portal. The outcome of this is that the amount of time it takes new engineers to add to your workplace has reduced from 12 to 6 months. OJT is a nice training technique because in comparison to other methods, it takes less investment in time or cash for materials, the trainer’s pay, or ID strategy. Supervisors or colleagues who possess excellent job-knowledge are employed as trainers. Because of this, it might be tempting to allow them to conduct the training as per their belief. There are many drawbacks to this ambiguous approach of OJT. Supervisors and colleagues may perhaps not make use of the procedure that is exact same to execute a task. They might share bad practices and certain helpful capabilities. Additionally, they might not understand that demonstration, practice, and feedback are essential conditions for efficient working of OJT. Ambiguous OJT may result in poorly trained workers, workers who utilize inadequate, or techniques that are dangerous, to make a product or provide something, and products or services that differ in quality. Principles of OJT Preparing for Instruction  Break up the working task into essential steps. 119 CU IDOL SELF LEARNING MATERIAL (SLM)

 Prepare the essential equipment, materials, and products.  Decide the amount of time you plan to dedicate to OJT and when you want the employees to be qualified in the areas of the taught skill. Actual Instruction  Inform the trainees the aim of the job and they must observe you showing it.  Show the trainees just how to perform the tasks without uttering a word.  Explain the points that are key behaviours. (Write the points that are key for the trainees, if feasible.)  Demonstrate to the trainees exactly how to do it once more.  Make the trainees execute every single elements of the task and appreciate them for proper execution (optional).  Make the trainees execute the complete task and appreciate them for proper execution.  If they make errors, make them practice till they achieve accurate reproduction.  Appreciate the students for successfully learning the given task. Transfer of Training Provide support materials and job aids such as flowcharts, checklists, or procedures Provide uphold materials and occupation helps like flowcharts, agendas, or methods. Mastermind supervisor or mentor backing and perception at work, particularly for troublesome or complex tasks. Evaluation Prepare and permit time for conclusive tests and activities and overviews of student reactions. When it comes to the method of On-the-job Training, here are the following:  Job Rotation: As per this type of Training method, a trainee is allowed to go from one job to other in order to gather insights and get a sense of how the tasks are being carried out. Resultantly, the trainee gets a first-hand-knowledge on the actual issue being faced while working.  Coaching: In this method of training, a supervisor is assigned the task of guiding and observing the trainee. The supervisor has the responsibility to coach and give feedback to the concerned trainee. However, the problem here is that the trainee might not have the leverage to share his or her ideas.  Job instructions: The other recognized name of job instruction is step-by-step Training. In this type of training, the trainer gives all the relevant information for performing the job. In case the trainee deviates from the instruction given, then it is rectified by the trainer. 120 CU IDOL SELF LEARNING MATERIAL (SLM)

 Committee Assignments: As the name suggests, trainees in a group are assigned the task of resolving an organisational problem. Each trainee is given opportunity to put forth his or her own views individually. Thus, a health discussion takes place among them which in turn assists them to work in a team.  Internship Training: Internship considers of both theory and practical with clear instruction. Students from the engineering and commerce streams are generally given internship training with a nominal stipend. Self-directed Learning has representatives take liability for all parts of picking up, including when it is led and who will be included. Learners ace foreordained preparing content at their own speed without a teacher. Mentors may fill in as facilitators. That is, mentors are accessible to assess learning or answer inquiries for the learner. The coach doesn't control or scatter guidance. The learning interaction is constrained by the learner. Hilton Overall uses independent instructional exercises for its income the board experts. The Income The board at Work course is intended to assist students with getting information, abilities, and use devices to assist them with improving income the executives. Students distinguish their own goals and complete activities that assist them with figuring out what they need to know just as a learning activity plan. Likewise, self-coordinated learning could include the organization furnishing workers with data like information bases, instructional classes, and workshops while as yet considering them answerable for stepping up to the plate and learn. Because the effectiveness of self-directed learning is based on an employee’s motivation to learn, companies may want to provide seminars on the self-directed learning process, self- management, and incentives for completing learning. Best Buy rewards representatives with virtual \"identifications\" when they complete preparing that is proper and vital for their present vocation stage. For instance, workers get bronze status when they have arranged for another part by finishing primary instructional classes Gold status can be reached when employees become leaders and complete courses relating to managing other employees.Identifications for finishing preparing, representatives procure pins they can wear on their outfits and focuses they can trade for items and services. Self-directed learning has a few preferences. It permits students to learn at their own speed and get input about the learning execution. For the organization, self-coordinated learning requires less mentors, diminishes costs related with movement and meeting rooms, and makes numerous site preparing more practical. Self-directed learning provides consistent training content that captures the knowledge of experts. Self-directed learning also makes it easier for shift employees to gain access to training materials. A major disadvantage of self-directed learning, however, is that trainees must be willing to learn on their own and feel comfortable doing so. That is, trainees must be motivated to learn. A significant drawback of self-coordinated learning, in any case, is that students should learn all alone and feel-good doing as such. That is, students should be spurred to learn. From the 121 CU IDOL SELF LEARNING MATERIAL (SLM)

company perspective, self-directed learning results in higher development costs, and development time is longer than with other types of training programs. Several steps are necessary to develop effective self-directed learning:  Conduct a job analysis to identify the tasks that must be covered.  Write trainee-cantered learning objectives directly related to the tasks.Since the goals replace the teacher, they should show what data is significant, what moves the learner should make, and what the student ought to master.  Develop learning package content. This involves developing scripts (for video) or text screens (for computer-based training). The content should be based on the trainee- cantered learning objectives. Another consideration in developing the content is the medium (e.g., paper, video, computer, or website) that will be used to communicate the content.  Break the content into smaller pieces (“chunks”).The pieces ought to consistently start with the targets that will be covered and incorporate a technique for students to assess their learning. Practice activities ought to likewise show up in each chunk.  Develop an evaluation package that includes evaluation of the trainee and evaluation of the self-directed learning package. Trainee evaluation should be based on the objectives (a process known as criterion referencing). That is, questions should be developed that are written directly from the objectives and can be answered directly from the materials. Evaluation of the self-directed learning package should involve determining ease of use, how up to date the material is, whether the package is being used as intended, and whether trainees are mastering the objectives. Self-directed learning is likely to become more common in the future, as companies seek to train staff flexibly, take advantage of technology, and encourage employees to be proactive in their learning rather than driven by the employer. Self-directed learning is probably going to turn out to be more normal later on, as organizations look to prepare staff deftly, exploit innovation, and urge representatives to be proactive in their adapting instead of driven by the employer. Off-the-job Methods: When it comes to off-the-job Training, it has its relevance in terms of making positive impact on the employees both professionally and personally. The training methods here differ from the usual method of the job thereby known as off-the-job methods. Have a brief on certain off-the-job methods in the following:  Case Study Method:Actually, a case study contains an issue at workplace and the way to deal with it. Therefore, if the trainees are given this kind of training, they will also start analysing whenever they face any issue. The objective is to find out a suitable business solution. 122 CU IDOL SELF LEARNING MATERIAL (SLM)

 Incident Method:Incident method involves creating incidences on the basis of real- life situation. Every company goes through different situations. Therefore, situation kind of incidences are presented before the trainees and they are asked to provide their individual solutions or if the trainees are in group, they can have their discussion and present the solution.  Role play:In this method, the trainees or employees are trained on the basis of playing different roles assuming a specific situation or problem. Employees after understanding the problem play the roles and try to come up with a solution. They put themselves in other persons ‘shoes and make effort to resolve the issue. Everything remains on record which in turn give the employees to view it later to assess their performance.  In-basket method: This training method is based on assumptions. Thus, employees are told to assume that there is a company having produced certain goods. Then to produce, certain activities are carried out on a daily basis. Then they are given a situation having specific issues. So, the participants in the training need to judge the situation and analyse it and give their decisions. It is about decision making power at the workplace with respect to specific situation.  Business Games:As per this method, the trainees are told to form groups. Each group is informed to imagine a company certain activity. Further there are some tasks to produce or generate service. Then the group has to discuss on the usual topics like production, how to promote the product and how to price it. Based on the issue, the employees in the group introspect and try to come up with a nice solution. This is how the decision-making process gets shaped  Grid Training: This kind of training is provided on a long-term basis. It could last up to certain years, may be up to six years. This training is delivered in various phases such as: i. Planning ii. Development iii. Implementation iv. Evaluation In this grid training, certain parameters are taken into consideration such as people’s concern or a product related concern.  Lectures: This method is highly appliable if there are a large number of participants in a training. Lecturers involved in the training might be able to present the business concept or any principles related to organisation effectively. Because this kind of training is delivered on face-to-face basis thereby there could be a healthy interaction leading to better understanding and clarification over any issue or topic on the part of employees or trainees. In a lecture, mentors impart through verbally expressed words what they need the students to learn. The correspondence of learned capacities is 123 CU IDOL SELF LEARNING MATERIAL (SLM)

essentially single direction—from the mentor to the audience. Instructor-led classroom presentation remains a standard training way despite new technologies such as interactive video and computer assisted instruction. Lectures have several uses and advantages. A lecture is one of the most affordable, least tedious approaches to introduce a lot of data productively and in a coordinated way to gatherings of trainees.Lectures are useful when the instructor is the main knowledge holder, and it is the most efficient and direct way to provide learners with that knowledge. Lectures that are scripted can be used to deliver a consistent message. A lecture can also demonstrate a subject-matter expert’s passion and enthusiasm for a topic.  Simulation: In this method, trainees are given an unrealistic situation and told to have their solution by acting on it. For instance, one trainee is told to assume himself as a marketing manager. Then he is informed to solve some marketing problems. So, it gives an opportunity to employees to think and solve the issue in the capacity of a marketing manager.  Management Education: There are scores of management institution and universities providing management studies. For instance, Mumbai University has been providing management courses both at degree level as well as master’s level. In addition to delivering course, some institutions send the students to industries and organisations through making collaboration. Hence the students get the first-hand insights on management.  Conferences: Conference method is also equally helpful in order to understand a business and the way it is managed. Here delegates from various organisations and industries participate. Each member in the conference is given a chance to speak out on the subject on the basis of their experience and expertise.  Presentation methods are methods in which trainees are passive recipients of information. This data may incorporate realities, cycles, and critical thinking strategies. Talks and general media strategies are introduction methods.It is important to note that instructor-led classroom presentation methods may include lectures, video, workbooks and manuals, DVDs, and games. That is, a mix of methods can actively engage trainees in learning and can help with transfer of training. 7.3 MODERN METHODS OF TRAINING AND DEVELOPMENT Advance in technology has given employers andhuman resources representatives more development training methods than ever. Regardless of whether your organization is investigating more up to date preparing techniques or sticking to the more customary medium, it is imperative to remember that everybody learns differently. In fact, there are three major learning styles:  Visual: Learning by seeing or watching. 124 CU IDOL SELF LEARNING MATERIAL (SLM)

 Auditory: Learning by hearing information.  Kinesthetics: Learning through action, or by doing. 7.3.1 Audio Visual Aids in Training Audio Visual Aids are also known as instructional material. Audio connotes a meaning known as “hearing” and “visual” is what we witness through seeing. Hence the aids that come handy to get clear knowledge by using our sense are recognized as “Audio Visual. Aids”; in other words, can be stated as Instructional Material. All these Learning materials guarantee the Learning circumstances as genuine as could be expected and give us direct information through the organs of hearing and seeing. Therefore, device could be anything but if it is put into usage favouring the Learning experience more concrete and effective, more realistic and dynamic can be considered as audio visual material. We learn by using our sense organs. Senses are the ways of knowledge. It is the sense organs that assist us to get aware of our immediate environment.Remember, in our school days we learn a lot of thing for which the sense organs like ear and ears are very useful. Burton has defined Audio Visual Aids as “these are sensory objectives and images which stimulate and put emphasis on Learning process”. “It is a trainable (motivation, classification and stimulation) process of Learning’- Carter V. Good. It could be categorised in terms of sensory experience. Because human beings get their experiences by means of direct sensory contact. Keeping this aspect into consideration, it could be divided into three specific groups: i. Audio Aids examples: Radio, Gramophone, Tape- recorder, Linguaphone, Language laboratory, and Audio cassette player ii. Visual Aids such as Chart, Black and while board, Models, Maps, Pictures, Textbooks, Slide Projector and Flashcards including Print materials iii. Audio-visual Aids like LCD projector, Film projector, VCD Player, TV, Computer, Virtual Classroom and Multimedia among others 7.3.2 Computer Assisted Instructions Computer-Assisted Instruction (CAI) is the instructional use of a computer to present CAI offers an intuitive introduction of materials utilizing designs, text, video and sound enhancements. Often utilized as a tool to simplify the training experience, it can enhance the user experience and increase engagement. Advantages of Computer Assisted Learning  It caters to the individual. 125  It promotes active Interaction and use of target Language. CU IDOL SELF LEARNING MATERIAL (SLM)

 It breaks down complex topics into smaller pieces.  It is interesting and engaging. 7.3.3 Distance Learning Distance Learning (likewise alluded to as Distance Schooling) is preparing conveyed to understudies or members who don't assemble routinely in a similar spot to get it face to face from the mentor. Basically, definite materials and directions are sent or made accessible to understudies who complete undertakings which thus are assessed by the mentor. Indeed, the instructor and students might be isolated topographically as well as, as expected. Distance learning could be made more compelling for develop students having solid resolution to succeed and are glad to deal with own duties. Notwithstanding, distance learning bundles probably won't be so effective as by this technique, the students and mentors don't meet. In this way, to make it effective, certain elements should be contemplated such as:  The trainer has to get in touch with all the learners.  There is a need to sort out issues like communication and technical whenever it arises.  Trainers have to resort to different methods for interacting with the learners and collect feedback from them (like one-to-one contact, conference calls, e-mail, snail- mails, including video and computer conferencing).  Detailed attention needs to be paid on the teaching materials and it should be thoroughly examined before imparting it to learners. However, the scenario is just reverse, i.e., work takes precedence over the learning materials and it reaches late to the students.  Both learners and trainers need to be encouraged for better interaction. 7.3.4 Open Learning The term “Open Learning” is used to describe learning situations in which learners have the flexibility to choose from a variety with respect to time, place and instructional methods. Besides, there are various methods of accessing to learning and other factors involving the learning process. It needs to be understood from the viewpoint as all should have access to learning process irrespective of their geographical location and time.The term open learning is subjected to use in various contexts like distance learning, e-learning and flexible learning. 7.3.5 E Learning E-Learning courses utilize an assortment of strategies. e.g., sound and video chronicles, introductions, tests, studies, games, conversation gatherings, and some more. The excellent preferred position of E-Learning procedures over ordinary Preparing strategies are that it saves a gigantic measure of time and cash. Further, it overcomes the barrier of distance. Employees can be located anywhere but you have the use of training them. Even employees from remote location can be trained in organised manner. Moreover, eLearning programs 126 CU IDOL SELF LEARNING MATERIAL (SLM)

could be inducted for the employees who usually work in a busy schedule. This method of training has advantage to employees as well as employers.Its easy accessibility and broader reach present added advantages. E-learning may include a bigger crowd than customary preparing programs that emphasis on workers. E-learning may include accomplices, providers, sellers, and possible clients. E- learning permits quicker and more proficient conveyance of preparing and lessens geographic and time requirements for workers' learning. Computer-Based Training, Online Learning, Web-Based Training Computer-based preparing (CBT), web-based learning, and electronic preparing allude to guidance and conveyance of preparing by PC through the Web or the web. These preparation techniques can incorporate and coordinate into guidance text, connection utilizing recreations and games, and video, and cooperation utilizing websites, wikis, and informal organizations, and hyperlinks to extra assets. In certain kinds of CBT, content is given independent utilizing programming or DVDs with no association with the Web. Students can in any case connect with the preparation content, answer questions, and pick reactions in regard to how they would act in specific circumstances, however they can't team up with other learners. For model, Wipro Technologies built up a device they call a bound together learning pack (ULK), a versatile PC programmable PC that empowers new representatives to try in designing subjects. One ULK can teach more than ten different technical subjects related to hardware and software engineering. Online learning, e-learning, and web-based training all include delivery of instruction using the Internet or web. The training program can be accessed using a password through the public Internet or the company’s private intranet. There are many potential features that can be included in online learning to help trainees learn and transfer training to their jobs. For example, online programs that use video may make it an interactive experience for trainees. That is, trainees watch the video and have the opportunity to use the keyboard or touch the screen to answer questions, provide responses to how they would act in certain situations, or identify the steps they would take to solve a problem. Interactive video is especially valuable for helping trainees learn technical or interpersonal skills. Online learning can also include opportunities to collaborate with other learners through discussion boards, wikis, and blogs. We discuss more of the potential features and advantages of online learning next. For example, during training needs assessment, Bayer Pharmaceuticals discovered that its technical experts needed new skills to manage large projects. These skills related to keeping project managers focused on the task, managing competing priorities, managing large cross- 127 CU IDOL SELF LEARNING MATERIAL (SLM)

functional teams, and supervising employees who did not report to them. These skills are important to reduce the time needed to bring research discoveries to the marketplace. To train in these skills, Bayer used a computer-based simulation that requires teams of trainees to manage a large-scale project.The management choices they make influence their chances of being fruitful. A PC ascertains each group's likelihood of succeeding. The simulation includes obstacles that can affect a project negatively, such as unmotivated employees, absenteeism, and projects being completed late. The simulation also includes online work that trainees complete prior to training. The prework provides trainees with an overview of the steps involved in project management. All trainees complete a self-assessment of their team-related behaviour (e.g., conflict resolution). The assessments are used for discussing leader/team-member relationships. After completing the simulation, trainees can access a program website that includes a newsletter and tips for project management. Employees who have completed the simulation are demonstrating increased confidence in their ability to manage a project and to handle changing priorities, and they are addressing team issues more quickly. Advantages of Online Learning The possible features that can be built into online learning give it potential advantages over other training methods.  It supports the company’s business strategy and objectives.  It is open whenever and any place.  The crowd can incorporate representatives and supervisors, just as sellers, clients, and clients.  Training can be conveyed to geologically scattered employees.  Training can be conveyed quicker and to more workers in a more limited time of time.  Updating is easy.  Practice, criticism, destinations, appraisal, and other positive highlights of a learning climate can be incorporated into the program. Learning is improved using various media (sound, text, video, designs, and so forth) and student interaction. New Technologies Used for Training  E-learning, Online Learning, Computer-Based Training (CBT), Web-Based Training (WBT): Training delivered using a computer or the web. Can incorporate Albums or DVDs of text as well as video. 128 CU IDOL SELF LEARNING MATERIAL (SLM)

 Webcasts/Online courses: Live electronic conveyance of guidance to students in scattered locations.  Podcasts: Electronic conveyance of sound and video files.  Mobile Learning: Conveyance of preparing through handheld cell phones, for example, cell phones or tablet computers.  Blended Picking up: Preparing is conveyed utilizing a joined innovation and vis-à-vis instructional conveyance approach, for example, study hall and WBT.  Wikis: Sites that permit numerous clients to make, alter, and update substance and offer knowledge.  Distance Getting the hang of: Preparing conveyed to learners in different areas on the web, or through webcasts or virtual homeroom frequently upheld with specialized devices like talk, email, and online discussions.  Social Media: On the web and versatile innovation used to make intelligent interchanges permitting the creation and trade of client produced content. They include wikis, blogs, networks such as Facebook, MySpace, and LinkedIn, micro sharing sites such as Twitter, and shared media such as YouTube.  Shared Workspaces (Model: Google Docs): A space facilitated on a web worker where individuals can share data and documents.  RSS Channels: Refreshed substance shipped off endorsers naturally rather than by e-mail.  Blogs (Model: WordPress): A site page where a writer posts sections and per users can comment.  Chat Rooms and Discussion Boards: An electronic room or message board on which students convey. Correspondences between students can happen at the equivalent or various occasions. A facilitator or educator can direct the discussions, which might be gathered by topic.  Microblogs or Micro sharing (Example: Twitter): Software tools that enable communications in short bursts of text, links, and multimedia, either through stand-alone applications or through online communities or social networks.  Massive Open Online Courses (MOOC): Discovering that is intended to select enormous number of students (monstrous), it is free and available to anybody with a Web association (open), it happens web-based utilizing recordings of talks, intelligent coursework including conversation gatherings, and wikis (on the web), and it has explicit beginning and fruition dates, tests and evaluation, and tests (courses). Massive open online courses (MOOCs) allude to discovering that is intended to enlist huge number of students (huge), it is free and open to anybody with a Web association (open), it happens web-based utilizing recordings of talks, intuitive coursework including 129 CU IDOL SELF LEARNING MATERIAL (SLM)

conversation gatherings, and wikis (on the web), and it has explicit beginning and culmination dates, tests and appraisal, and tests (courses). MOOCs cover a wide variety of subject matter, including chemistry, math, physics, computer science, philosophy, mythology, health policy, cardiac arrest and resuscitation, and even poetry! Popular providers of MOOCs include Coursera, edX (non-profit founded by Harvard and MIT), and Udacity (a for-profit company founded by a Stanford University research professor and founder of Google X Labs). The courses are often developed in partnership with colleges and universities, and, recently, private companies. The interest in MOOCs likely originated in a free 2011 Stanford University class, Introduction to Artificial Intelligence, that had 160,000 students.45 Since then, colleges and universities have partnered with MOOC providers to offer free or low-cost online courses, which learners can complete and earn certificates or even college credit if they pass a credential exam. Typically, there is a registration fee to take the exam. The fees range from tens to hundreds of dollars depending on the course length and content. What are the characteristics of learners who participate in MOOCs? Typically, the learners have already graduated from college and are taking the course to explore an interest or develop their skills, although the numbers of undergrads taking courses has increased. MOOCs have been able to attract huge numbers of learners.  Adaptive Training: Training that customizes the content presented to the trainee based on their needs. Advantages of E-Learning  Custom-made programs  Cost-effectiveness  Up-to-date Learning programs  Self-paced Learning Developing Effective Online Learning  Have a reasonable objective.  Carefully design and set up the sound visuals to accomplish the Learningobjective.  Build in intuitiveness to keep the members intrigued and intermittently testtheir understanding levels.  Encourage involved practice: At every possible opportunity, fuse a lab exercise to combine Learning.  Keep students focused: Use graphics and colours to highlight key phrases.  Create a non-threatening environment: Create an atmosphere inwhich, questions and participation are highly appreciated. At the same time, establish your expertise and authority to lead the Learning session. 130 CU IDOL SELF LEARNING MATERIAL (SLM)

 Practice, practice, practice to build your confidence in teaching online sessions.  Be upbeat: Develop a conversational tone and be enthusiastic.  Be organized: You cannot show up and wing it. You must have materials and agame plan ready to ensure the flow. Put pencil marks on the hard copy for how you willpresent the slides. Practice moving the mouse around on the instructor interface.  Check in with Learners: Are they following the material, or have they fallen behind?  Be receptive to criticism: Don’t let your ego get in the way. Limitations in Employee Training Through E-learning  E-learning has limited scope due to dependency on technology. Slow pace of internet connection is a big a hurdle to deliver training.  Those who are not comfortable to get trained through technology are unlikely to focus by means of e-learning.  There are certain courses which can’t be taught easily without any practical approach.  There is also an issue of direct interaction which might be a hindrance to learn on the part of learners. Importance of Technologies Technology creates a dynamic learning environment as learning can be an instructor-driven primary process. That is, instructors’ present information to the learners, and practice and applications occurred after instruction was completed. Many learning environments include only the instructor or trainer and the learners. The mentor is liable for conveying content, addressing questions, and testing learning. Trainees assume an inactive part in learning. Correspondence on course content is single direction: from the teacher to the student. Specialists and asset materials are discrete from the learning climate. Contact with asset materials and specialists past the teacher and course materials allocated for the course expects students to go external the proper learning climate. Likewise, students regularly need to hold on to get to asset materials and specialists until guidance is finished. Connection among students happens fundamentally outside the preparation room and would in general be restricted to the individuals who worked in a similar geographic area. Technology has permitted figuring out how to turn into a more powerful cycle, the learning climate can be extended to incorporate more noteworthy association among students and the preparation content, just as among students and the teacher. The mentor may help plan the guidance, yet the guidance is conveyed to the students basically through innovation like web- based learning, re-enactments, iPods, or iPads. 131 CU IDOL SELF LEARNING MATERIAL (SLM)

The metor turns out to be to a greater extent a mentor and asset individual to address understudies' inquiries and is less engaged with the conveyance of substance. Learning happens principally through trades with different students, utilizing sites, wikis, or different sorts of web-based media preparing, chipping away at virtual group projects, taking part in games, tuning in, trading thoughts, communicating with specialists (engineers, administrators, and so forth), and finding thoughts and applications utilizing hyperlinks that take the student to other websites. Experts and asset materials might be essential for the learning climate. While students connect with the preparation content through activities, applications, and reproductions, they can examine what they are realizing with different students or access specialists or asset materials accessible on the Web. Training delivery and administration (e.g., tracking learner progress) is all done through a learning management system (discussed later in the chapter). In the blended learning environment, trainees have access to a blended training curriculum that consists of both online and classroom instruction. Collaboration can occur between learners, between learners and training content (e.g., simulation or game), between learners and instructors, and between learners and experts. It is important that new technologies create a dynamic learning environment, including collaboration, active learner involvement, and access to other resources. A unique learning condition of preparing content) to be consolidated into preparing without students being genuinely present in the preparation room Recent technologies enable training to be delivered and accessed by trainees anytime and anywhere, including home, work, or even on the beach! Training content can be delivered in a consistent manner to trainees, who can decide when and where to participate. Many of the training methods discussed in this chapter have these features. For example, online learning, or e-learning, includes instruction and delivery of training using the Internet or web. Distance adapting regularly includes videoconferencing or potentially PCs for conveyance of guidance from a mentor to students who are not in a similar area as the trainer. Mobile technologies allow training to be delivered through iPods, iPhones, personal data assistants (PDAs), iPads, and notebook computers that allow trainees to tune in to training programs at any time or place. New training technologies allow for the use of multiple media, including text, graphics, video, and audio. This allows for learning content to be presented in multiple ways, appealing to trainee preferences and learning styles. Consider how technology has influenced how training is delivered and instruction occurs at Farmers Insurance Group.11 Farmers uses a blended learning approach to deliver effective learning to its multigenerational employees and insurance agents who are located across the United States. Farmers Insurance training programs integrate face-to-face instruction, print, 132 CU IDOL SELF LEARNING MATERIAL (SLM)

online, video, audio, virtual simulations, and coaching. Technology is used for delivering knowledge, and instructor-led training is used for skill development. In the past five years the amount of learning delivered through instructor-led classroom-based training has dropped from 90 to 50 percent. The other 50 percent is online or informal learning. For instance, Farmers Insurance is utilizing different preparing strategies to help its representatives adapt to the progressions made in cases handling, evaluations, charging, and item frameworks on the side of the organization's business procedure (Ranchers Future 2020), which accentuates client experience, dispersion, and item the board greatness. Field administrators were needed to finish web-based preparing and online courses intended to give the new information they required. At that point, the directors got teacher driven preparing, recordings, and instructing guides. Then the managers received instructor-led training, videos, and coaching guides. Farmers Insurance is likewise utilizing virtual study halls, versatile learning, interpersonal organizations, electronic tablets like iPads, and learning reproductions. While taking courses at the College of Ranchers, students can utilize electronic tablets to take notes, access sites and articles, and view recordings. The video abilities of the tablets permit educators to utilize them to record the students rehearsing abilities and afterward give criticism and coaching. Also, the teachers can make learning materials like iBooks with installed recordings. To empower learning outside of a proper study hall climate, Ranchers created iFarmers applications for clients, deals specialists, and workers. The iFarmers client application assists clients with finding out about various protection items. An iClaims application gives clients admittance to include and deal with their protection claims. The iAgent application gives business-centred figuring out how to deals specialists. Ranchers Protection has likewise been exploring different avenues regarding person-to-person communication for representatives to work together, make, and offer information, and to give execution uphold. Some preparation programs are utilizing the interpersonal organization for collective activities. Ranchers' \"Organization Insider\" program permits students to determine whether they need to utilize Twitter, Facebook, email, or an RSS feed. Tips for Developing Effective Online Learning Needs Assessment  Identify the association between web-based learning and the necessities of the business.  Get the executives to purchase in.  Make sure that workers approach innovation and innovation support.  Consult with data innovation specialists about framework requirements.  Identify specific training needs (knowledge, skills, competencies, behaviours).  If needed, train learners on computer and Internet basics. 133 CU IDOL SELF LEARNING MATERIAL (SLM)

Creating a Positive Learning Experience  Incorporate learning principles (practice, feedback, meaningful material, an appeal to active learner involvement, and an appeal to multiple senses).  Design the course for the available bandwidth (or increase the available bandwidth to suit the course needs).  Use games and simulations, which are attractive to learners.  Structure materials properly.  Allow trainees the opportunity to communicate and collaborate with each other and with the trainer, experts, or facilitators.  Make the program user-friendly: Learning modules should be kept short, the content should not overload trainees, and webpages should not be confusing.  Provide incentives for completing training.  Keep each instructional segment self-contained.  “Chunk” training modules.  Create smooth transitions between instructional segments.  Any audio, video, or animation should be useful to the learner; otherwise, it is a waste of time and bandwidth.  Provide the developer/producer with clear specifications regarding required file formats, maximum file sizes, window and image dimensions, navigation, screen fonts, and available bandwidth.  Provide journalists and instructional creators with clear rules for the greatest number of words per screen, the number of intuitive activities to incorporate, and which activities are most appropriate to the content.  Conduct a developmental assessment (pilot test) before huge scope utilization of online learning. Provide Time and Space Under Learner Control  Provide students with control, including the chance to skip areas or modules and the capacity to stop, bookmark, survey, and get back to where they left off.  Give students committed preparing time to partake in online learning. 7.4 CRITERIA FOR TRAINING METHOD SELECTION The main factors to be considered during the selection process of the Training methods are the human factors (trainer, trainees), the program topic and the available time and facilities.  The Trainer: During a Training program, trainer’s knowledge, experience in Management and Training and personality are the main factors that affect the communication process between him/her and the trainees. If that communication is quickly and easily established, then a well-chosen Training method would stimulate 134 CU IDOL SELF LEARNING MATERIAL (SLM)

and facilitate the Learning process. However, if there is no communication between the trainer and the trainees, the Training process will not match the Learning objectives, no matter what the chosen Training method is. Even if the trainer has a lot of information sources regarding the Training methods (e.g., Training directors, more experienced colleagues, special “train the trainers” programmes, books, manuals, and so on.) it is totally his/her responsibility to choose the most appropriate method for each case. Therefore, the trainer must be capable to evaluate his/her skills and to adopt those methods that will enhance the impact he/she will want to have over the trainees. Example: The role-play method helps in tapping the psychological knowledge of the new employees by which it helps in overcoming various human problems which might come to the fore at the time of management process. So, the role play gives a chance to act quickly with respect to a situation or issue quickly.If the trainer lacks the potential to use the role play method to the advantage of an organisation, then the next course of action is to use various case studies to solve business problems.  The Trainees and their Environment: The Training methods should match up to the educational level of the candidates along with the experience and cultural value they have.For instance, if the need is to train the middle management and small entrepreneurs, then the lectures should be replaced by short discussions. It can be done through visual aids followed by practical examples and easy-to-understand case studies. With regards to experience, it is better on the part of trainers to categorize the newly joined employees in terms of small Management experience and practical experience in the capacity of managers or specialists.If it happens to be academic education, majority of the information is obviously new and there is hardly any possibility to refer to the past experience. Still, people from the young generation are open-minded and they have certain reservation about new ideas. On the contrary, when it comes to the training of experienced employees, they are given additional information only because they know their jobs or tasks better. Hence, the trainers must understand the need of employees on the basis of their experience or fresher and accordingly deliver the training.The experienced employees know their job better and it might be a little bit difficult to change their attitude. In this case, the trainers should resort to discussion on case studies and put them in the process of simulation so that the employees can absorb something new if they lack it. The problem could be complicated during the training if the social and cultural environment of the employee varies in the new organisation. In this case, the trainers need to participative method. For instance, if an employee starts working in the U.S., naturally the working environment would be totally different. Hence the participative method helps in adjusting to the local conditions. 135 CU IDOL SELF LEARNING MATERIAL (SLM)

 The Training Objectives: Here the need is to ensure the both the Training needs and the Learning objectives are developed in tandem with the intention of gaining knowledge and skills including to have the right attitude so that management actions can be initiated swiftly. As a matter of fact, there is a need of making a preliminary analysis on identifying the necessary Learning objectives. As per the outcome of analysis, the trainer has to take a call on selecting the right method to satisfy the training needs as well as learning objectives. For instance, the trainer wants to use the experience and knowledge of an expertise to make a management decision, then the trainer has to resort to application of activities like team working and business games. Here if the managers participate in the activities, then the feedbacks from the participants will really help to solve a business issue. To meet the objectives of a training program, the trainer has to take into consideration of aspects such as the skills, knowledge and aptitudes. Further, the train can refer to the multifunctional situations and their solutions.  The Training Topic: Management domains like finance and human resources has its attributes. In this case, the trainer needs to select the right method out of possible methods available for the domain.While imparting training, the trainer has to provide relevant information of the organisation involving functions and management process followed so that employees would find it easy to understand the need of an organisation and accordingly will contribute. In this case, it is better if the trainer applies an interdisciplinary approach of Management and some management functions. It can be ensured by applying the participative methods. Take an instance of a training program involving top management, where a complicated case study can be discussed to come out with a solution from various perspectives. The advantage is that the trainees will feel stimulated and will involve in the issue for which they will try to use various methods to overcome the specific situation or issue. So, in-depth analysis on the methods and techniques pave way for finding out a solution. This is how they can integrate the knowledge gained from problem solving situation in real-life business scenarios.Hence case studies, business games and projects have the interdisciplinary approach.  Time and Material Factors: The particular training method to be used for the training depends on the factors such as time and financial resources. Because a specific time needs to be chosen for giving training. At the same time, the need is to develop training materials for which there could be heavy expenses. For instance, a decision is made to discuss complicated case studies. Naturally, it is a time- consuming process as far as preparation and development of training materials are 136 CU IDOL SELF LEARNING MATERIAL (SLM)

concerned. It all depends on the duration of the training program. It doesn’t mean that participative programs won’t be chosen for the training. It is also necessary and is used, when there is a decision on to keep the training short and for limited number of days. 7.4.1 Choice of Training andDevelopment Methods Training methods come in all shapes and sizes. Fortunately, training and development options are not one-size-fits-all. So, one can choose the training method which is the most effective option for the required needs. The chosen training method can vary by the group of attendees or even the training topic. Thus, even if one technique is chosen for a particular training, one can go through this exercise to choose the right method for each training initiative·  Determine the Goals for the Training: The reasons why Companies choose to offer Training sessions to employees vary. Some Training provides new skills to employees, while other Training offers new techniques for applying existing skills. Other types of training instil practices that make the company a safer place to work or a better place to work.  Recognize the Audience: It sounds like a marketing concept, but it applies to training as well. Trainer must know the audience before choosing a training method. The way the employees are trained, varies according to whether the attendees are new employees, seasoned employees or upper management or executives of the company. Additionally, the skill level of the audience can also affect the chosen Training method (Example: The computer/web skills of the attendees are non- existent. This can make web or computer-based training more challenging).  Constraints: Even in an ideal situation, companies have to offer training under certain constraints. While classroom training might be ideal for upper management learning leadership skills and techniques, the company might not be able to afford this face-to-face training method. Instead, a computer-based or web-based option might better fit into the training budget. Other constraints to consider include are time, training resources and materials available for the training topic. 7.4.2 Technologies and Multimedia Technology developments allow the use of several different media for training. Multimedia training combines audio-visual training methods with computer-based training. Multimedia training methods include computer-based training, CD-ROM, e-interactive video, the internet, video, virtual reality, and simulations. Multimedia training integrates text, graphics, animation, video, and audio, and often the trainee can interact with the content. How prevalent is multimedia training? According to a survey by training magazine, 54% of companies report they often or always use 26the Internet or intranet, 37% use CD-ROMS, 137 CU IDOL SELF LEARNING MATERIAL (SLM)

43% use web-based self-study, 10% use computer-based games, and 2% use virtual reality programs. 7.5 DIFFERENCE BETWEEN TRADITIONAL AND MODERN METHODS Here are seven fundamental differences between modern or online employee training andtraditional employee training:  Flexibility– The learners have the flexibility to learn at their own pace. Therefore, online courses are highly preferred in this regard because the learners go through each section as and when time permits.When it is compared with a conventional classroom, there is a schedule by which the learners have to remain engaged with the instructors to learn. Actually, this type of learning gives a lot of pressure to the learners as compared to online classes.  Reach– Another advantage of online class is the learners can access to the course irrespective of their presence in the world. They all need a device connected to internet and client portal to get started with the online course.On the other hand, to learn in conventional classroom, there is a need of brick-and-mortar institute to get accommodated in a classroom to learn under the presence and guidance of an instructor.  Platforms of Delivery– With the advanced technology around, there is no need to rely on web-based application for browsing. If the learner is academically eligible to learn, then he or she can learn with minimal technical tools. The technology and tool used for online learning is very simple and for its function, there is no need to have any technical knowledge. On the contrary, when it comes to the traditional Training set-up, physical presence of the employees in the classroom is a must. The instructor might not be able to provide Training material to those who are not physically present in the class. This is the reason; online training session is given priority. Even if the learners don’t have to access to the instructor online for any reason, they can go through the recorded version of training later.  Cost– A lot of resources are required to plan and execute training for employees if the need is for delivering a recurring activity. In this case, training cost gets increased as it involves procuring training materials, charges for the training facility and so on. Additionally, there is a cost involved for travelling and accommodation including the administrative costs.This gives a clear indication that online class is cost-effective and feasible from every aspect to deliver training without any kind of hassle.  Methods of Learning– Another factor that goes in favour of online learning is that the training sessions are student-centric rather than revolving around teachers. This change in paradigm shift provides answers to many questions such as: 138 CU IDOL SELF LEARNING MATERIAL (SLM)

i. What does that prevent student to acquire in the learning session? ii. Has the student got proper insights over the concept? iii. What are the best possible ways to deliver if the student has no understanding over the concept? With all the resources at just a few clicks from the smart device, learners and instructors can go through a lot of real-world case-studies to understand the business issues and to find out possible solutions. If it is compared with a traditional classroom, the sources with the instructor are very limited. Hence from all the perspective of learning, online training has the edge and it also ensures autonomy to learn and gain relevant knowledge (Ally, 2004). For every learning activity, there is some kind of assistance involved. It could be a technology or human resources or both. However, in the case of traditional learning, the instructor is the mainstay and provides all sorts of assistance. Hence the instructor mostly plays a dominant role. However, over the years the traditional version of learning has gone for a change. Now blended learning is preferred in which the learners depend on e-learning software.  Re-usability of Content– When it comes to delivery of online training, the dependency is on technical resources. Here the materials used for delivering the training previously can be refereed again. The need is to bring some changes here and there in the content, i.e., it can be moulded as per the training requirement. Thus, the employees without going through the entire relearning session, can go through the updated content to gain the requisite knowledge. However, the same is not feasible in the case of traditional learning. The same content is used again. Nonetheless, there could be some healthy discussion over the topic. But the end result is limited learning.  Timelines– The benefit of online training is that employees have the higher retention power as they can access to the training materials as and when required. Therefore, the online training is a great opportunity for the employees to acquire professional knowledge as much as possible. Finally, the outcome is that focus should be given on online training as compared to traditional method of learning so that employees will get the due leverage of learning thereby, they can implement the gained knowledge in practical. 7.6 SUMMARY  The use of technology in corporate education and training deserves interest because it may eliminate lost production time due to training during working hours.  Out of which the presentation methods like lecture are assumed to be very effective.  This method meets the need of communicating relevant information or knowledge to the trainees. 139 CU IDOL SELF LEARNING MATERIAL (SLM)

 Presentation methods need to be supplemented with opportunities for the trainees to practice, discuss, and receive feedback to facilitate learning.  Presentation strategies should be enhanced with promising circumstances for the students to rehearse, examine, and get input to encourage learning.  Hands-on methods get the trainee directly involved in learning.  Hands-on methods are ideal for developing skills and behaviours. Hands-on methods contain on-the-job training, simulations, self-directed learning, business games, case studies, role plays, and behaviour modelling.  E-Learning accentuates learning through collaboration with preparing content, offering to different students, and utilizing Web assets.  More modern innovations that are simply starting to be promoted financially for preparing conveyance (master frameworks, computer generated reality, virtual universes, smart coaching frameworks) are introduced.  The utilization of master frameworks and groupware represents how Innovation underpins Preparing through its part as a capacity place for scholarly capital (data and learned abilities), which encourages admittance to data and correspondence of information among employees.  Most new technology training methods are superior to traditional methods because a positive learning environment can be built into the method.  Development costs of new methods are technology training high. Considerations include: Geographic dispersion of employees, money for development, difficulty ofemployees in attending training, whether new skills are part of the company’s business strategy.  Rather than choosing between face-to-face andtechnology-based training methods, companies often choose both. 7.7KEYWORDS  Job Aid is an instrument that gives direction about when and how to do errands and steps. occupation helps decrease the measure of review required and limit blunder. They may appear as agendas, video shows, or sound instruction.  Hard Data consists of target quantitative estimates that can be expressed regarding recurrence, rate, extent, or time.  Formative Evaluation occurs all through the plan of any ability improvement arrangement. Its motivation is to improve the draft activity and improve the probability that it will accomplish its targets. For instance, in execution improvement the 140 CU IDOL SELF LEARNING MATERIAL (SLM)

evaluation gauges the advancement all through the HPI model, for example, a customer's assumptions and whether the underlying driver has been identified.  Instructional Systems Design or Instructional Frameworks Advancement (ISD) is the act of making learning encounters. It is a framework way to deal with examining, planning, creating, actualizing, and assessing any instructional experience dependent on the conviction that preparation is best when it gives students a reasonable assertion of what they should have the option to do because of preparing and how their presentation will be evaluated.  Integration involves joining equipment, programming (and, in e-learning, content) parts together to fill in as an interoperable framework. The cycle of combination may likewise incorporate front-end arranging and strategy. 7.8 LEARNING ACTIVITY 1. It has been said, “you cannot teach a person anything; but a person can learn”. Discuss the implication of this for training methodology. ………………………………………………………………………………………………… …………………………………………………………………………………………………. 2. In education sector which types of training are used for the development of employees? Explain one type of training with examples. ………………………………………………………………………………………………… …………………………………………………………………………………………………. 7.9UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. Explain traditional method of training and development. 2. What do you understand by eLearning? 3. What are the differences between the traditional and modern methods of training? 4. Describe on the job training. 5. Explain Off-the-job methods of training. Long Questions 1. What are the steps are necessary to develop effective self-directed learning? 2. Explain various online methods of training. 3. How new technologies can be used for Training? 4. Explain criteria for method selection. 5. How would you choose the right method for training? Explain. 141 CU IDOL SELF LEARNING MATERIAL (SLM)

B. Multiple Choice Questions 1. This training expects to give wide training to empower the learner to take up a wide assortment of assignments inside his field of specialization. a. Demonstration b. On-Job Training c. Apprenticeship d. All of these 2. Which of the accompanying technique is utilized to offer preparing to the learner's significant data in perpetual structure for guaranteed use in future? a. Lecture method b. Conference c. Written instructional method d. Training within the industry (TWI) 3. Training within the industry (TWI) structureconveystraining in______________. a. Job instruction b. Job rotation c. Job method d. All of these 4. Which of the coming up next is certifiably not a on the job training system? a. Understudies b. Job rotation c. Management by objectives (MBO) d. Case study method 5. Personnel management is: a. Point of view b. Technique of thinking c. Philosophy of management d. All of these Answers: 1 c)2 c)3 d)4 d)5 d) 142 CU IDOL SELF LEARNING MATERIAL (SLM)

7.10REFERENCES Textbooks  PL Rao, “Enriching Human Capital through Training and Development”, Excel Books, New Delhi.  DMGT518_TRAINING_and_DEVELOPMENT_SYSTEM.pdf. Reference Books  Elaine Biech, 2015, Training & Development For Dummies, Wiley Publications.  Blanchard, P. Nick, James W. Thacker and V. Anand Ram, Effective Training: Systems, Strategies, and Practices, Dorling Kindersley (India) Pvt. Ltd.  Rolf, P., and UdayPareek, Training for Development, Sage Publications Pvt. Ltd. Websites  http://www.annualreviews.org/doi/pdf/10.1146/annurev.psych.60.110707.163505#arti cle- Denialhttp://papers.cumincad.org/data/works/att/2c7d.content.pdfhttps://link.springer. com/article/10.1023/A:1022967927037.  William J. Rothwell and Jim M. Graber, Competency-Based Training Basics (New York: ASTD, 2010).  http://learningdesigns.com/is-it-or-isnt-it-competency-based-Training. 143 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT - 8: DESIGNING TRAINING AND DEVELOPMENT PROGRAMS STRUCTURE 8.0 Learning Objectives 8.1 Introduction 8.2 Companyof Training and Development Programs 8.2.1 Companyof Training 8.2.2 Models of Organizing Training Department- Include Names of Model 8.3 Training Need Design Process 8.4 Summary 8.5 Keywords 8.6 Learning Activity 8.7 Unit End Questions 8.8 References 8.0LEARNING OBJECTIVES After studying this unit, studentwill be able to:  Identify appropriate types of training models of organizing training department.  Explain training of employee company.  Examine the procedure of training used to achieve a goal by the company. 8.1 INTRODUCTION For learning and transfer of training to occur, training programs need to include meaningful material, clear objectives, opportunities for practice and feedback, learner interaction, and a supportive work environment. However, these features are not enough to create an effective training program. A successful training program likewise needs an excellent program configuration to expand learner learning and move of preparing. Program configuration alludes to the Organization and coordination of the training program. For instance, the section opener showed how Gales Residential training guarantees that students are effectively associated with learning, significant substance is given, and impetuses are given to support and spur learning. 144 CU IDOL SELF LEARNING MATERIAL (SLM)

It is imperative to take a wide viewpoint when planning preparing, whether or not it is an on the web or an up close and personal preparing system, class, or course. Workers must be persuaded to go to preparing occasions, use what they realized on their work, share their insight and abilities with others, and proceed to shape and alter the information and abilities obtained to meet changing business and occupation requests. This means that program design should include not only what goes on during training based on course and lesson plans, but also creating conditions before the training event to ensure that trainees are willing, ready, and motivated to learn knowledge and skills. In addition, program design should include taking steps to ensure that after training, the acquired knowledge and skills are used on the job and shared with other employees. Figure 8.1 The Program Design Process Training requires abridgment between the skill, attitude and knowledge and the procedure used by the trainee. Though it exists at all the stages of the company, with paying attention to changes from grooming a chairman to instructing an operator. Therefore, skill, attitude, and knowledge are the main benchmark on which all jobs are rooted. The international rivalry and nation’s aspiration to fix grades with the advanced countries need its point of view to development and training live through an essential switch. The main three models of company training are: system model, instructional system development model and transitional model. 8.2 COMPANY OF TRAINING AND DEVELOPMENT PROGRAMS 8.2.1 Company of Training Leadership and parallel power for the training purpose must be understandably specified within the company. With the wide supervision of the personnel development, in tiny company, training is normally of the on-job type managed by line management. As output, money, prestige and a stable labour force are more and less affected by the number of attempts made in the training function department, where line management has lay efforts in 145 CU IDOL SELF LEARNING MATERIAL (SLM)

training. To make sure that his labour force is sufficiently trained well, Line management may not convey his real command by himself. But he/she may skilfully recognize his assistants’ training requirements, identity how the ‘difference’ will suffuse organizational need, maintain performance standards and educational targets required to achieve them, determine the technique of training that will fulfil such goals, and be skilled to judge the victory of the training effort of the department. His/her job description includes the following duties:  Examine knowledge, skill, and attitude in specified posts, he/she requires to help the manager to put together training programs.  Fixing goals and conducting level with helping in putting together training objectives and programs.  Conducting direction or training order force.  For evaluation of training performance organizing satisfactory observing tools.  He/she needs to be updated in giving particulars on the Training obtainable outside the Company.  Regulating particular plans for out of the job courses. Taking care of all the data of all the training done for training analysis. In big companies, there is an unrelated training task done by training professionals, which may be connected to other human resources such as manpower or employee relations. Mith the help of the employee role, the division can give expert input to line management in the principal zone of scheme conceptualization, counsel, assistance, and command. Though it has the same kind of responsibilities for the Training officer, majorly established all over the company including:  Recognition of requirement of training at all the stages.  Implementation of scheme and targets in line with the training strategy.  The project of educational authority.  Sketching of training schedule in discussion withline management.  Grouping and amalgam of training media and studying methods (materials, curricula, visualaids, outlines, forms, trainee notes, etc).  The direction of course in-plant, and command where requires.  Supervise trainee and recorded trainee program (Connection of on-job, off-job outlook)  Expansion of management as per training policy.  Coaching of instructors (line personnel and counsellor).  Observing and authority mechanism enough for successful assessment and training. 146 CU IDOL SELF LEARNING MATERIAL (SLM)

8.2.2 Models of Company Training Department The division such as marketing and sales, hr, production, finance, and so on, depends on training for its existence, therefore, training is a symmetric of the company. Training is a converting procedure that needs some input and successively generates output in the shape of knowledge, skills, and attitudes (KSAs). The three model of company training are:  System Model  Instructional System Development Model  Transitional Model System Model Training Fig 8.2 System Model Training The steps involved are as follows: a) Analysis and Identification: The training here requires evaluatingtraining cost, learning matter, division, task, staff needs, individual who required training, and so on. The following move is to evaluate real functioning system basis on performance based. b) Designing: To match specific requirements we need design and give training. For this, we need to segment and organizing the content, recognize the teaching moves, a target of training. 147 CU IDOL SELF LEARNING MATERIAL (SLM)

c) Developing: In this stage, we need to list down the steps required for the training program which will help the individuals to grasp, choose the final procedure, evaluate the facts and certify the figures to be communicated to achieve all the aim and targets. d) Implementation: This is the most difficult phase as one mistake can guide to disaster of the full training program. e) Evaluation: In this phase, we need to be assured that we accomplish our goals in terms of following job performance. Taking required modification to all the steps performed in the past to improve the unsuccessful job. Instructional System Development Model Instructional system development model was built to give solution to training problems. This model is commonly used by the company as it helps in the training to measure work performance. Training targets are explained on the grounds of job responsibilities and job description and employee development are calculated on the grounds of specified targets. This model also supports in regulating and spreading beneficial procedures, segmenting the content, and finalizing the approach for the category of the training goals to be accomplished. Instructional system development model is sometimes referred to as System Approach to Training (SAT). Fig 8.3 Instructional System Development Model The five stages of Instructional System Development Model are as following: a) Analysis: At this stage, training requires evaluation, work analysis, and objective viewer analysis. b) Design:At this stage, training comprises of targeting objectives of the studying result, educational goal that evaluate the individual personality change by the end of the training, variety of training information, mode of means chosen, procedure of judging the trainee, trainer, and the training program, approach to convey knowledge such as choosing of content, segmenting of content, and so on 148 CU IDOL SELF LEARNING MATERIAL (SLM)

c) Development: At this stage, training is transformed from planning resolution to information. The subject information for the trainer involves brochures, guide, representation, display support, and so on and for the trainee, it involves a booklet of abridgment. d) Execution: At this stage, training is emphasized in an operational setting which involves managing lecturer, apparatus, chairs, platform, catering, air conditioner, sound, brightness, parking, and many more. e) Evaluation: At this stage, the main objective is to emphasize evaluating that the training procedure has accomplished its target in respect to following job functioning. The main purpose is to recognize the strength and weaknesses and providing the required changes to any earlier phasis for treatment or to upgrade the exercise that may have unsuccessful. Transitional Model The transitional model involves a wide range of scale of the company where the energy and momentum transfer are strongly influenced by vision, mission and values of the company performed on the grounds of training model and the internal hoop is performed. Fig 8.4 Transitional Model a) Vision: Vision emphasis being recognized as accomplishing the goals at a standard point of time.A vision explanation gives guidance, it formulates all necessary plans toward a future that mentions to individuals in that organization what the gathering accepts, how to act, and what sorts of choices to make without expressly doing as such. Additionally, helps in giving accomplishments of the organization after some years. b) Mission: Mission provides the basis of organizational extinction. It helps in defining the value in the society, identify the overall goal. The motive for growing a mission statement is to stimulate, encourage, and advises the individuals about the company. The mission statement advises how the company would like to be seen by the consumers, staff, and all the partners. 149 CU IDOL SELF LEARNING MATERIAL (SLM)

c) Values:Value is the transformation of vision and mission into infectious epitome. It helps in showing the image of extremely enveloped values of the company and is free from the present business situation. For example, values involve corporate accountability, outstanding consumer assistance. HRD Programs The second major implication of system theory to HRD is the assertion that all HRD programs are themselves a system. HRD programs can take on many different forms, categorized under the headings of employee development, company development, career development, and performance support types of programs. Regardless, each program has its own set of inputs, processes, outputs, and environmental context. For instance, Jacobs presented the system components when considering S-OJT programs as a system. Kong and Jacobs presented a system perspective of e-learning training programs. The value of this implication ensures that critical variables are accounted for, even though they might not be readily apparent to the observer. Understanding HRD programs as a system makes visible what might be missed otherwise. Viewing HRD programs as systems has value for both design and improvement of the program later on. In terms of design, HRD programs are the direct result from using the HRD process. In other words, the HRD process is the means by which HRD programs come into existence. Thus, the effectiveness of any planned HRD program in achieving its intended goals says much about the process used to develop the HRD program in the first place. In terms of improvement, viewing HRD programs as systems allows for all the variables to be accounted for once the program has been implemented. This perspective helps make explicit variables that might not be apparent otherwise. For instance, the effectiveness of a goal-setting activity might be dependent, in part, upon the skill of the HRD professional as facilitator, which is clearly visible. However, the effectiveness of the activity might be affected by less readily apparent variables, such as those identified as inputs. Are the right people involved in the process? What are the expectations of the group upon entering the process? Is the need for a goal- setting activity a shared concern in the first place? In sum, viewing HRD programs as systems often allows professionals to see the critical variables that can’t be readily seen, but are critical for the success of the HRD program, nevertheless. 150 CU IDOL SELF LEARNING MATERIAL (SLM)