1. Chapter-3(Three)
Concepts of Training

2. Definition of Training: (1 of 3)
Many people think that training of any sort will benefit the company. This assumption is just not true. When a training program is developed without using the training process, disaster usually follows. Such a program is likely to be unrelated to the needs of the company, the employees being trained, both. When training is not designed to address a specific performance improvement opportunity, employees tend to discount its relevance and few change will seen in their performance.

3. Definition of Training: (2of 3)
According to H.John Bernardin “ Training is any attempt to improve employee performance on a currently held job or one related to it.” Taylor M.H., in his article Training of trainers’ defined training as a means to bring about a continuous improvement in the quality of work performed, it would equip them with necessary knowledge, skill, abilities and attitude to perform their jobs.

4. Definitions of Training(3of 3)
Edwin Flippo, “the purpose of training is to achieve a change in the behaviour of those trained and to enable them to do their jobs better”
Knowledge
Skills
Attitude 2

5. Importance of Training
The reasons why training is important are —
Results in an increase in output / productivity
Leads to Job Satisfaction / Improved Morale
Trained workers need less supervision
Make the organisation competitive
Better cooperation and team-spirit
Lesser wastage of material and time
Reduces attrition 3

6. Objectives of Training
Benefits to Organization
Higher Productivity
Better Organizational Climate
Lesser Supervision
Prevents Manpower Obsolescence
Economical Use of Material
Prevents Accidents
Improves Quality
Greater Loyalty to Organization
Fulfill Future Personnel Needs 5

7. Objectives of Training
Benefits to Employees
Personal Growth
Development of New Skills
Higher Earning Capacity
Helps Cope with Changing Technology
Increases Safety 5

8. Definition of management Development
Management is most often defined as a process. By ‘ management process’ what is meant is ‘what manager do’. Development is ‘growth’. The ever changing nature of work has necessitated the process of continuous management development. Woodall and Winstanly(1998) state that management development is primarily oriented towards developing individuals in ways which are complementary with the organization and its objectives and appropriate for meeting the individual’s own career and development needs.

9. Concept of Management Development
Process of developing managers through
Development of attitudes
Honing of skills & abilities
Rich & diversified experiences
To make them more efficient and effective
To prepare them for organisational change
To prepare them for the next level
To prepare them for diversification

10. Features of Management Development
Planned & Systematic Program
Enhance Skills & Performance of Existing Managers
Continuous Process
Helps improve employee performance
Must be driven by tangible goals & objectives
Driven by Top Management
Requires whole-hearted participation of the managers

11. Objectives of Management Development
Improve Managerial Performance
Develop more Managers
Increase the Versatility of the Management Group
Prepare people for Senior Positions
Keep Managers Abreast with Changes
Stimulate Creative Thinking

12. Definition of Education:
Education is typically differentiated from training and development by the types of KSAs developed. Training is generally focused on job-specific KSAs, and education focuses on more general KSAs, related to a person’s career or job. This distinction is satisfactory, but education should not be thought of as something that is done only outside the organization.

13. What is high-leverage training?
Many companies have adopted this broader perspective, which is known as high-leverage training. It:
is linked to strategic business goals and objectives.
uses an instructional design process to ensure that training is effective.
compares or benchmarks the company's training programs against training programs in other companies.
creates working conditions that encourage continuous learning.

14. Training design process(1 of 7)
The training design process refers to a systematic approach for developing training programs. It is based on principle s of Instructional System Design. Instructional System Design(ISD) refers to a process for designing and developing training programs. There is not one universally accepted instructional systems development model. Training design process sometimes is referred to as the ADDIE model because it includes analysis, design, development, implementation, and evaluation.

15. Training design process(2 of 7)
Regardless of the specific ISD approach used, all the steps share the following assumptions:
Training design is effective only if it helps employees reach their training objectives.
Measurable learning objectives should be identified before the training program begins.
Evaluation plays an important part in planning and choosing a training method, monitoring the training program, and suggesting changes to the training design process.

16. Training design process(3 of 7) Figure: Training Design Process

17. Training design process(4of 7)
Figure presents the seven steps in the process. Step-1: is to conduct a needs assessment, which is necessary to identify whether training is needed. Step-2: is to ensure that employees have the motivation and basic skills necessary to master training content.

18. Training design process(5 of 7)
Step-3: is to create a learning environment that has the features necessary for learning to occur. Step-4: is to ensure that trainees apply the training content to their jobs. This steps involves having the trainee understand how to manage skill improvement as well as getting co-worker and manager support.

19. Training design process(6 of 7)
Step-5: is to develop an evaluation plan. Developing an evaluation plan includes identify what types of outcomes training is expected to influence( for example, learning, behavior, skills) , choosing an evaluation design that allows you to determine the influence of training on these outcomes, and planning how to demonstrate how training affects the “bottom line”( that is , using a cost-benefit analysis to determine the memory benefits resulting from training.

20. Training design process(6 of 7)
Step-6: is to choose the training method based on the learning objectives and learning environment. This step may include a traditional training method of face –to-face interaction with a trainer or e-learning using CD-ROM OR Web-based training. Step-7: is to evaluate the program and make changes in it or revisit any of the earlier steps in the process to improve the program so that learning, behavior, change, and the other learning objectives are obtained.

21. Training design process(7 of 7)
Flaws of the ISD model:
In organizations, the training design process rarely follows the step by-step approach of the activities.
Organizations require trainers to provide detailed documents of each activity found in the model; this adds time and cost to developing a training program.
It implies an end point: evaluation.

22. Training cycle(ADDIE model) 1of 7
The framework is in five sections, which represent the key stages within the training cycle. Each stage is an essential part of a cyclical and continuing process and represents the core minimum standards for training interventions. Each stage in the process is dependent upon the previous stage; successful training and, by implication, successful outcomes are dependent upon each stage being carried out effectively. The training cycle is illustrated below.

23. Figure: Training cycle (ADDIE model ) 2of 7
Stage 1
Identification of
training needs
Stage 5
Evaluation of training solutions
Stage 2
Design of training
solutions
Stage 4
Application of training in the company environment
Stage 3
Delivery of training solutions

24. Training cycle(ADDIE model) 3 of 7
 Stage 1 - Identification of training needs
This initial stage of the training cycle addresses finding out if there is, or identifying, a training need. If a need is identified, it is at this stage that who needs trained (target audience), in what and how you will know the training has had the intended impact success criteria* of the training should be identified. This stage will help those who identify training needs to consider why the training is required and its expected outcome and impact.
How you will measure if the training has met the original need i.e. brought about intended change in behaviour, performance etc.

25. Training cycle(ADDIE model) 4 of 7
 Stage 2 - Design of training solutions
This stage covers planning, design and development of training. It aims to ensure that a systematic and consistent approach is adopted for all training solutions. Training solutions cover face to face training and open and flexible learning including E-learning.

26. Training cycle(ADDIE model) 5 of 7
Stage 3 - Delivery of training solutions
This stage of the training cycle ensures that the delivery of the training is effective and provides opportunities for the learners to learn. This will involve choosing the most appropriate format for meeting training needs, and taking advantage of different training methods.

27. Training cycle(ADDIE model) 6 of 7
Stage 4 - Application of training in the organization environment
This stage of the training cycle is concerned with ensuring that all learning outcomes are applied and reinforced in practice within the organization environment. This stage will help those who monitor the development of individual learners and review their progress.

28. Training cycle(ADDIE model) 7 of 7
Stage 5 - Evaluation of training solutions This stage of the training cycle deals with the collection, analysis and presentation of information to establish the improvement in performance that results from this. This stage will help those who evaluate learning programmes, or who respond to developments in learning, or plan and introduce improvements in learning interventions

29. Conclusion:
Most instructional system design models are modified versions of the ADDIE phases. Therefore, there are many similarities between the Morrison, Ross and Kemp Model and the phases of ADDIE. For instance, both consider instruction from the perspective of the learner. Both include stages for analysis, design, development, implementation, and evaluation.

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