TRAINING AND DEVELOPMENT HRM II

MODULE 1
WHAT IS TRAINING?
Training means learning to do something. It includes practicing skills. The term is used for
learning to do jobs.
In the words of Michael J. Jucius, "Training is a process by which the aptitudes, skills and
abilities of employees to perform specific jobs are increased.
According to Edwin B. Flippo, "Training is the act of increasing the knowledge and skill of an
employee for doing a particular job."
According to Garry Dessler, “Training is the process of teaching new employees the basic skills
they need to perform their jobs”.
Training and development definition
Training and development refers to educational activities within a company created to enhance the
knowledge and skills of employees while providing information and instruction on how to better
perform specific tasks.
EXAMPLES
• Training for the armed forces, pilot, police service, etc.
• Apprenticeships
• Learning how to play a game, such as or chess or sport such
as football
• Professional development in law, medicine, management etc.
TRAINING IN A NUT SHELL

Training is required at every stage of work and for every person at work. To keep oneself
updated with the fast changing technologies, concepts, values and environment, training plays
a vital role. Training programmes are also necessary in any organisation for improving the
quality of work of the employees at all levels. It is also required when a person is moved from
one assignment to another of a different nature. Taking into account this context, this unit aims
at providing insight into the concept, need and methods of training, also areas of evaluation of
training, retraining and dimensions of organisational learning.
WHAT IS EDUCATION
The word "education" is derived from the Latin word ēducātiō ("A breeding, a
bringing up, a rearing”)
A process of acquiring knowledge through study or imparting the knowledge by
way of instructions or some other practical procedure”. Education is a gradual
process which brings positive changes in human life and behavior.
Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits
Education can be Formal like in school /college or Informal or Non-formal.
Horace Mann was an American educational reformer and is known as
Father of Education
WHAT IS DEVELOPMENT
Development is a process that creates growth, progress, positive change or
the addition of physical, economic, environmental, social and demographic
components. The purpose of development is a rise in the level and quality of
life of the population, and the creation or expansion of local regional income
and employment opportunities, without damaging the resources of the
environment. Development is visible and useful, not necessarily
immediately, and includes an aspect of quality change and the creation of
conditions for a continuation of that change.
 DIFFERENCES
Attribute Education Training Determining Factors

Purpose of the Learning Experience Acquire or deepen mindset or profession Acquire new skills and knowledge Do 1 want to be transformed into a different person or just
be more skillful?

Evidence of Learning Success Course grades, GPA Testing, How will others and 1 know 1 was successful with my
learning experience?
Certification, Job Performance

Credentials Degrees, Graduate Certificates Certificates and Licenses Do 1 want to get a degree or a certificate?

Difficulty to Learn Harder Easier Am 1 ready to undertake a lengthy and hard learning
process or can 1 just do something quickly?

Length of the Learning Process One to three years Typically from one to five days or several weeks How long do 1 expect the learning process to take?

Persistence of the Learning Outcome Lasts a lifetime Short half-life, five years on average How long should 1 expect the results of this learning to last
or remain current?
DIFF. BETWN TRAINING &DEVELOPMENT
Attributes Training Development
Level of personnel Used in relation to operative Used in relation to managers,
employees executive,professionals
Orientation Job oriented Career oriented
Duration Short term in nature Long term
Initiative Initiative of the management to Executives takes initiative for own
current employees development
Nature Concerned in increasing skill for a Concerned with growth of an
particular job employee in all aspect
Scope of learning Limited to job only Very wide, pertained to overall
development of employees.

Depth of knowledge Limited to knowledge of job only The knowledge gained is all roun
and long lasting
OBJECTIVES OF TRAINING
To Enhance Employee’s Performance/productivity
To Update Employee’s Skills
To Avoid or Delay Managerial Obsolescence
To Prepare for Promotion and Managerial Succession
To Increase Organisational Stability
To Motivate and Prevent Employee Attrition
Job Requirements
Change in Technology
Less Errors/supervisions, damages.
To promote individual and collective morale, a sense of responsibility, co-operative attitudes and good
relationships.
To ensure economical output of required quality.
IMPORTANCE OF TRAINING TO EMPLOYEE
Self-confidence: Training leads to an increase in employee self-confidence. The person is able to adjust to his work
environment and doesn’t feel humiliated in front of his seniors. This confidence leads to chances of better efforts in the future
of the employees.

Increased motivation levels: Training brings a positive attitude among employees and increases the motivation levels of the
employees in the organization, thereby improving the results of the organization.

High rewards: An effective training program helps an employee to take the benefit of the reward systems and incentives
available in the company. Thus the employee is able to get these rewards, which in turn increases his motivation levels.

Group efforts: An effective training program not only teaches an employee how to do his work but also trains him to work as a
part of the group. Thus training program improves group efforts.

Promotion: Effective training program increase performance and increase the chances of obtaining promotions. Many
employees, even opt for a certain program so that they can help the employee improve his chances of promotions and
obtaining higher positions in the organization.
IMPORTANCE OF TRAINING TO ORGANISATION
Increased efficiency of employees: An effective training program can make the employees of the company work in an
effective manner. With training, people gain confidence and this confidence is seen in the output and results.

Reduced supervision: An employee needs to be supervised when he works. When the employee has got sufficient training the
amount of supervision required is less as mistakes are less. This reduces the workload of the supervisor.

Less amount of wastage: The amount of wastage by an employee reduces a lot due to training and therefore if we take an
account of the amount of wastage we find that the company has saved a lot of money.

Reduced turnover: Proper training improves the chances of obtaining promotions and employees are happy because they
have better opportunities. This will be lowering employee turnover intention and hence labor turnover in the company

Helps in better functioning of the organization: Training always benefits employees, whether old or new. In the case of new
employees, training helps them a lot. This is because new employees may not be aware of the functioning of the organization
and training helps them to gain knowledge and insight into the working of the company.

Better labor-management relations: Labor-management relations are very essential for any organization. When companies
introduce training programs and prepare employees for future jobs and promotions they send
WHEN TRAINING IS NEEDED?
A training need exists when an individual lacks the knowledge or skills required for the
execution of an assigned task satisfactorily.

The purpose of a training needs identification exercise, therefore, is to identify the gap
between required and the actual competencies so as to determine the kinds of training that
would help bridge the gap.

Two basic elements need consideration in carrying out a training needs analysis such as the
1) job requirements and
2)the person requirements
TRAINING NEED ANALYSIS
• TYPES • TECHNIQUES

• Organizational Analysis. An analysis of the business • direct observation

needs or other reasons the training is desired.
• questionnaires
• Person Analysis. Analysis dealing with potential
participants and instructors involved in the process. • consultation with persons in key positions, and/or with
specific knowledge
• Work analysis / Task Analysis. Analysis of the tasks
being performed. This is an analysis of the job and the • review of relevant literature
requirements for performing the work
• interviews
• Performance [Link] performance gap
• focus groups
• Content Analysis. Analysis of documents, laws,
procedures used on the job.
• assessments/surveys
• Training Suitability Analysis. Analysis of whether
training is the desired solution. Training is one of several • records & report studies
solutions to employment problems but not always
• work samples
• Cost-Benefit Analysis. Analysis of the return on
investment (ROI) of training.
TRAINING POLICIES
Each organization develops a suitable training policy by :
Defining the scope,
Objective,
Philosophy,
and Techniques

Principles of Training : The training must be a continuous process; must be planned

systematically in order to accomplish the desired results efficiently; must result in benefits both
to the organization as well as employee( Planty, McCord, and Efferson, 1948).
 GUIDELINES FOR HR TO FOLLOW TRAINING
POLICY

A training and development policy needs to translate the organisation’s needs and priorities
into actionable, value-added, affordable and effective learning solutions.
•Assessing training needs
•Maintaining budgets and training schedules
•Assisting with learning and development activities and strategies
•Promoting corporate training programs and employee development plans
•Calculating learning and development KPIs whenever possible and decide on improvements
TRAINING PROCESS
STAGES IN TRAINING PROCESS STEPS IN TRAINING PROCESS
Analyse : General,Factors Related to Learners, Organizational
Factors, Factors Related to Trainers/Facilitators, Environmental Factors.
Decide If Training is Needed.

Design : learning objectives, strategies, activities ,lesson plan,

money,resources
Determine What Type of Training is
Needed.
Develop : Planning for Training, Developing Training Materials,
Planning for Evaluation,package of audio visual,webinars,graphics ,
manuals Identifying Goals and Objectives.
Implement : Strategies and methods - address interacting with
learners effectively to increase the likelihood that the knowledge and skills Implementing Training.
gained through training will be retained and applied, taking feedback,
attendance.
Evaluation of the Training Program.
Evaluate : Process Evaluation, Outcome Evaluation, Reporting
Evaluation Results
TYPES OF TRAINING
Orientation training : Induction or orientation training means to adjust neway appointed employees
to the work environment . Every new employees need to be made fully familiar with his job and with
the rules and regulations of the organisation. •
Job training : It refers to the training provided to increase the knowledge and skills of an employee
for improving performance on the job .
• Safety training : Training provided to minimise accidents and damage to machinery is known as
safety training.
• Promotional training : It involves training of existing employees to enable them to perform higher
level jobs.
• Refresher training : When existing techniques become obsolete due to the development of better
techniques , employees have to be trained in the use of new methods and techniques.
• Remedial training : Such training is designed to correct the mistakes and shortcoming in the
behaviour and performance of employees. Remedial training should be imparted by people who
have knowledge of human nature and industrial psychology.
METHODS OF TRAINING

I. On-the-Job Methods
This refers to the methods of training in which a person learns a job by actually
doing/performing it. A person works on a job and learns and develops expertise at the
same time.

II. Off-the-Job Methods

These methods require trainees to leave their workplace and concentrate their entire time
towards the training objectives. These days off-the-job training methods have become popular
due to limitations of the on-the-job training methods such as facilities and environment, lack of
group discussion and full participation among the trainees from different disciplines, etc. In the
off-thejob methods, the development of trainees is the primary task rest everything is
secondary.
ON-THE - JOB
1. Job Instruction Training (JIT)
2. Coaching
3. Mentoring
4. Job Rotation
5. Apprenticeship Training
6. Committee Assignments/Special assignments
7. Understudy /Internship
ON –THE JOB TRAINING
[Link] [Link]
It is directly in the context of job Trainer may not be experienced
enough to train or he may not be so
[Link] is often informal inclined.
[Link] is most effective because it is [Link] is not systematically organized
learning by experience
[Link] conducted programs may
[Link] is least expensive create safety hazards.
[Link] are highly motivated
[Link] is free from artificial classroom
situations
MODERN TRAINING METHODS
In the modern workplace that consists of remote employees and diverse cultures, training methods for employees have
changed. So, how do we approach learning in such a complex workplace? The answer lies in two words: ‘social’ and ‘online’.
Social Learning
Originating from Albert Bandura's work in the ’70s [2], social learning is commonly defined as learning from others by
observing, imitating and modeling their behavior. Social learning can be a very intentional workplace training method, too.
Social learning isn’t found in many of the common training methods, mostly because it’s not as easy to structure, measure
and control. Yet it can be very effective, because employees are pushed beyond the boundaries of their daily roles,
acquiring new perspectives and problem-solving skills.
Online Training
eLearning, or online training, has become one of the most widely recognized solutions to the challenge of how to train
employees effectively. Online workplace training programs can include eLearning courses, webinars, videos, etc., and allow
information to be presented and tested in many different ways.
The variety that online training offers means that employees can learn according to their style and immediate needs. It also
means they can learn on the go. The only Con factor is little more than the initial development costs and service fees of a
reliable Learning Management System (LMS).
J-I-T
Job instruction training (JIT) is a systematic, fast, and effective method for teaching
your workers to do a job correctly and safely. This method of training workers
through a simple breakdown of steps is easy to understand and complete. By
providing such training for your workers, you could reduce the risk of an injury or
death to a worker, prevent costly equipment repairs, or avoid lost work time.
STEPS:
PREPARATION
PRESENTATION
PERFORMANCE
FOLLOWUP
COACHING
Coaching is a development or training technique typically used for executives or new
managers/leaders. It often involves a professional coach or external consultant who works
with employees to develop their skills and achieve business goals. Coaches support
employees by understanding their personal and career goals and providing feedback and
direction to facilitate performance improvement.
Advantages:
Improved team functioning.
Increased engagement.
Increased productivity.
Improved employee relations.
Faster leadership development.
 MENTORING
Mentoring is the Employee training system under which a senior or more experienced person
(the mentor) is assigned to act as an advisor, counselor, or guide to a junior or trainee. The
mentor is responsible for providing support to, and feedback on, the person in his or her
charge.
Having a mentor means you have a formally appointed 'guru' at the workplace.

The responsibilities of all mentors:

Assist the employee in developing talents.
Maintain objectivity and balance.
Allow the employee to grow and become more independent.
Foster a sense of risk-taking and independence.
Balance the responsibilities you take on for the employee.
Listen to and acknowledge the employee without undermining the role of the manager.
Encourage the employee to resolve problems directly with the manager.

r
DIFFERENCE BETWEEN
Coaching: Mentoring:

i. Coaching takes place within the confines of a formal i. Mentoring takes place outside of a line manager-
manager- employee relationship. employee relationship, at the mutual consent of a mentor
and the person being mentored.
ii. Focuses on developing individuals within their current
jobs. ii. Mentoring is career-focused or focuses on professional
development that may be outside a mentee’s area of work.
iii. Interest is functional, arising out of the need to ensure
that individuals can perform the tasks required to the best iii. Interest is personal and professional – a mentor
of their abilities. provides both professional and personal support.
iv. Relationship tends to be initiated and driven by an iv. Relationship may be initiated by a mentor or created
individual’s manager. through a match initiated by the organization.
v. Relationship is finite-ends as an individual transfers to v. Relationship crosses job boundaries. Relationship may
another job. last for a specific period of time (nine months to a year) in
a formal programme, at which point the pair may
continue in an informal mentoring relationship.
COMMITTEE ASSIGNMENTS
Under this method of training, the organization organizes a meeting or seminar of
workers where they get a real life problem of the organization.
The organization asks them to take it as an assignment and try to solve it with their
wits. Hence, it leads to the generation of teamwork, leadership qualities, etc.
among all the workers in the organization.
JOB ROTATION
Job Rotation teaches current employees how to do various jobs over time. The employee
will rotate around to different jobs within the organization, performing various different
tasks unrelated to his original job.

The advantages of this method are:

Reduces employee boredom, Increases skills, Opens new opportunities to employees

Hones in on employee interests

The disadvantages of this method are:

Employee may not be satisfied with the new rotation, Employee morale may decrease if employee is moved for a long period of time, Can
disrupt the workflow as employee learns new task or job
APPRENTICESHIP TRAINING
In India, the Apprentices Act was enacted in 1961.

The Apprenticeship Training programme is the combination of on-the-job training and the
classroom training, wherein the workers earn while learning the skills required for
performing the specialized job; such as mechanics, electricians, craftsmen, welders, etc.
who work under the experts of each field for a longer period.

Typically an apprenticeship is started at age of 15 and 18 after finishing general

education. Some apprenticeships have a recommend or required age of 18, which
obviously leads to a higher average age. There is formally no maximum age,
however, for persons above 21 it is hard to find a company due to companies
preferring younger ages due to the lower cost of labour.
OFF THE JOB TRAINING
Employee training at a site away from the actual work environment.
It often utilizes lectures, case studies, role playing, simulation, etc.

Conferences
Selected Reading
Management education
Brainstorming
Incident method
Behaviour Modelling
Classroom Lectures
Sensitivity (T-Group) Training
Vestibule Training
Multiple Management
Audio-Visual
Team Discussion.
Simulation exercises
Programmed Instructions
i)Case Studies

ii)Role Playing

iii)Management Games

iv)In-basket training
OFF THE JOB TRAINING
ADVANTAGES: DISADVANTAGES:
High productivity rates are maintained It is not directly in the context of job
when trained by effective trainer
It is often formal
The method is highly time-saving for
huge number of people It may not be based on experience.
The method is economical for mass It is expensive.
training Trainees may not be much motivated
Error-free production rates as there is It is artificial in nature.
less distraction and more learning scope.
Production may hinder
Audio-Visual method aids the visual
medium of a brain
CONFERENCE
The objectives of the conference method are to develop problem solving and
decision making skills among the participants and modify their attitude. This
method stresses up on small group interactions and active participation of the
trainees.

It is a participative method of training the persons where participants are divided

into different groups consisting of 5 to 6 persons for group discussion
SIMULATION EXERCISES
Simulation-based training is a highly effective way of transferring key skills to trainees in a cost-effective manner. It
provides an optimum way for employers to assess how well their trainees are putting skills into practice, and the
decisions they are making in front of simulated real life situations. Learning in a safe and managed environment provides
essential hands-on experience that integrates key theoretical concepts with interactive, computer simulated situations.

Simulation training is the creation of a true-to-life learning environment that mirrors real-life work and [Link]
everyone learns visually, or through auditory materials, and simulation-based training also considers the needs of
kinesthetic learners who flourish through practical exercises.

These are four basic simulation techniques used for imparting training:
(a) Management games,
(b) Case study,
(c) Role playing, and
(d) In basket training.
MANAGEMENT GAMES
Properly designed games help to ingrain thinking habits, analytical, logical, and
reasoning capabilities, importance of team work, time management,
communication and leadership capabilities etc. Use of management games can
encourage novel and innovative mechanisms for coping with stress. Management
games orient a candidate with practical applicability of the subjects. Different games
are used for training general managers and the middle management and functional
heads.
CASE - STUDY
A case study allows the application of theoretical concepts to a situation, thus
bridging the gap between theory and practice, encourage active learning, provides
an opportunity for the development of key skills such as communication, group
working and problem solving, and increases the trainees’ confidence hence their
desire to learn.
This technique was developed by Harvard Business School, U.S.A
ROLE- PLAYING
Each trainee takes the role of a person affected by an issue and studies the impact
of the issues on human life and/or the effects of human activities from the
perspective of that person.
The steps involved in role playing include defining objectives, choose context and
roles, introducing the exercise, trainee preparation/research, the role-play,
concluding discussion, and assessment. Types of role play may be multiple role play,
single role play, role rotation, and spontaneous role play.
It may not be popular with people who don’t feel comfortable performing in front
of a group of people.
IN- BASKET
In-basket exercise, also known as in-tray training, consists of a set of business
papers which include e-mail, SMS, reports, memos, and other items. Now the
trainer is asked to prioritise the decisions to be made immediately and the ones
that can be delayed.
FILMS, VIDEOS,/ AUDIO VISUAL
Films and videos are good training tools, as its effective in stimulating discussion on
specific issues after the film or video is finished; but have some of the same
disadvantages as a lecture i.e., there is no interaction with the trainees.
SELECTED- READING
This is a self-improvement training technique. The persons acquire knowledge and
awareness by reading various trade journals and magazines. Most of the companies
have their own libraries. The employees become the members of the professional
associations to keep abreast of latest developments in their respective field
PROGRAMMED LEARNING
This is step-by- step self-learning method where the medium used may be a
textbook, computer or the internet. This is a systematic method for teaching job
skills involving presentation of questions or facts, allowing the person to respond
and giving the learner immediate feedback on the accuracy of his or her answers.
VESTIBULE TRAINING
ADVANTAGES DISADVANTAGES
[Link] can learn the method of doing the work fast as [Link] is expensive as it requires a separate hall and creation
work place disturbance is avoided by arranging training in of work environment for imparting training.
a separate hall or room.
b. It is time consuming as training programme may last up
b. Trainee finds it easy to learn the work as real work to a week or a fortnight.
environment is created by installing machines and
instrument. c. Appointment of Expert trainer for imparting training is
an additional cost to the organization.
c. As expert trainers are employed to train the employees,
training programme becomes effective and useful. d. Creation of work environment is artificial and hence
workers may not feel the actual work place atmosphere.
d. This method of training is very much useful when a large
number of employees are to be trained at a time.
e. Trainee can express his doubts and get clarification on
the spot when the training programme is going on.
MULTIPLE MANAGEMENT
This technique of training was first introduced by McCormick, President of
McCormick & Co. of Baltimore in 1932. He gave the idea of establishing a junior
board of directors. Authority is given to the junior board members to discuss any
problem that could be discussed in senior board and give recommendations to the
senior board. Innovative and productive ideas became available for the senior
board.
EVALUATION OF TRAINING
KIRKPATRICK MODEL
The Kirkpatrick Four-Level Training Evaluation Model is designed to objectively
measure the effectiveness of training. The model was created by Donald Kirkpatrick
in 1959, with several revisions made since.
The four levels are:
Reaction.
Learning.
Behavior.
Results.
By analyzing each level, you can gain an understanding of how effective a training
initiative was, and how to improve it in the future.
KAUFMAN’S 5 LEVEL EVALUATION MODEL
Level 1a: Input
This covers the training materials such as digital resources that are used to support the training or coaching.
Level 1b: Process
The second part of the first level measures process acceptability and efficiency. In other words, the actual
delivery of the learning experience.
Level 2: Acquisition
Kaufman’s second level studies the payoffs for both individuals and small groups. The ‘micro-level client’ would
usually be the learner, so you would be studying whether they acquired the learning and whether they used it on
the job.
Level 3: Application
The third level evaluates how well participants utilize what they learned in their on-the-job performance.
Level 4: Organisational payoffs
Kaufman’s fourth level measures payoffs for the organization as a whole. The ‘macro-level client’ would typically
be the business or organization undertaking the evaluation. This level includes performance improvement
evaluations and a cost-benefit and/or cost-consequence analysis.
Level 5: Societal Outcomes
Kaufman’s fifth level focused on what he termed ‘mega-level clients’. This could refer to a
business’ clientele and/or to society as a whole.
CONTND…
Roger Kaufman’s Five Levels of Evaluation is closely based on Kirkpatrick’s four
levels, it’s worth recapping the Kirkpatrick levels first
To better understand Kaufman’s model, it’s helpful to start by noting the differences
between the Kirkpatrick Model and Kaufman’s work.
There are three main differences:
[Link] divided Kirkpatrick’s Level 1 into “Input” and “Process.”
[Link] grouped Kirkpatrick’s Levels 2 and 3 as ‘Micro’ levels.
[Link] added a fifth level that evaluates results for both the customer and society.
CIRO APPROACH
The CIRO Model is a training evaluation model that is used to evaluate the
effectiveness of management training course. It was developed by Peter
Warr, Michael Bird, and Neil Rackham, in 1970. The CIRO Models offers
businesses an effective way of evaluating their management training needs
and results.
Stage 1: Context Evaluation (C )

Stage 2: Input Evaluation ( I )

Stage 3: Reaction Evaluation ( R )

Stage 4: Outcome ( O )
CONTND…
Stage 1: Context Evaluation
At this stage, the CIRO Model is used to assess the operational situation that a business or
organization finds itself in.
During this first stage, a training-needs analysis is conducted, based upon the conditions in the
organization andalso helps identify and evaluate the training needs. In the CIRO Model, needs are
based on collecting performance-deficiency information, ie. what the organization is lacking. The
identified needs are set at the following three levels:
The ultimate objective
The goal of the ultimate objective is to eliminate an organizational deficiency such as low sales
figures, low productivity or poor customer service.
Intermediate objectives
Intermediate objectives are those that aim to achieve an ultimate objective but may require a
change in employee’s work behavior.
Immediate Objectives
Immediate objectives cover things such as acquiring new skills and knowledge as a result of the
training. It can also include changing employee’s attitudes, which leads to them changing their
behavior.
CONTND….
Stage 2: Input Evaluation
During the second stage of the CIRO Model, practitioners must gather information about possible training
techniques and methods. This stage also addresses design, planning, management and delivery of the training
course. It analyzes the organization’s resources and determines how these resources can best be used to
achieve the desired objectives.

Stage 3: Reaction Evaluation

The third stage of the CIRO Model involves gathering the views of the participants and collecting suggestions
about the training they received. The trainees are asked to give their reactions to the following aspects:
• Program content
• Approach
• Value-added
Information gathered at this stage is used to find ways to improve the training program. As this evaluation is
subjective, it must be collected in an objective way.
CONTND…
Stage 4: Outcome
This stage of the CIRO Model involves presenting information about the results of the training. The
results are presented at three different levels;
•Immediate
•Intermediate
•Ultimate level
The immediate results include how the trainees got on and whether they managed to complete the
training successfully. The intermediate outcomes are those that may take some time to implement,
such as changes to the course design, or acquiring new training resource. Outcomes at the
ultimate level are the main goals for the organization, ones that have a far-reaching impact on the
organization.
As outcomes are evaluated in terms of what happened as a direct result of training, they can be
measured on the following four levels:
The learner level,the workplace level,the team or department level,the business level and the
chosen level will depend on the purpose of the evaluation and the available resources.
PHILIP’S 5 LEVEL
The Phillips Evaluation Model looks like this:
PHILIPS 5 LEVEL MODEL
The Phillips ROI Model
In the early 2000s, Jack Philips came out with an accessory to the Kirkpatrick model to
include a Return On Investment. This level, commonly referred to as level 5 evaluation,
compares the program's overall cost to its monetary benefits. This is presented as a
cost/benefit ratio. A key component to evaluating at this level is isolating the training
benefits and eliminating any non-training factors that may have contributed to the
organizational impact. When applying evaluation at this level, a learning professional should
eliminate such things as competitive environment and seasonal effects that temporarily
contribute to business improvements.
Calculating The Return On Investment
ROI = (Total Program Benefits – Total Program Costs ROI/ Total Program Costs) x 100%
IN THE CUSTOMER COMPLAINTS
EXAMPLE, THE NET PROGRAM BENEFITS ARE: $24,615 (TOTAL VALUE
OF IMPROVEMENT) - $15,200 (TOTAL PROGRAM COSTS)/ $15,200
(TOTAL PROGRAM COSTS) X 100. THE RESULT IS AN ROI OF: 61.9%.
70:20:10
It grew from the work of Professor Allen Tough in the 1960s and 70s, Michael Lombardo
and Robert Eichinger at the Center for Creative Leadership in the 80s, and the U.S. Bureau
of Labor Statistics in the 90s. All three found that learning outside of formal courses,
especially unprompted "self-directed" learning, was both common and effective. Yet most
employers had given it little or no value, recognition or support.
Despite its mathematical title, 70:20:10 is not a formula.
According to the 70:20:10 Forum, the model describes an ideal balance between different
ways of learning and developing in the workplace:
•70 percent by "Experience," through day-to-day tasks, challenges and practice.
•20 percent by "Exposure," through social learning, in person or online.
•10 percent by "Education," through formal learning including courses.
TRAINING BUDGET
All direct and indirect costs associated with courses and materials needed to analyze, design, develop, implement,
evaluate, and maintain employee training or retraining.
Many medium and large organizations invest anywhere from 2 to 5% of salary budgets back into training
A training budget should factor in the following costs
• Course Materials
• Teaching and facilitator fees
• Videos and workbooks
• Rental fees for equipment and facilities
• License fees
• Videoconferencing costs
• Specialized hardware costs
• Administrative costs
• Travel, lodging or meal expenses required to participate (if applicable
ELEMENTS OF TRAINING BUDGET
A training budget should have the following factors:
Forecasting
Prioritizing
Planning
Monitoring
Alternatives
OPTMISING TRAINING COST EFFECTIVENESS
Internally
There are a lot of options for employers who can’t afford to bring outside help and they can produce adequate results in
training your employees. These include:
· Group training: earn volume discounts by training multiple employees at once.
· Find Trainers within your company: focus on training one employee with strong communication and interaction skills
and have them train the rest. You can expand their job description to include training their colleagues.
· Hosting Weekly or Monthly events: These don’t have to be formal and are a great way for team members to get
involved, educated and motivated. Select a topic of discussion in advance and cover all questions and concerns they may
have. Listen to the information they’re sharing and synthesize it in follow-up e-mails or memos for quick access.
· Cross-training employees: This is common practice in businesses that rely on an agile workforce. Give your employees
new roles or responsibilities and have them sit with someone who is comfortable performing the tasks you want them to
learn. Change roles frequently to keep your employees motivated and continuously learning.
· Starting a Mentorship Program: Expanding on cross-training employees, a mentorship program benefits new and
inexperienced workers without having you actually pay for their training. Have a senior worker act as a mentor and ease
their transition into your corporate environment. The added benefit of a mentorship program is increased accountability.
CONTND…
External training resources don’t have to break the bank and throw your training budget out of order. If you’re
smart about how you distribute resources and take advantage of industry-specific offers, there are ways to optimize your
training costs:

Re-using materials: most training materials such as videos have a long shelf life and may be used repeatedly. A lot of
offices don’t want to have anything lying around that’s not constantly in use, but text books, CDs, and DVDs can be
stored and used for new employees, so don’t be quick to throw them away just yet.

eLearning: electronic options are more affordable than traditional training. eLearning is usually associated with
decreased material costs as all or most of the training information is available online. It allows for flexibility and reduces
travel costs too, as employees can access courses remotely.
Associations or Trade Groups: some industry associations offer discounted or free training programs for members at annual events, online, and through
seminars.

Turning to your Vendors and Clients: you can negotiate free or reduced-cost training from your vendors for specific projects or products. Clients are
motivated to invest in training if it means they will receive better service.
WORKERS EDUCATION SCHEME
The Central Board for Workers Education (CBWE) is an autonomous body under the Ministry of
Labour & Employment, Government of India, registered under the Societies Registration Act, 1860.
Started in 1958, the Workers Education Scheme in India has been playing a very significant role in
our national development; creating an enlightened and disciplined work force and bringing about
desirable behavioural changes in our workforce in the organized, unorganized and rural sectors. It
gets grants-in-aid from the Ministry of Labour & Employment to operate its activities.
The training programmes cover workers from the following sectors:
•Organised Sector
•Unorganised Sector - (Handloom, Powerloom,Khadi and Rural Industries, Industrial Estates,
Small Scale Industries, Handicrafts, Sericulture, Coir Industries, Beedi Industries, Other
Categories

•Rural Sector
CONTND……
The Scheme of Workers Education aims at achieving the objectives of
creating and increasing awareness and educating the workforce for their
effective participation in the socio-economic development of the country. To
achieve these objectives, various training programmes are conducted by the
Board for the workers of formal and informal sectors at national, regional and
unit levels through a network of 50 Regional and 09 Sub-Regional
Directorates spread all over the country and an apex Training Institute viz.
Indian Institute of Workers Education (IIWE) at Mumbai.
There are 6 zonal Directorates in 4 metros and Bhopal and Guwahati.
FEW EXAMPLES OF TRAINING
[Link] Effective Job Candidate Interviews [Link] Employees Feedback
[Link] [Link] Effective Performance Reviews
[Link] & Regulatory Compliance [Link] Influence With Others
[Link] Resources Compliance
[Link] to Delegate Effectively
[Link]
[Link]
[Link] Harassment in the Workplace
[Link]
[Link] Prevention
[Link]-Life Balance
[Link] Fatigue
[Link] Management
[Link] Skills
[Link] Management
[Link] Skills for Specific Job Roles
[Link] & Speaking Skills
[Link] Marketing
[Link] Training [Link] the Trainer

[Link] Service [Link] Skills for Leaders

[Link] Training [Link] a First-Time Manager

FEW QUOTES
. “Tell me and I forget, teach me and I may remember, involve me and I learn.”
– Benjamin Franklin
“Leadership and learning are indispensable to each other.”
― John F. Kennedy
For the best return on your money, pour your purse into your head.”
― Benjamin Franklin
“The beautiful thing about learning is that nobody can take it away from you.”
― B.B. King
Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps
learning stays young.”-Henry Ford