CHAPTER CONTENTS

1. Introduction
a. what is training
b. aligning training to business strategy
1. Training Needs Analysis
a. Why conduct a needs analysis
b. Source of data
c. Steps to be followed
d. Methods of data collection
1. Designing and delivering training
a. writing training objectives
b. customizing to the audience
c. deciding on an approach
d. methods in training
1. Assessing training effectiveness
a. Why measure training effectiveness?
b. What to measure?
1. Conclusion
INTRODUCTION

In a rapidly changing society, employee training and development is not only an

activity that it desirable but also one that an organization must commit resources to
if it is to maintain a viable and knowledgeable workforce. It is important, at this
point to differentiate between "training", "development" and "education".
"Training" is the process of learning new behavior/ skills/ knowledge/ attitudes. It
essentially attempts to improve employee performance on a current job or to
prepare him/ her for a future one. It is role-specific and the cost of training is
usually borne by the organization. The term "Development" is a little broader. It
covers aspects relating to not only the current or future job but also to personality
in general. It falls somewhere in-between on the training-education continuum.
"Education" is aimed at developing a logical and rational mind, and is tied more to
the goals of the individual than the organization. One normally associates going to
School/ University as an education. It often takes into account the multiple roles
that an individual has to play in society and the cost is more often than not borne
by the individual.
However, the differences between training, development and education have
narrowed down considerably. Parts of the traditional education systems are now
much more vocationally oriented, while the need for flexibility in organizations
requires that employees constantly learn new skills/ attitudes/ behaviors and
broaden their horizons. Flattening of organizational structures has also contributed
to individual roles being much more diverse and complex than even half a decade
ago.
More relevant today is probably the difference between "teaching" and "learning".
Teaching is something that one person does unto another. The teacher is active
while the audience is passive. Learning, on the other hand is something personal,
and comes from within. The learner is active and there may or may not be another
person involved in a teaching role. Different people learn in different ways. But by
and large, the teaching approach is probably only relevant when dealing with very
young children, or when trying to spread awareness or educate a group on some
topic that they know absolutely nothing about. Teaching could involve telling,
explaining, demonstrating, discussing, and even the use of several aids that would
supplement the matter being taught.
Learning happens only when the individual of his/ her own accord grasps the
relevant points, locates them among the universe of things that he/ she already
knows, learns to draw parallels if possible, and is able to translate the matter into
his/ her own words/ actions. This process is much more relevant to organizational
life where people are already very familiar with the requirements of their jobs, and
have some amount of basic knowledge about their area of work.
This distinction is important because training in organizations has to be about
helping people learn rather than just trying to teach. While the rule seems to be a
simple one, not all organizations are able to practice it. It is however, one of the
most important things that any training professional would have to keep in mind.
Aligning training to business strategy
To have meaningful training taking place, it is important to know if the objectives
of business are clear, to make sure if the management and employees have a shared
vision of the future and common values that govern the way they work. It is
important to know the factors that make a difference between success and failure
given the vision and values, and also that these factors be measurable.
Without aligning training to the business plan of the organization, little can be
achieved, as the effort will be directionless.
Take the case of organization X, which had no business plan. Their main aim was
to make as much of their product as they could. There was little concern for the
growth and development of people, and the only logic underlying the operations in
the company was of efficiency. Originally they worked in a monopolistic market
and it did not matter that employees did not learn new or better ways of doing
things or of doing new things altogether. Their product was good and they were a
success in the market. Training was entirely informal and on-the-job.
However, with the entry of many new players in the market, they found that the
main thing lacking was a plan. So, the top team with the assistance of a consultant
sat themselves down and drew up a vision for the company. From this vision there
were derived values that they felt were important to achieving the vision. The role
of training became most crucial in embedding these values in the day-to-day
behaviors of employees.
In order to encourage employees to adopt these values as a way of life in the
company, the top team met again to draw up a list of critical success factors that
would be manifestations of these values and would contribute to the success of the
company. The list was done for three levels: individual, team and organizational.
Each factor was then described in detail and made measurable. People were
measured on these success factors and the gap between what they were on a
particular factor and what should ideally be (as defined in the exercise) was the
training need. Further, these training needs were prioritized so as to give the
training function some very actionable points to work on for the next year. This
procedure not only helped streamline training efforts but also gave the training
function a lot of credibility, which it previously lacked.
The example illustrates the general procedure that needs to be followed when
starting from scratch. Quite often though, critical success factors are already
defined for the purpose of appraisal and the majority of effort goes into the last
stage; that is the gap analysis.
In this chapter, we will go through the methods involved in conducting a sound
training needs analysis, the details of designing and delivering a training program
and the need and ways to measure the effectiveness of training.
TRAINING NEEDS ANALYSIS

Ram is a Manager in a reputed Indian company. He is in charge of the entire

administration of the company. He has a tough time getting work done from his
clerical staff. He decides that they need to be trained in positive thinking and goes
ahead with organizing the program. The training is very well received and the
feedback from the staff is excellent. However, back on the job, the same problem
surfaces and Ram is still unable to get work done. He feels that all the money he
has spent on training his staff and the man-hours lost while they were in training
are all gone to waste.
There are probably several managers who have had similar experiences with the
training that they have organized for their people. In order to make training
effective, one of the first things to be done is to identify training needs accurately.
Why identify training needs?
A formal Training Needs Analysis gives you a lot of information that would help
you make good decisions about training.
 It tells you where the problem is: You might suspect that the problem lies
within your own area, but it may well be something that extends beyond
your scope.
  It tells you how large the problem is: issues could well be organization-wide
 It tells you how far away the goal is: exactly how much training is required
before the people can function effectively in a particular area?
 It tells you how to address the needs: whether through small group sessions,
classroom methodology, practical training, etc.
 It tells you who needs to be involved in taking the corrective action: whether
internal/ external trainers, etc.
 It tells you when to conduct the training: timing may be very crucial to how
well training is received
 It warns you about things that may interfere with the training effort: there
may be political undercurrents to the issue that could thwart the training
effort.
Wanting to do something about the situation, Ram brought in a consultant who
carried out a formal need analysis. It emerged that the reason the staffs were not
getting work done was because they were not comfortable with computers. So the
solution would be to train them in using computers, not positive thinking.
However, most of them were unionized, and there was resistance on that front. So
it became important to package the training as part of a new system that was being
introduced – so that people saw it as necessary – and an outside agency had to be
called in to conduct the training outside the office premises. This training proved
effective and actually resulted in quicker and higher quality work by the staff.
While the exact issues on which training might be required would vary in a
knowledge-based enterprise, which is relatively new, the importance of conducting
a detailed need analysis cannot be over-emphasized. In a new IT company, for
instance, the workforce would be younger, more educated and their idea of a career
would not be confined to one firm. In essence, their idea of a career would center
on the concept of employability rather than employment. Therefore training
becomes even more important, as it is one of the key ways in which the
organization can add value to the individual. One can only add this value if one is
keenly aware of what employees need.
Sources of information for training needs analysis
Training Needs can be identified in several ways. The most obvious of course, is
when line managers send in their requests for particular training programs. While
the input of the line manager in determining the needs of his/ her subordinates is
most valuable, there are several problems with using this method in isolation. Most
often, managers glance at the menu of programs being offered during a particular
period and then decide which of their people needs some of those programs
without clarifying the objective of the program or exactly how it will help the
employee improve job performance. This is usually the case where key indices of
performance and success on the job are not clearly defined. The least of the issues
with this method is that it is entirely subjective.
In general, training needs are raised through information on current performance
and information regarding future changes.
Information on current performance can be obtained in several ways.
 Using objective data – such as measures of productivity, quality, profit, cost,
etc.
 Performance appraisal
 Achievement tests and job samples
 Feedback from others using rating scales such as for quality of customer
service.
 Self assessment
 Gap between set target and achievement for a relevant time period
 Trends over time regarding target achievement, defaulting on important
areas, etc.
Information regarding future changes could be about:
 Changes in market/ client base
 Changes in technology
 Changes in legislation and standards
 Reorganizations and other internal initiatives
 Possible promotions/ transfers that employees have to undertake
All of these would not directly raise training needs, but would actually raise certain
organizational problems. Of these the issues that can be resolved through training
have to be sorted out. For example, if there is a change in technology, the company
could either hire an entirely fresh set of people while doing away with those who
cannot keep up, or choose to re-train the employees who are already high
performers. That is however, a policy decision. Once it has been decided that
training needs to be imparted the training function can take action.
Procedure for conducting training needs analysis
There are certain steps to be followed in conducting a need analysis:
1. Assess current situation – this involves defining the situation as is. While
doing so, examine the organizational issues that drive the need for training
and also look at why training is a solution and not anything else.
2. Envision future state – define here exactly where you want to be, and in how
much time. Here, the needs of all the stakeholders have to be considered, not
just the individual driving the training effort.
3. Collect Information – The key questions to be answered here are who to
ask? What to ask? And how to ask? This will be discussed in a little more
detail below.
 4. Analyze and share information – categorizing information in terms of who it
is about – certain departments or a certain level in the hierarchy, women,
people with a certain educational background, etc. would help clarify the
target of the training effort and would also help design different approaches
to different groups if required. The results of the analysis along with the
method you used to arrive at the results need to be shared with the people
who will be required to go along with you in your training effort.
5. Plan appropriate action – Here one needs to decide exactly what has to be
done? Who will do it? And by when?
Methods of collecting data for Training Needs Analysis
Method Descriptio Advantages Constraints Tips
n
Interviews One-on-one  Gets  Time Send
(in person/ information info consuming questions or
telephonic gathering directly  Confidenti broad outline
or . ality may ahead
structured/  Specific be an issue Make a
unstructured info for definite
)  Builds interviewe appointment
rapport e (even for
 Non-  Interviewer phone
verbal ’s bias interviews)
cues
Focus Meetings of  Creates  Anecdotal Plan mix of
Groups people who an open input – participants
share an atmosp tough to for best
interest in here compile results
the subject.  Idea Short agenda
generati
on
Surveys/ Information  Reache  Communic Include a
Questionnair collected on s many ation is cover letter
es paper with/ people one-way explaining
without an  Confide  Response the purpose
interviewer. ntial rate may of the survey
 Quick be low Provide clear
 Objecti  No rapport instructions
ve
 Inexpen
 sive
Document Looking at  Doesn’t  Time Use in
analysis output of take up consuming combination
people or others’ for with other
background time researcher methods
documents  Concret  Availabilit
to estimate e y and
needs exampl reliability
es are of
availabl documents
e
Observation Watch  Shows  People  Use
people actual often with
perform situatio change other
their jobs. n their metho
 Does behavior ds
not take when  Be
people watched unobtr
away  Mental usive
from processes  Debrie
the job can’t be f the
 Objecti observed individ
ve  Time ual
consuming being
observ
ed
DESIGNING AND DELIVERING TRAINING

All training is aimed at improving performance, whether it involves teaching

employees knowledge that they currently don’t have, or skills that they need to
master or motivating them to change their attitudes.
Therefore if training has to be effective and contribute to improved performance,
there should be clear performance goals. If they don’t actually exist, then perhaps
the work of the HR person would actually extend to writing these down or helping
others write them down.
Performance goals should be:
1. Descriptive – they should describe a certain desired outcome of effort
2. Specific – in terms of pertaining to exactly what area – self, team, etc.
 3. Measurable – in terms of how much or how well something needs to be
done.
4. Time-bound – Should indicate by when a particular activity performed at a
certain level of quality/ quantity can be completed.
It is only when there are clear performance goals that you can estimate the gap
between what is ideal and what is real, and that gap could be what is expected of
the training effort. It is necessary at this stage to determine whether training is
really the solution to the problem. You would essentially have to determine why
the performance gap exists in the first place.
Training is a possible solution ONLY if you think you can improve the employees’
performance through improving on their Knowledge, Skills or Attitudes. If
employees aren’t performing upto mark because they are dissatisfied with their
pay, or the office environment is not conducive, training can do precious little to
help.
Writing Training Objectives
Once you have decided that training is required to bridge the existing gap and also
that the training needs to be targeted at certain knowledge/ skills/ attitudes, the next
thing to do would be to write down training objectives.
Training objectives are required because it would not be possible to decide on how
you want to train or what materials to use if you do not know what is to be
accomplished.
Creating training objectives is a simple way of staying focussed on the end results
of training. Training objectives are really just statements of performance levels that
are desired/ expected after the training has ended. In framing them think about
what should the trainees be able to do as a result of this program and how well
should they be able to do it? That is, they should be specific and measurable. Do
not leave them open to interpretation.
Examples of poorly written objectives:
 Trainees understand the danger of hazardous processes. (not specific, no
performance expectation)
 Trainees will improve their computer skills (not specific)
 Trainees will learn to counsel their subordinates (not specific, no
performance expectation)
Examples of well written objectives:
 Trainees can list out four dangers of handling toxic waste
 Trainees can use all keys and type at 60 wpm on the computer.
 Trainees can give feedback that is specific, timely and positively worded and
includes (a) a description of behavior, (b) consequence of that behavior, and
(c) description of feeling associated with the behavior.
Customizing to the audience
Analyze trainee characteristics – their age range, gender composition, educational
level, etc. The difficulty level, main themes, role-plays etc. will have to be decided
on this basis. For example, including a role-play with primarily female characters
will not help for an all-male audience, or very difficult test items for a high-school
educated audience will not show an accurate picture. You might also want to know
if they are all computer-literate, if they speak the same language, etc.
Once you have the data from the training need analysis and you have clear
objectives for the training drawn out, decide that parameters that you feel would be
relevant and see where your audience stands on those parameters. For example, a
program on e-commerce would require that all the trainees be at least reasonably
fluent in English, and age would also be an important parameter as it might be
indicative of exposure level to the internet, however, gender may not matter as
much in such a program.
Analyzing trainee characteristics would help you get a grip on your target audience
in terms of the approach that would be most appropriate.
Deciding on an approach
Training is a vast area, and depending on the objective of the training and given the
people who need to be trained, it will be possible to decide on which approach
would be most appropriate. Some of the other points that could help in making a
decision about the approach are:
 Recall what has worked in the past – do not hesitate to use ideas that have
worked in the past.
 Think about resources – which includes money, but doesn’t end there.
Resource could be people or facilities or even knowledge that you or
someone else possesses that could be useful to the purpose of training.
 Involve the trainees if possible – they may be in a better position to tell you
what approach could work for them.
Some of the options open to trainers are as follows:
1. Group Instruction options - Group instruction is the most widely used
method and usually involves a combination of lectures, discussions, role-
plays, etc. You may go for group instruction because it encourages learning
or as is most likely, because you have no other option.
2. One-on-one options – can result in very effective learning, but is expensive.
This kind of training would generally be imparted by the immediate superior
on some topic directly related to the performance of the job. Could include
on-the-job training, mentoring and peer training
3. Self-instructional options - Correspondence courses, Computer-based-
training, There should be support as and when required, and enough learning
resources that the trainee may require while working on the project.
Supervision needs to be discreet.
 4. Job aids – help remember key points about a training course or sometimes
eliminates the need for training.
Methods in training
1. Lecture and discussion – This can be an important tool in cases where
people know little or nothing about the matter being taught. If the idea is to
share a new concept, then a lecture is probably required. However,
discussions seem to be more popular with the emphasis on interactive
learning. Either way, the leader/ teacher/ trainer needs to be very clear about
what he/ she is trying to accomplish through the session. Discussions can be
tightly structured or relatively non-directive. Which approach is better
depends on the objective of the training. If the idea is to familiarize
participants with a complex concept, then the former approach is probably
better, while the latter could be more useful while encouraging people to
think more freely, contribute ideas, etc.
2. Case study – Here, the written statement given to participants describes a
problem and stops short of a solution. The participant then works through
the problem, individually or in a group and arrives at a solution. This
approach can cover a great deal of ground quickly, and can serve to develop
general principles that can be applied to actual problems. It is however
useful only if participants are sufficiently familiar with the background and
subject matter involved.
3. Role-playing – Here a description (oral/ written) is given of a certain
situation by the trainer and participants assume the roles of the different
actors involved and try to solve the problem. This technique creates a very
realistic learning situation and has been widely used to train managers in
leadership behaviors and assertiveness skills. The effectiveness of this
technique, however, hinges on the extent to which the situation created is
close to real life experience.
4. Games and exercises – This is a highly interactive medium for group
learning and is a lot of fun. Through simple games, important principles of
management can be communicated very effectively. This technique has been
widely used in team-building and communication skill programs. These
exercises need to be supplemented by discussion and lectures to be
meaningful.
5. University programs – This could involve enrollment in a regular course or
could be a short management development program hosted by a university.
However, there is little information as to the effectiveness of these programs
as participants who attend these are not assessed once back on the job.
Another option is for a company to have its own "college" such as GE or
 Motorola has. But this requires considerable investment and is therefore
rarer.
6. On-the-job training – Here, the individual learns tasks in the same physical
and social environment in which job duties will have to be carried out later.
Usually, an experienced employee/ supervisor does the training, and
occasionally skilled instructors are brought in specifically for the purpose of
training. To ensure success of on-the-job training, there are certain
guidelines to be followed:
a. Break down the job into very specific components
b. Have a timetable developed in terms of which skills are to be attained at
what speed, etc.
c. Have all the materials and supplies required for the training process ready.
d. Have the workplace arranged in the same way that the trainees will be
expected to keep it.
e. Prepare the trainees – find out what they already know about the job.
f. Tell, show and illustrate the job to be performed.
g. Have the trainees perform the job as well as explain to the supervisor/ trainer
why they performed it the way they did.
h. Follow-up with trainees regarding the skills they acquired, and collect
feedback from both the trainer and trainees to improve upon the process.
On-the-job training is attractive as it does not require too much special attention
and it allows the trainees to do productive work while learning. However, it is not
always possible where the risk of damage to material or the process is too high.
7. Simulations – This is a very useful method of training when dealing with
very complex equipment or situations. It is similar to a role-play, but the
degree to which the environment of training is made to resemble the actual
job environment differs.
Planning for effective delivery: elements of training
1. Content information – what do the trainees need to know and why?
2. Training support materials – printed/ online/ video, etc. and should be
developed carefully enough so that the trainer does not have to say much in
explanation.
3. Exercises/ Testing (Pre, during and post) – exercises are designed to help
trainees learn, practice and should as closely as possible simulate real-world
environment. Testing helps to see if they have actually picked up on the
subject.
4. Tools/ job aids
5. Create an instructional blueprint - big picture of why the training, objectives,
audience, content outline, deliverables, resources required, schedule for
development, delivery and evaluation.
 6. Plan the order of training
7. Develop a Training Map or Plan.
8. Pilot testing and improving your training
ASSESSING TRAINING EFFECTIVENESS

Myths about measurement:

1. "Evaluation and measurement are done at the end of training to check
whether it has been successful."
2. "You have to BELIEVE in it. You can’t measure the results of a training
program !"
3. "Measurement doesn’t work for soft skills like Managerial Effectiveness
programs."
4. "Measurement is the sole responsibility of the HR department."
5. "Management hasn’t asked for measurement or evaluation…why open up a
can of worms?"
These statements may sound familiar and many people actually would agree with
them. It is therefore important to be clear on WHY measure the impact of training?
Reality 1: Evaluation and measurement need to start right at the beginning of the
training effort because:
 By identifying the measures, training objectives/ expected outcomes will be
clarified and a result orientation will be ensured.
 Baseline data is needed to determine if training has had an impact.
Reality 2: It is possible to measure the impact of any training program. The real
question is "to what degree is it reasonable/ worthwhile to measure the impact?"
Very small programs may not justify a full-scale return on investment analysis, but
even for those, critical aspects can be measured with little cost and relative ease.
Reality 3: Measuring soft skills is possible. It just requires thorough planning and
observation.
Reality 4: Linking training to business objectives automatically makes the
responsibility for the entire training effort lie jointly with HR and the Line
managers. Both parties need to be involved right from the design stage to the
follow-up stage.
Reality 5: If the training effort fails, you will be held accountable. Therefore, it is
important to be proactive. If management has not thought about it, then suggest it
to them giving them reasons why it is important to measure outcomes. It will lead
to greater transparency and thereby greater credibility for you.
Once you know why you want to measure the impact of training, the next question
automatically poses itself. That is, "WHAT to measure?"
There are basically four outcomes of training:
 Response to the training program.
  Action on the job
 Business focussed results
 Organizational impact
Measuring RESPONSE to a training program
Participants response to training includes their reactions to the quality of the
program in terms of arrangements, facilitator’s skill, level of interest generated,
etc. as well as the learning that they gained from the program. Their assessment of
the quality of the program can be got through feedback forms to be filled after the
program. Learning can be measured by using simple pre and post tests, skill
demonstrations or simulation certificates. These are quantitative methods.
Qualitative methods would include using questionnaires and interview guides and
these would evaluate whether or not participants feel that they have learned the
skills they were supposed to learn.
It is important to differentiate between both types of response because one is not
indicative of the other. It is possible that participants totally enjoy themselves at a
program and therefore rate it high in terms of quality, but they fail to actually learn
anything from it. Here the training effort is still a waste. It is also possible that the
intrinsic learning value of a program is very high, but it wasn’t made interesting
enough. This would indicate an area of improvement.
Certain points to remember while evaluating program response:
 Allow time for evaluation
 Evaluation form should be simple and short.
 Include an evaluation form for the trainer
 Whenever possible, communicate the results of evaluation to the participants
as it would encourage them to participate more in future.
Measuring on-the-job action
Measuring for action would tell you whether or not employees have transferred
their learning onto the job and also whether they think the skills they learned are
really useful on-the-job.
To be able to measure action, you need to first identify the key actions of the
person’s job. Key actions are those that most significantly influence outcomes on-
the-job. You would also need to record exactly to what level of competence these
actions need to be performed and at what level are they currently (pre-training)
being performed. Next, you need to decide which actions can be improved by
training and write out core action objectives. To measure action, trainees also need
to outline an Action Plan at the end of the program.
Action can be measured by written assessments of self/ others, interviews with
trainees, and focus group discussions. The best way in which to implement these
would be at regular intervals after training – maybe one month, three months and
six months. This would help you decide if training has had any lasting effect on
actions.
Measuring business-focussed results
Most organizations are satisfied if participants are happy with a program or at best
if they actually learned something out of it. Few go to the extent of checking
transfer of training to actions. Fewer still bother about the link between training
and organizational goals.
Results in general can be divided into two types: Hard results and Soft results.
Hard results are more concrete and numbers can be assigned to them easily. They
often have some direct money-value attached. For example, Time, Output, Quality
and Cost. Soft results on the other hand are not so easy to observe. They are
complex and based largely on peoples’ behavior. These can however, be measured
by breaking down each result into sub parts, which lend themselves more easily to
measurement. Example, People skills can be broken up into Active listening,
empathy, assertiveness, etc. depending upon what exactly needs to be targeted.
Points to remember:
 Measure what is important and only gather data that you will use.
 Use inputs from several sources to decide what is important.
 Link training to results as much as possible. The ideal would be of course a
statistically sound study using control groups, etc. but this may not always
be practical in organizations, and it may not always be desirable, especially
when time is of the essence. A good thumb rule to use here is that when you
are not clear as to exactly what has caused a change in behavior – the
training or some other factors, the best way to find out would be to ask the
people who went through the training and are also exposed to the other
changes in the environment.
Measuring organizational impact
Here you need to show how training supports the organization’s strategic direction,
that is indeed has a financial payoff, and also need to set a positive stage for future
training efforts. For this you need to plan your measures beforehand. Some of the
common impact measures are as follows:
1. Cost-benefit analysis: involves comparing the costs of a program and the
benefits (actual/ estimated). In essence, Net benefit = Total Benefits – Total
Costs.
2. Return on Investment: Is one step ahead of cost-benefit analysis. Involves
measuring the nest benefit as a percentage of the costs. This technique is
important especially when comparing two or more options for investment. A
basic formula would be, ROI= [(benefits – costs) / costs] x 100
3. Profitability: The essential question here is, "Does this training help us make
more money?" It is a very tough question and it is difficult to isolate one
 single variable and show how it relates to profit. But to the extent that is
possible, it needs to be done to really justify the training effort.
4. Payback period: Is a calculation of how long it will take before the total
benefits exceed the total costs. This is a simple measure and easy to
communicate.
In planning for impact measurement, one of the cautions is to not promise more
than can surely be delivered. The process by which the measurement is done also
needs to be communicated for greater clarity, so that it is possible to establish the
support of those who are directly affected by the impact outcomes.

Conclusion
Whether the responsibility for training rests with a department designated for the
purpose, or whether it is something ongoing as part of work in an organization, the
principles the govern human learning are relatively constant and need to be kept in
mind while developing training programs for employees. Training is a logical
process and needs to be treated as such rather than assuming that it is something
"soft" that cannot be measured. A point that needs considerable stress is that
training cannot happen in a vacuum. It is not a stand-alone process. It is directly
linked to goal setting, performance appraisal, reward management and other HR
processes. Training is not the only method through which people in organizations
learn, but when integrated with other HR processes, it is a strong medium for
learning by design.
References
Hackett, Penny. 1997. Introduction to training. Universities Press (India) Ltd.:
Hyderabad
Bramley Peter. 1996. Evaluating Training. Universities Press (India) Ltd.:
Hyderabad
Hardingham Alison. 1996. Designing Training. Universities Press (India) Ltd.:
Hyderabad
Boydell Tom and Leary Malcom. 1996. Identifying Training Needs. Universities
Press (India) Ltd.: Hyderabad
Rae Leslie. 1997. How to Measure Training Effectiveness. (3rd Ed.) Gower
Publishing Ltd.: Vermont, USA
CHECKING YOUR LEARNING

1. The training objective, "Trainees will develop their leadership skills." Is

incomplete because:
a. it is not specific
b. it does not include a performance expectation
c. (a) and (b)
d. Neither (a), (b) nor (c). It is a complete training objective
1. One of the disadvantages of surveys is that
a. response rate may be low
b. it is expensive
c. it is difficult to compile the data
d. it is time consuming
1. A formal training needs analysis helps you to
a. define goals for employee performance
b. measure the impact of training
c. decide on the method to be employed in training
d. decide whether training should be linked to performance appraisal
1. One of the advantages of the lecture method of training is that
a. several people can be reached at once
b. it allows for individual attention
c. it encourages trainee participation
d. simulates real life
1. Arrange the following in order of process of training needs analysis
a. Analyze and share information
b. Plan appropriate action
c. Envision future state
d. Assess current situation
1. Please arrange the following in order of correspondence to real life situations
(ascending order)
a. Role-plays
b. Simulations
c. On-the-job training
d. Case studies
1. Asking participants to take a test before and after a training program would
be an example of
a. measuring organizational impact of training
b. measuring training effectiveness
c. measuring on-the-job action
d. measuring response to training
1. One of the advantages of the interview method of collecting training needs is
that
a. it saves time
b. it is inexpensive
c. it allows idea generation
d. it builds rapport
 1. Undergoing a five day program on Leadership Skills at a leading business
school would be an example of
a. education
b. learning
c. development
d. training
1. Some sources of information on training needs include
a. information on current performance
b. information on changes in technology
c. list of available training programs
d. both (a) and (b)
ANSWERS
1. (c )
2. (a)
3. (c )
4. (a)
5. (c ), (d), (a) and (b)
6. (d), (a), (b) and (c )
7. (d)
8. (d)
9. (c )
10.(d)