Module-04

Introduction to Training
PROGRAM: MBA SEMESTER: II
COURSE CODE: 1T4 COURSE TYPE: CORE
COURSE: HUMAN NAME OF THE FACULTY: Ms. Deepika Soni
RESOURCE MANAGEMENT
CO4 Students should be able to justify the applicability of various
techniques of Training.

1. Introduction to Training
1.1 What are KSAs (Knowledge, Skills, and Abilities)?
KSA refer to the knowledge, skills, and abilities that an employee must have to perform their
responsibilities within their roles. They’re listed in the job description and guide candidates and
employers to assess the person’s chance to succeed.

Knowledge
Topics and subjects that can be used when performing work functions when the person is hired.
Examples:
 Knowledge of accounting principles and practices
 Knowledge of budget control policies and procedures

Skills
Technical or manual proficiencies are usually gained or learned through training. They are observable
and measurable.
Examples:
 Skills in analysis and problem-solving
 Skills in using Microsoft Excel and accounting software

Abilities
Capacity to apply knowledge and skills to perform a task. It also includes personal and social traits
which are innate or acquired without formal training.
Examples:
 Ability to process large amounts of numerical data
 Ability to prioritize work and meet deadlines

1.2 Definition & concept of Training: Employee training aims to educate the workforce on specific
knowledge and skills to improve work performance. It also prepares individuals for career

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

advancement via leadership development training. Employee training refers to structured learning
activities that improve employee performance, productivity, job satisfaction, and effectiveness.
Effective training programs can positively impact employee performance. First, it enhances
productivity and efficiency. Training programs teach effective work techniques, proper use of tools
and software, and good time management practices. Employees become more skilled and efficient and
can quickly complete tasks and produce more. Moreover, effective L & D programs train employees
to understand and follow industry standards, promoting work consistency and quality. When
productivity and quality grow, profitability also rises.
Note that employee training isn’t the same as learning and development (L&D). While employee
training is more production-centric and aimed at problem-solving, L&D is a multi-layered approach
that facilitates a larger human resource development within the organization. Employee training is a
short-term endeavour and focused primarily on improving the production capacity of the organization,
be it product or service.
Training can be defined as ‘the organized procedure by which people learn knowledge and/or skill for
a definite purpose’. Training refers to the teaching and learning activities carried on for the primary
purpose of helping members of an organization acquire and apply the knowledge, skills, abilities, and
attitudes needed by a particular job and organization.

Dale S. Beach
1.1.1 Importance and Objectives of Training

Benefits for the employee:

 It allows you to remain up-to-date with industry and job trends, sharpening key skills and
increasing effectiveness in the workplace.
 It helps pave the way for career advancement opportunities and promotions, such as leadership
training for new managers. Knowing that your employer is investing in your growth can also boost
morale and help you feel valued.
 Updated technological competencies or newly acquired skills further enhance job performance,
leaving employees feeling accomplished and motivated.
 Increasing autonomy in the workplace
 Maintaining a safer work environment
 Feeling more significant support from their employers
 Increasing confidence in the ability to do a job correctly
 Acquiring skills and knowledge they can use to advance their careers
 Learning skills and information that may lead to a leadership role in the future

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

  Developing a greater understanding of their roles and the tasks they need to complete.

1.1.1 Benefits for the organization:

 Retention rates significantly increase as employees are likelier to stay with a company that offers
career growth. According to The Harris Poll, 70% of employees would be less likely to leave their
current roles for an employer investing in employee development. Moreover, retention rates rise
30-50% for companies with strong learning cultures.
 Addressing skill gaps within the workforce can keep the organization competitive, especially when
responding to business challenges and changing market demands. In Korn Ferry’s “Future of
Work,” report the skills gap is a trillion-dollar problem, predicting that the U.S. alone will miss
$1.748 trillion in revenue by 2030.
 Safer workplace (fewer accidents, fines, lawsuits, etc.)
 Increased profits due to better performance and higher productivity
 Improved company reputation as employees spread the word about how much they enjoy working
for your organization
 Increased engagement and enthusiasm among your staff
 Better pipeline of potential future leaders within your organization
 Improved company culture
 Increased collaboration and better workplace relationships
 Morale boost for both employees and leaders
 Ability to implement new technology and strategies with greater ease

1.1.2 Need for Training:

 New candidates who join an organization are given training. This training familiarize them
with the organizational mission, vision, rules and regulations and the working conditions.
 The existing employees are trained to refresh and enhance their knowledge.
 If any updations and amendments take place in technology, training is given to cope up
with those changes. For instance, purchasing a new equipment, changes in technique of
production, computer implantment. The employees are trained about use of new
equipment and work methods.
 When promotion and career growth becomes important. Training is given so that
employees are prepared to share the responsibilities of the higher level job.

1.2 Methods of Employee Training

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 Training method Description

On-the-job training Training employees while performing actual job tasks.

Classroom training Traditional training sessions conducted in a classroom setting.

Online or e-Learning Digital platforms or learning management systems for remote access.

Simulations/VR Creating simulated or virtual environments for hands-on training.

Job aids/References Tools/resources providing quick references and support.

Workshops/Seminars Interactive sessions conducted by subject matter experts.

Mentoring/Coaching Pairing employees with experienced mentors or coaches.

Team-based training Training conducted within a team or group setting.

Cross-training Training employees in multiple roles or functions.

Conferences/External Sending employees to external workshops, seminars, or conferences.

Case studies/Role-play Analyzing scenarios and engaging in role-playing exercises.

Gamification Incorporating game-like elements for increased engagement.

1.3 Training Need Identification

1.3.1 What is a training needs analysis?

Training needs analysis (TNA) is a process to identify the gap between the actual and the
desired knowledge, skills, and abilities (KSAs) in a job.
The need for such analysis usually arises due to an organizational problem. It can be a lower-
than-expected quarter for the sales team, changing technology threatening to impact the
continuity of train operators, or constantly low customer satisfaction scores forcing the
product team to be more agile and customer-focused. In all these instances, the problems can
potentially be resolved through training.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

In other words, when a lack of knowledge, skills, or abilities causes the problem, conducting
a training needs analysis and subsequent training can be a viable solution.

Conversely, training needs analysis won’t be effective if it’s broader organizational issues
that cause the problems. This may mean that instead of a lack of knowledge, skills, or
abilities, our diagnosis may point out that sales are low because of a mismatch between the
work and the rewards. Or that customer satisfaction is low because the top-down driven
product strategy is not in line with what customers are looking for.

An
example we’ve run into is assertiveness training that a large county hospital was looking to purchase
from a respected vendor. The problems were increased harassment incidents and medical errors
caused by nurses not speaking up. The organization was looking to train these nurses on
assertiveness.
During the intake, the trainer realized that the organizational culture was highly hierarchical and that
it was common for people who did speak up to be fired or otherwise punished. The trainer refused to
participate, explaining that the hospital first had to work on a culture where it was safe to speak up
before training its staff. Doing it the other way around could have devastating consequences for the
nurses.

1.3.2 Levels of Training Needs Analysis.

 Organizational level TNA – It determines training needs related to performance metrics, new
employee knowledge at the company-wide level, and continuous training to optimize company
performance and productivity to achieve its goals. It’s designed to address problems and
weaknesses of the organization as well as to further improve the company’s current competencies

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 and strengths. More importantly, it takes into account other factors like trends and changes in the
economy, politics, technology, and demographics.
 Group/job role level TNA – This type of analysis identifies specific training needed to upskill a
team, department, or business unit. Moreover, it determines which occupational groups
experience skills gaps or discrepancies and ways to eliminate them.
 Individual level TNA – This training needs assessment is dedicated to an individual or individuals
in a team. It is conducted in conjunction with a project or changes that could impact each team
member. It is also used for an employee’s personal development for future career advancement.

1.3.3

Objective of conducting a Training Needs Analysis.

The purpose of training needs analysis is to identify and bridge the knowledge and skills gaps in the
workforce to achieve optimal performance. TNA also uncovers the reasons for the gaps and helps
determine the different approaches to removing those gaps.
Moreover, training needs analysis helps in:
 Aligning training with business goals – Alignment ensures that you’re investing in training that
will help your organization achieve its business goals. Identifying the short and long-term
objectives for your organization and the skills needed to achieve them helps L&D professionals to
focus on the scope of the training.
 Uncovering skills and performance gaps early on – Performance gaps occur, for instance, when
a business is undergoing change or new technologies emerge. As such, employees need to
constantly upskill to acclimate to these changes. TNA allows organizations to resolve these gaps

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 before they become a major issue. However, a study by PWC pointed out that only 40% of
employers are upskilling their workers to address skills and labor shortages.
 Prioritizing training – A TNA will help you determine which training you need to prioritize with
respect to time and budget. “Training needs analysis is critical if you want to ensure you don’t
waste resources, time, and energy,” notes Emily Chipman, executive coach and principal
consultant at Rushman Consulting Solutions. “When done correctly, people learn more quickly,
there is a greater impact on job performance, and it reduces the frustration that comes for
employees when taking on new roles and tasks, thereby impacting employee engagement.”
 Planning targeted training – You can create training plans that target exactly the skills and
knowledge you identified are missing, so resources are invested properly.
 Determining who gets trained – With TNA, you can make sure that specific people get trained
on what they need. Customizing your training program based on your employees’ needs allows
you to maximize the benefits of your training programs.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

1.3.4

How to conduct a Training Needs Analysis?

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

Step 1. Defining organizational goals
As described earlier, a training needs analysis is always initiated by an organizational symptom or
pain point. Usually, a (senior) management comes to the L&D team with one of these symptoms and
asks them how they can help to fix it. These problems can include:
 an organization losing its innovative lead
 a sales department struggling to increase market share for a fast-growing scale-up
 the board has come up with an organizational capability that every employee must develop.
The pain points often also relate to new opportunities that an organization wants to get ready for.
Some examples are:
 Introducing new technology or processes that employees need to be trained on
 Trying to improve compliance or safety within the workplace
 Wanting to develop the skills of the organization’s workforce to prepare for future business
opportunities or to stay competitive in the job market.
All these challenges relate to organizational goals. If this is not the case, the challenges are usually not
worth fixing. The manager is unlikely to approach L&D for a training solution. If the organizational
goal is unclear, take your time to explore it. Exploring it will help you diagnose the problem and
training needs.
When we talk about organizational goals or outcomes, we focus on measurements like:
 Financial performance
 Revenue

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 Profit
 Return on Equity
 Return on Capital Employed
 Earning growth
 Share price
Softer outcomes can include customer satisfaction, customer loyalty, and organizational culture.
Organizational goals and outcomes are hard to influence as the entire organization contributes to
them. They are subject to influences outside employee behavior, so it’s hard to improve them through
training.
The best approach is to break the organizational goal down into a department or individual goal (we
will do this later in this article), or focus on core competencies.
Core competencies are competencies that all employees in the organization must have. Most
organizations have defined and specified what good performance on these competencies looks like.
Everyone in the organization should have a basic skill level in these competencies. There is consensus
on these core capabilities, so it is easy to define their relevant job behaviors (step 2).
Step 2. Define relevant job behaviors
The next step is defining the appropriate job behaviors that will build this competency to help achieve
the organizational goal. For example, For consultants to sell their services, they need to build
relationships, spot and explore opportunities, provide solutions, and seal the deal commercially. If we
were to define these behaviors, they would look like the following.
Behaviors Description
Build relationships Able to effectively build and maintain relationships
with a wide range of potential clients; staying top of
mind.
Spot opportunities Able to spot and effectively scope opportunities
when they arise.
Turn opportunity Specify how they can solve their problem through
into a deal expertise and close the deal.
The following step is breaking down these high-over behaviors into the skills and knowledge
required to show this behavior effectively.
When it comes to an individual job, you can conduct job analysis to analyze job behaviors.
The most-used approach here is the task inventory. For example, a receptionist has many
duties, including a hospitality duty. The tasks for this duty can be defined as follows.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 Hospitality duty for a receptionist
Tasks Frequency Importance Difficulty
Answering the intercom when the doorbell 300/day Medium Low
rings
Welcoming guests and guiding them to the 120/day Medium Low
waiting room
Providing guests with a drink 80/day Low Low
Answering questions from visitors 30/day High Medium
Managing expectations about waiting times 30/day Medium High
Receiving and handling complaints 6/day High Very high

Step 3. Define the required knowledge & skills

The relationship-building and commercial behaviors we have defined earlier need to be
specified before we can move on to a training program. The more specific we can make these
behaviors, the easier it will be to create training programs that fulfill these behavioral
dimensions.

Behaviors Description

Build relationships & spot Required Skills

opportunities S1. Actively reach out to create networking opportunities
S2. Establish rapport by finding common ground
S3. Adjust approach to accommodate variance in clients’
characteristics, needs, goals, and objectives
S4. Ask client about a preferred method to communicate
(e.g., email, phone, WhatsApp, WeChat)
S5. Staying top-of-mind and regularly checking for new
opportunities.
S6. Validate assumptions about client’s financial status and
purchasing readiness
S7. Leverage information related to client’s decision-
making process, organization structure, and profile of all
individuals involved in the purchasing decision
S8. Establish a follow-up communication schedule

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 S9. Maintain relationships with key decision-makers and
influencers

Required knowledge
K1. Client relationship management system/database
K2. Client’s social style (e.g., analytical, driver, expressive,
amiable)
K3. Emotional intelligence
K4. Importance of customer experience to build loyalty
K5. Question techniques and how to use them to extract
client needs and build opportunities
K6. Sales conversation techniques

Turn opportunity into a Required skills

deal S1. Identify buying signals
S2. Sell using subject matter expertise
S3. Ask the client for its business
S4. Conduct process and identify areas to improve in future
opportunities
S5. Clarify objections to understand a root cause
S6. Develop a timeline
S7. Achieve consensus versus settling
S8. Involve experienced seniors in closing complex deals

Required knowledge
K1. Closing techniques (e.g., assume close, close on minor
points, overcome objection as a barrier to sale, offer an
incentive to close, use last chance, ask for business
directly)
K2. Difference between closing with sale vs. securing the
next steps in the sales process

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 K3. Objection handling or resolution processes
K4. Negotiation techniques
K5. Influencing tactics

As you can see, we have combined three behaviors into two behavioral groups and defined
the required skills and knowledge for each.
The last step is to assess the current skills in the organization. Not everyone will need the
same training. For example, the partners in the consulting firm already have extensive sales
experience – they will not benefit from this training. A senior staff member will require
different training than an associate or a junior. All these details must be considered before
moving to the next stage. For individual jobs, you can define the required knowledge &
skills. This can be based on the task inventory and supplemented by other information
sources.
Step 4. Develop training
The final step in the process is the training design. Here, you’ll communicate the needed
learning outcomes you defined in step 3 to the training provider(s). You also determine a
budget, scope the time investment of the training, and decide if you will work with internal or
external trainers.
Remember to consider non-training alternatives that can help develop the required knowledge
and skills. It can be the inclusion of these core competencies in the performance management
review and praising and rewarding the defined behavior. Or you can also add them as
selection criteria in the hiring process. All these interventions will help build and reinforce
the knowledge and skills.
The training phase is where you can apply the ADDIE model. The ADDIE model is arguably
the best-known model of training design. ADDIE is an acronym for Analyze, Design,
Develop, Implement, and Evaluate. Good training design involves going through all five
stages.
The first stage, Analyze, is where the training needs analysis comes in. In this phase, you:
 Define instructional goals and their alignment with organizational goals
 Determine the target audience
 Recognize behavioral outcomes, and
 Identify learning constraints.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

1.3.5 Techniques of Training Need Analysis

You can apply different training needs analysis techniques to map the required and available
skills. Some common techniques include:

 Observations: Directly watching employees perform their duties to identify skills they
possess, as well as gaps and areas for improvement.
 Questionnaires: Distributing structured surveys to employees to gather insights about
their skills, perceived training needs and areas of interest.
 Interviews: Conducting one-on-one or group discussions with employees to explore their
training needs, challenges, and suggestions for development opportunities.
 Assessments: Utilizing tests or simulations to evaluate employees’ current skill levels and
identify specific areas where training is needed.
 Skills audits and skills inventories: Conducting comprehensive reviews of the skills and
qualifications currently available within the organization to identify strengths, gaps, and
areas for development, and inventorizing the data.
 Employee development plans: Identifying groups of employees with similar KSA.
 HRIS data mining and text mining CVs: Applying data and text mining techniques to
HRIS data, resumes and CVs to uncover patterns, trends, and gaps in the workforce’s
skills and qualifications.
 Text mining of job descriptions or job vacancy texts: Determining required competency
levels per function.
 Job analysis: Breaking down jobs into their component tasks and determining the
necessary skills and knowledge for each task.

1.3.6 Example: Training Need Analysis

Let’s have a look at a practical training needs analysis example for a specific role – Email
Marketing Executive.
First, we need to define a goal. What should an employee in this role achieve? Then, we look at
job behaviors that will enable an employee to achieve this goal. Each behavior comprises specific
knowledge, skills, and ability requirements.
Once you break down the job behaviors into KSA, you can look at the current level of each KSA
within your organization or in a particular employee and determine what the need for training is.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 Finally, you can identify the right type of training that will help develop the required knowledge,
skill, or ability.
This is what a training needs analysis could look like in practice:

1.4 Steps to develop an Employee Training Program: The Training Process

1.4.1 Needs Assessment

HR conducts performance evaluations for employees, which involves assessing the performance and
competencies of individuals against the expectations of their roles and responsibilities. HR compares
the targeted skills and competencies for each role with employees’ actual skills. This comparison
helps identify skill gaps or areas where employees may need further development to meet their roles’
requirements or improve their performance. Needs assessment occurs at two levels: group and
individual. An individual obviously needs training when his or her performance falls short of
expectations. Performance deficiency may be due to KSA deficiency, incongruence between

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

performance and reward, inadequate feedback or system obstacles. Where shortage in skills and
abilities is the cause for deficiency, training becomes necessary. Parallel to training, other initiatives
like job aid, practice, change of job, transfer or termination may also be tried. Assessment of
training needs must also focus on anticipated skills of an employee. Technology changes fast and
new technology demands new skills.

Assessment of training needs occurs at the group level too. Any change in the organisation’s
strategy necessitates training of groups of employees. For example, when the organisation
decides to introduce a new line of products, sales personnel and production workers have to
be trained to produce, sell and service the new products. Training can also be used when high
scrap or accident rates, low morale and motivation, or other problems are diagnosed.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

Source: Adapted from Michalak, D.F., and E.G. Yager, 1979, Making the Training Process
Work.
1.4.2 Set clear training/instructional objectives
HR must collaborate with the managers to develop clear objectives to understand the current
and future business goals. From there, they must define the learning outcomes of the training
programs to align with company priorities. The alignment of training initiatives and company
objectives helps ensure that training programs contribute to the organization’s overall
success. Needs assessment helps prepare a blueprint that describes the objectives to be
achieved by the trainee upon completion of the training programme. Instructional objectives
provide the input for designing the training programme as well as for the measures of success
(criteria) that would help assess effectiveness of the training programme.

Below are some sample instructional objectives for a training programme with sales people.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

• After training, the employee will be able to smile at all customers even when exhausted or
ill, unless the customer is irate.

• After training, the employee will be able to accurately calculate mark down on all sales
merchandise (e.g., 30 per cent mark down).

1.4.3 Design tailored training curricula

The alignment of training content and curriculum with defined learning objectives, along
with the consideration of key topics, ensures that the training program is purposeful,
effective, and relevant. Outlining the essential topics, concepts, and skills guarantees that the
training focuses on the most critical areas. It also maximizes the potential for participants to
gain the targeted skills and apply them in their roles. Every training and development
program must address certain vital issues.

(i) who are the trainees (self-nominations, recommendations by supervisors or HR

department, etc., or as a part of the training calendar?
(ii) who are the trainers (immediate supervisors, co-workers, buddies, members of HR team,
other specialists of company, outside consultants, industry associations, members of
faculty at universities?
(iii) what methods and techniques are to be used for training (on-the-job training, off-the-job
training)?

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

(iv) what should be the level of training? there are three basic levels at which these inputs can
be taught. At the lowest level, the employee or potential employee must acquire
fundamental knowledge. This means developing a basic understanding of a field and
becoming acquainted with the language, concepts and relationships involved in it. The
goal of the next level is skills development, or acquiring the ability to perform in a
particular skill area. The highest level aims at increased operational proficiency. This
involves obtaining additional experience and improving skills that have already been
developed.

(v) what learning principles are needed?

 Employee motivation,
 Recognition of individual differences,
 Practice opportunities,

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

  Reinforcement,
 Knowledge of results (feedback),
 Goals
 Schedules of learning,
 Meaning of material, and
 Transfer of learning.

(vi) where is the programme conducted?

 At the job itself.
 Onsite but not the job- for e.g., training room in the company.
 Off the site, such as university or college classroom, hotel, resort, conference centre
etc.

1.4.4 Incorporate blended learning approaches

Determine the most appropriate instructional methods for training delivery. The methods can
include presentations, hands-on activities, group discussions, role-plays, case studies, videos,
online modules, or a combination of these approaches. The choice of instructional methods
should align with the learning objectives and cater to the preferred learning styles of the
participants.

1.4.5 Leverage technology for training delivery

Using technology for training delivery can enhance the effectiveness, accessibility, and
flexibility of training programs like LMS (Learning Management System), virtual
conferencing tools, multimedia presentations, simulations//VR, mobile apps and e-learning
modules.

1.4.6 Implement the training program

Once the training program has been designed, it needs to be implemented. Creating a training
schedule and timeline involves planning and organizing the sequence of training activities
and allocating timeframes for each task. Here are the steps:
 Deciding the location and organising training and other facilities.
 Scheduling the training programme
 Divide training content into different modules and arrange its sequence
 Estimate the amount of time needed to complete each module
 Specify the training activities for each module

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 Build a training calendar to map out training activities over a period of time
 Communicate training schedule and time with trainers, participants, and other relevant
stakeholders.
 Conducting the programme.
 Regularly monitor the progress of the training program and make adjustments as needed

1.4.7 Provide ongoing support and feedback

Continuous monitoring and feedback post-training are critical to reinforce the application
and retention of the newly acquired skills.

1.5 Training Evaluation

The last stage in the training and development process is the evaluation of results. Evaluation
helps determine the results of the training and development programme. Training evaluation
is a systematic process to analyze the effects of a training program and to assess its
effectiveness. It is also used to gain feedback on how to improve a training program.
Furthermore, it measures whether a training program meets the objectives as to why it was
created.

Here’s an example of how you might use a training evaluation at your workplace. Consider
you’re a software company and released version 2.0 of your product. In order to ensure that
all engineers and IT employees understand the new product, you deploy a training program.
A training evaluation would look at this program holistically, and evaluate it based on the
business needs, performance, learning needs, impact of training, and finally, the return on
investment. The outcome of an evaluation of training should give management all the
information they need as to what worked, what did not work, and improvements for the
future. It should also provide a clear indication if the money spent on the training program
produced the desired results.
1.5.1 Need of Training Evaluation

 to determine if they are accomplishing specific training objectives, that is, correcting
performance deficiencies.

 to ensure that any changes in trainee capabilities are due to the training programme and
not due to any other conditions.

 Training programmes should be evaluated to determine their cost effectiveness.

 Evaluation is useful to explain programme failure, should it occur.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 To boost employee performance.

 Enhanced employee & employer branding.

 Making improvements to training programs.

 Increasing the training ROI.

 For decision pertaining to promotions, transfers, successions planning, resource

allocations, terminations etc.

 Finally, credibility of training and development is greatly enhanced when it is proved that
the firm has benefited tangibly from it.
1.5.2 Training evaluation model

A good and practical method of evaluating training is to follow the Phillips V-model, also
known as Phillips ROI model. The model, which was developed by Jack Phillips. The
Phillips model has five levels, compared to Kirkpatricks’ four levels of evaluation. Phillips
added a fifth level, which is return on investment (ROI) – a metric that is incredibly valuable
for HR leaders to demonstrate to decision-makers the importance of training. The ROI
Institute (Canada) provides a good graphic to illustrate this model:

Level 1: Reaction The model begins with evaluating participants’ experience of the training
program they’ve gone through. The most common technique is to use a post-training survey.
However, as employees tend to feel ‘over surveyed’, other techniques include pulse surveys

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

(pop-ups), AI technology to understand emotional reactions, suggestion box and review sites.
This is the step to gather data for evaluation.

Level 2: Learning This is to assess if learning actually took place. To put it another way, it’s
a great way to measure if the training program’s learning objectives have been met and if
there was attendance and attentiveness. A way of doing this is to do a pre and post-test. For
example, if the training objective was to teach a group of coders a new coding language,
Python, for instance, it would be good to test the learners before they start their python skills
before and after the program with an assessment.

Level 3: Application and Implementation At this stage, the Phillips V-model tries to
distinguish if the problem is with the application of learning or if it is in implementation.
Let’s, for example, say that the information collected in level 2 confirmed that the training
was not successful; then level 3 would be able to determine what the issue is as to why there
is no application or implementation. For instance, if the employees understood Python, but
were unable to apply it because of software requirements, then the issue to be resolved is for
the organization to invest in better software.

Level 4: Impact At the fourth level, the Phillips V-model looks at the total impact the
training has had on the organization. It not only attributes impact to the training effectiveness
but also considers organizational factors that might hinder the successful implementation of
the skills gained during training. It takes into consideration external factors as well, and
whether that has any impact on the performance of training.

As an example, let’s say you ran a training program for sales agents on the skill of door-to-
door sales training. Due to COVID-19, your sales agents are unable to approach customers at
their doorstep. Therefore, it can be surmised that applying the new skills gained during the
training is hindered due to not being able to use them.

Level 5: Return on investment (ROI) This is where the Phillips V-model distinguishes
itself from the Kirkpatrick model. It measures the return on investment of the training.
Although there is no direct way to attribute training to business performance, the Phillips V-
model uses specific metrics and measures to give as close a viewpoint as possible.

For example, using cost-benefit analysis for a training program can determine if the money
invested in training has had any impact. Are there any measurable results? In other words, if
the training cost $50,000 to train sales agents to sell an organization’s products online, and
the net profit from this is $500,000, then that would be considered a good investment. The
benefits of training are clear in this case. Of course, it would be important to take other
considerations in place specific to your organization and program.

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

1.5.3 Training evaluation in four steps
Now that you understand the theory behind the Phillips-V model, let’s take a look at how to
implement this in practice.
 Determine the relevant training evaluation level
Generally, not all of your training efforts will be evaluated at all five levels of the Phillips V-
model. That would be a waste of resources. In fact, only about 5% of training programs are
evaluated up to level 5.
As an example, you would evaluate a two-year executive leadership training program at all
five levels. This is because it is high-impact, high complexity, and of high value.
However, you may not evaluate, for example, a training program that only focuses on three
employees in developing a new way of replying to customer emails.
Phillips recommends evaluating all learning projects on the first level and then assess based
on need and importance which levels the training program needs to be evaluated. For
example, you may determine that you need to evaluate learning up until level 3. As a
reminder of the evaluation targets of the Phillips V-model, look at the diagram below:

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

Again, your determination of which level to measure should be based on budget and business
need. The levels of evaluation happen at different times, as demonstrated in the following
table:

Return on
Reaction (level Learning (level Application Impact
investment
1) 2) (level 3) (level 4)
(level 5)

6-12
During or 2-6 months 12-24
Moment During or months
directly after the after the months after
of directly after the after the
learning learning the learning
evaluation learning program learning
program program program
program

As an example, let’s say you were to measure a training program up until level 4. The
examples of tangible and intangible outcomes of learning would look something like this
(Phillips 2008):

Tangible outcomes Intangible outcomes

Output Service

– Revenue, profit, market share – Customer satisfaction

– Production or uptime – Number of customer complaints

– Number of sent invoices – Retention

– Number of new customers or leads – Net Promoter Score

Cost Work environment

– Variable or fixed cost – Employee satisfaction

– Direct or indirect cost – Retention of employee promotion

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 – Cost per unit – Absenteeism

– Employee cost or FTE – Education level

Quality Innovation

– Approved or rejected products – New patents, products, or services

– Wastage – Number of successful innovations

– Number of incidents or disruptions – Number of product improvements

– Error margin or first-time-right rate – Knowledge sharing frequency

Time Reputation

– Throughput time – Name or brand recognition

– Reaction or waiting time – Diversity

– Availability – Sustainability

– Processing or handling time – Public relations

 Select and combine your training evaluation tools

Once you have chosen the level at which you should evaluate your training program, you can
now determine which training evaluation tool to use. You can use one tool or a combination
of methods. It’s advised to collect both quantitative and qualitative data to provide an
objective and holistic view of the training program. Combining the methods will help you
gain valuable insights into the training experience.
Training evaluation methods include:
Instrument Advantages Disadvantages

Evaluation forms – High reliability – Can result in low response rates

or questionnaires
– Easy to use – Over-used

– Objective as the – Questions may include unconscious bias

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 assessor is not involved

– A relatively
inexpensive option

– It can be analyzed
with statistical tools

– Asking questions
allows the interviewer – Lack of anonymity
to dig deeper
– Can cause bias because the presence of an
– Useful for complex interviewer
Interviews
answers
– Time-consuming
– Can lead to new
pathways of answers – It can be a subjective process

and solutions.

– Direct behavior can – Hawthorne effect (performance changes

be observed because you know you’re being watched)
Observations

– Can be personalized – Hard to draw accurate conclusions

– Multiple points of
feedback – Time-consuming

360-degree – Good ROI – Skilled practitioner needed to carry out this

feedback technique
– Very reliable because
of cross-checking of – Hard to summarize all info
information

Focus groups – Data is gathered – It may not be a representative view

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 quickly

– Discussions among
– Requires a skilled moderator
peers lead to valuable
feedback

You may use one of these tools or a combination of them, depending on the level of
evaluation, your budget, and needs.
3. Analyze the collected data
You need to combine and analyze the data from different sources, which will help you come
to meaningful conclusions and determine the effects of a training program. In order to give
the data meaning, you need to represent it in a meaningful way. This may be through
developing a report which includes charts and comments. It could also mean compiling video
analysis and texts.
It’s essential that when collecting data, it is cleaned and analyzed objectively without any
bias in mind. You need to ensure it is checked for accuracy and produced without any
preconceived objective in mind. You need to think about how you will visualize the data
because it will be necessary for decision-making, after all.
4. Report the findings
You can report the results to key stakeholders (management as well as employees). You
should always strive to connect your findings to business objectives to show what impact the
training had (or didn’t have) on the performance of the organization. This is where level 5 of
the Phillips V-model becomes so important to show ROI on the training that was invested in.
1.6 Management Development Programme

1.6.1 Concept:
Management development is a process in which companies develop leaders and managers.
This process is usually systematic and rigorous.
Management development is also typically done with existing employees.
Programs that develop managers help close skills gaps at an organizational level. But they
also help to close that gap on a personal level for new and up-and-coming managers.
When employees distinguish themselves in a company, they become candidates for
management positions. But simply promoting these candidates without further training can
lead to several issues.
For instance, it creates a lack of consistency in managers and management styles across an
organization.
Management development helps upskill these candidates. And, it also establishes consistency
for how management is done.
1.6.2 Definition:

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 A conscious and systematic process to control the development of managerial resources in
the organisation for the achievement of goals and strategies. (Molander, 1986).
 An attempt to improve managerial effectiveness through a planned and deliberate learning
process. (Mumford, 1987).
 Management Development is a function which deeply understands business goals &
organisational requirements to (a) forecast needs, skill mixes and profiles for many
positions & levels (b) to design and recommend the professional, career and personal
development programmes necessary to ensure competence (c) to move from the concept
of ‘management’ to the concept of ‘managing’. (Beckhard,1989).
1.6.3 HRM and Management Development Programme:
Human resource management is about the effective management of people in
organisations. It involves the integration of people with organisational goals and strategies.
It views people as assets to be developed and utilised in a productive way rather than costs
to be minimised or eliminated.
A ‘harder’ approach to human resource management emphasises a rational economic
perspective where people, although acknowledged as important to an organisation’s
success, are viewed as a resource to be used alongside and in conjunction with capital and
plant. They are deployed in a seemingly calculative, instrumental way for economic gain,
people are a means to an economic end.
The role of management is therefore seen as maximising the efficient use of labour to meet
the economic goals of the organisation. This implies a ‘scientific management’ approach
where managers tightly control employees with minimum scope for decision-making.
Tasks and jobs are highly specialised and bounded by rigid rules and procedures.
Performance in the job is carefully monitored. Motivation is based largely upon reward
and punishment (‘carrot and stick’ approach).
In the ‘softer’ form of human resource management, a more humanistic perspective is
adopted where organisational goals are achieved with and through people. People are seen
as valued resource to be nurtured and developed. The emphasis for managers changes, and
they become more concerned with measures to improve cooperation, communication,
consultation, participation, job satisfaction and the quality of working life. The manager’s
role shifts to one of gaining commitment, facilitating and encouraging participation,
training and developing people to their full potential, motivating through techniques such
as appraisal and job enrichment.
1.6.4 Some Implications for Management Development
A number of implications for managers and their development are:
• Managerial values and attitudes: If strategic HRM is to operate effectively, managers
must possess a set of attitudes and values that are congruent with the notion that people
are central to the organisation’s success.
• Other significant development is the improvement of links between the providers of
management education and employers. There is also evidence of greater flexibility
amongst employers, business schools and consultants to meeting the needs of practising
managers.
• Managerial roles and relationships with employees: One of the most profound
implications for management development contained in HRM philosophy is the need to
persuade managers to accept and adapt to new managerial roles and forge new
relationships with their employees.
1.6.5 Need of Management Development Programme:

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

 The goal of the executive’s advancement process is to improve the viability of the
association through adequacy of administrators and potential heads in future. Through this
the association improves interior quality of labour. The methodology is centring present
just as future.
 To continue better execution of heads all through their vocations.
 To improve the current execution of heads at all levels.
 To urge existing supervisors to build their ability to expect and deal with more
prominent obligation.
 To empower the association to have the accessibility of required number of supervisors
with the necessary abilities to meet the present and foreseen (future) needs of the
association.
 To supplement older administrators who have ascended from the positions by
profoundly equipped and scholastically qualified experts.
 To give chances to the officials to satisfy their professional desires.
1.6.6 Objectives of Management Development Programme:
 To give the association the necessary quantities of heads being able to meet the
present and future authoritative needs.
 To instil a feeling of self-reliance and accomplishment among supervisors.
 To urge the administrators to stay up with the latest, and develop to address the
difficulties, adapt up to the changes, and handle complex circumstances and more
prominent issues.
 To release their obligations with improved execution.
 To continue great execution and gain distinctive competence.
1.6.7 How a management development program is different from an executive
training program?

Executive training programs are designed for employees in the highest tier of an
organization. Management development programs help groom entry-level managers
and people in middle management.
1.6.8 Management Education & Training:
Management education and training forms the core component of the management
development programmes. Many of those involved in management education and
training appear to have broadly welcomed the moves to a competence approach which is
practical and work-based and encourage employers to increase investment in
management education and training. Management education and training comes in a
variety of forms. A great deal of it is formalised, planned and structured. It can take place
‘on-the-job’ or ‘off-the-job’. Within these and other programmes, we find a diverse range
of formalised learning methods. These methods have tended to evolve through a
pragmatic process of trial and error. Research by Burgoyne and Stuart (1991) reveals the
following methods to be used as learning methods.
 Lectures
 Games and simulations
 Projects
 Case studies
 Experiential (analysis of experience)
 Guided reading
 Role playing

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

  Seminars
 Programmed Instructions
1.6.9 What should a Management Development Programme cover?
 Knowledge about the Organization.
o Company’s mission, vision and core values.
o Economic cycles.
o Short-term and long-term business plans.
o Code of ethics.
o Applicable laws and regulations.
 Leadership and management roles.
 Skills required for leadership and management roles.
o Decision-making
o Team-building
o Problem-solving
o Creative-thinking
o Self-awareness
o Confidence
o Positivity
o Communication skills
o Empathy
o Project management
o Negotiation
o Motivating a team
o Time-management
o Delegation
 Conflict Resolution
1.6.10 How to start with a Management Development Programme?
o Assess your organization’s needs.
o Define the goal of the program.
o Design the content of the program.
o Decide upon the format of the program.
o Find trainers (in-house/external).
o Decide on the venue/right organisation for the MDP.
o Create the outline of the program.
o Execute a test-run of the program.
o Establish parameters of assessment.
o Measure the results of the program.

References:
[Link]
[Link]
[Link]
development-programme
[Link]
[Link]

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II

[Link]
[Link]

Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur – Notes by-
Prof. Deepika Soni (For internal circulation only)

RTM Nagpur University MBA - 2023-234/ Semester – II