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South wood School: A Case Study in Training and Development 3.1. Would it be appropriate to use e-learning to deliver the performance Management training? Explain your answer. Answer: E-Learning is a formalized teaching and learning system specifically designed to be carried out remotely by using electronic communication. Because distance learning is less expensive to support and is not constrained by geographic considerations, it offers opportunities in situations where traditional education has difficulty operating. Students with scheduling or distance problems can benefit, as can employees, because distance education can be more flexible in terms of time and can be delivered virtually anywhere. for example, to demonstrate compliance with health and safety regulations. It also allows trainees to progress at their individual pace, trainees to complete the course at home or at work, there are a wide range of courses available, and interactive courses are also available to support behavioral training. 3.2. What are the potential barriers to a successful training session? Outline how you might overcome them. Answer: The potential barriers to a successful training session are In lack of investment training is costly in terms of time, money, resources and manpower. Due to the pressures of meeting deadlines, completing tasks and maximizing sales, managers often put training at the bottom of their priority list. They may not see the immediate results of training on their return on investment, although training is crucial to the long-term prosperity of any business. In times of economic hardship, training is seen as an additional expense rather than as an investment in a business' future, in lack of Direction trainers cannot deliver effective training if they do not understand the needs of their trainees. Trainers and managers require knowledge about the skills and weaknesses of staff. With the correct research. Training can be customized to the needs of trainees. This involves information from team members, perhaps in the form of questionnaires or surveys. More generally, managers who do not interact with their team members on a regular basis may find it difficult to evaluate the need for training, in lack of Data the lack of data also is a barrier to effective training. Similar to a lack of direction, it relates to an institutional perspective. A business cannot learn from its training successes without adequate data about previous training sessions in the form of employee feedback reports on progress and impact on organization growth figures. Formal evaluation of training after the training takes place is crucial for obtaining and maintaining this data. Access to such data can save time and money when a business plans new training activities, Poor Communication is lack of team spirit and poor

communication can undermine learning and development because most forms of learning occur through communication between managers and employees. Training is ineffective if staff is not motivated about participating openly in group activities. It is the manager's responsibility to encourage employees to develop so that they feel they will benefit from training. Regular interaction is important to ensure managers are aware of exactly what kinds of training different employees require. Open communication is vital for encouraging employees, In Availability of time Management may be focused solely on getting a product or service delivered to a customer, and hesitant to allot time to nonproductive tasks. But production does not have to suffer in the process of training. When employees are empowered by determining how their jobs are performed, and can upgrade their own knowledge and skills, they want to go to work every day. Productivity rises as a result. Team dynamics all teams go through four stages: forming, storming, norming, and performing. The stages are characterized, respectively, by apprehension, conflict, cooperation, and cohesive and harmonious effort. Trainers with the wrong stuff trainers without instructional skills or an understanding of the learning process, and with little or no motivation to train can do great harm to an otherwise excellent program. Select, train, and certify good trainers. Workplace distractions noise, exposure to hazardous material and especially the presence of interfering people can make training very difficult for both trainer and trainee. Minimize them as much as you can. Resistance of old-timers change is threatening and therefore resisted. Invite long-term employees to attend select sessions where they have more experience doing the job and might be able to advise the team. Ask them to assist in an observer role to give input on task performance when a module is tested on site.

3.3. Discuss the advantages and disadvantages of the training sessions being led by an external consultant. Answer: Following are the advantages and disadvantages of the training sessions being led by an external consultant Advantages & Disadvantages The new ideas that applicants and new hires bring in stimulate the thinking of others. It helps you acquire competitive intelligence about other firms. New hires can help you identify other potential candidates to "poach" from their firm. New hires ask "why we do things that way" so we are often forced to re-think the way we do things.

 It keeps our employees on the edge because they know they must compete against outsiders for jobs.

Outside hires can weaken the corporate culture by bringing in counter culture people. The turnover rate for external hires is almost always higher than internal promotions because the candidates must both adjust to a new environment and they come to us as relative unknowns. External hires often have a longer adjustment period and orientation costs are higher. Customers may feel slighted if they don't get one of the Firm's current employees. In a tight job the higher starting salaries of outside hires may cause internal equity issues and eventually increase all salaries. In a tight job market there may be little external talent available or the quality of the limited talent may be poor.

3.4 How would you deal with a participant with a negative attitude toward the training? Answer: All trainers have to manage difficult participants at one time or another. Whether the difficult participant is a talker or know-it-all, a fighter or arguer, a quiet or withdrawn person, a complainer, an unconsciously incompetent person, a distracter, or a rambler, the trainer needs to know what to do and what not to do when handling the behavior, and how to avoid taking the behavior personally. What a Trainer Can Do: Build in time at the beginning of each interactive exercise for participants to read and work independently before they begin their group discussions. Engage the participant by posing a question that directly relates to his or her situation or concern. Subtly incorporate the person into the group by using his or her name in hypothetical examples or stories. Have participants pair off rather than working immediately in large or small groups. This will be more comfortable for the shy person. Always offer observer roles as options for role plays, games, or simulations. Call this individual by name and ask for an opinion. Ask an easy question that s/he is sure to answer well, and then praise him. Draw this person out.

3.5 In the information provided in the case study, do you see any evidence that the trainer considered Dresslers Five-Step Training and Development Process in the managers training program? Answer: There is some evidence that the trainer used this model.

Implementation: The training sessions occurred. However, the administrative documents did not indicate what equipment, student-to-instructor ratio, student materials, etc., would be needed. Evaluation and follow up: The managers training program included time for an evaluation, but this did not happen at the end of appraises training session Needs analysis: The trainer considered the skills needed for participants to complete the new performance management process and consulted with participants. This stage of the process could have been more detailed. Analysis typically provides information that feeds into the design phase. Based on the case study, not enough information is provided to gauge this. While it appears that the performance management system will be covered, techniques on how to use the system are not mentioned. Some soft-skills training will be offered, but other than conflict management, no other soft-skills topics are mentioned. Instructional design: There is evidence that the trainer identified and organized suitable activities. The steps taken are not detailed, but would include identifying topic areas; the sequence of topic areas; topic objectives; times for each topic; learning activities; delineation of teaching methods and test items. Validation: There is no evidence that the program was tested with a small group.

3.6 Would you require any information about your participants before the training session? Answer: The following information would be useful for the trainer to have before the training program: The average number of year managers and support staff has worked at the organization. The job titles for managers and how many appraises they will be evaluating. Any special needs that will require additional support. The number of managers who have received supervisory training.

 Any previous experience participants have had with performance management and their preferred learning styles. 3.7 What skills do you think are important for the trainer to have? Answer: Following are the important skills that a trainer should have Lead by Example Know Your Subject Get to Know Your Learners Be Patient Have Fun Confidence Ability to handle questions effectively Time management skills

3.8 Do you think it is possible for learners to obtain the necessary information? Using a more informal or experiential learning technique? Answer: Informal learning can be defined as a particular way of learning which arises from the activities and interests of individuals and groups. After having identified and selected interests expressed by learners, informal-learning activities (discussion, talks or presentations, information, advice and guidance are carried out in a flexible and informal way, in informal community locations. There are many instances where informal learning can be effective for both the employee and the employer, but in this instance, this may not be the case. Because the performance management system is new, it is better for all employees to receive the same information via a formal training program to eliminate any ambiguities.

3.9 How can the trainer ensure skills transfer so employees apply the training to the workplace? The trainer can take following steps The trainer makes a difference: facilitators who have experienced and addressed the issues and situations highlighted in the training. The more closely the instructor can link the training to participants real life experience, the better for training transfer, the application of the information later on the job.

 Present training as part of a consistent message from the organization: Classes must build on each other and reinforce the content learned in earlier sessions. Too many organizations approach training as a potpourri or menu of available classes and sessions. When there is no interconnection between training sessions, and the information provided in the training sessions, organizations lose a great opportunity to reinforce basic shared skills, approaches, and values. Training must reference earlier sessions, draw parallels, and reinforce content. Ask each individuals manager, and the managers manager, to attend the training session with their staff: When three management levels of an organization attend training together, participants may be more willing to try out the ideas learned in training. This is especially effective if participants see their manager trying out new skills as well. Provide training in chunks that are scheduled over a period of time: I find people learn more in training sessions that provide chunks, small amounts of content, based on a couple of well-defined objectives. Participants attend these sessions, perhaps a couple of hours per week, until the subject is learned. This allows the participants to practice the concepts in between the training sessions. Both the content of the training and the application of the concepts are reinforced at each subsequent session. This also allows people to discuss their successes and difficulties in applying the training in their actual work session. Train people in skills and information that are immediately applicable on the job: Use it or lose it, is a common refrain about training. This is a true statement. Even with strategic skills such as listening, providing performance feedback, and team building, set up situations in which practice is immediate and frequent, to help participants retain the training. The trainer can set a positive, productive tone for the session: the later application of learning with a positive, informative, honest opening that stresses behaviorally oriented objectives. 3.10 How can the trainer motivate the participants to learn? Answer: Trainer motivate the participants to learn by Hold the participant's attention on the point of the lesson. Meet the needs of different people's level of optimal stimulation. Use uniqueness, surprise, shock and change to engage the brain's attention to the task. Understand the notion of attention resources and their limitations. Anticipate negative reactions Provide alternative choices Look for bungled opportunities to motivate.

 Outline goals and objectives at the start of the session. This gives employees a structure, and they may find the training easier to follow if they know what is going to happen next. Reinforce how the training will benefit them.

3.11 How would you evaluate the success of the training program (not including the end-of-session feedback forms)?

Answer: Following can be adopt to access a training program Employees could be contacted after three months to see if the training had a positive effect on their job. The percentage of completed performance management reviews may be a useful performance indicator. The trainer could seek informal feedback from participants, either face-to-face or by e-mail. If more objective evidence is needed, a sample of employees could be asked to provide anonymous feedback. A questionnaire could be completed at the end of the performance review cycle to see if the training enabled employees to carry out their roles effectively.

3.12 How would you rate South woods existing evaluation form? Answer: It is good that it is only one page. If it was more than a page, some people might not complete it. It would be useful to get more specific feedback, such as perceived strengths and weaknesses of the session. Respondents could be asked to provide examples so the trainer has a better idea about how to improve future sessions.

3.13 Why is it important for appraises to be trained in using the new performance management system? Answer: For the new system to be successful, all stakeholders must understand and commit to it. If appraises do not understand how to complete the documentation, it will not be successful. The training reinforces the organizations commitment to performance management and shows that appraises needs

are recognized just as much as appraisers needs. For those employees who had negative experiences with performance appraisal before, this may reassure them that it can be a positive process.