MANAGEMENT TRAINING

&
DEVELOPMENT

MODULE I
Training
Training is a systematic process through which an organizations human resources gain
knowledge and develop skills by instruction and practical activities that result in improved
corporate performance. Training provides learning experience to employees to develop their
abilities and improve their performance. It helps organization in human resource planning by
making available competent and motivated personnel.

Importance of Training
Maintains qualified products / services
Achieves high service standards
Provides information for new comers
Refreshes memory of old employees
Achieves learning about new things; technology, products / service delivery
Reduces mistakes - minimizing costs
Opportunity for staff to feedback / suggest improvements
Improves communication & relationships - better teamwork

Benefits of Training

Increased job satisfaction and morale of employees

Increased employee motivation

Increased efficiencies in processes, resulting in financial gain and

competitiveness

Increased capacity to adopt new technologies and methods

Increased innovation in strategies and products

Reduced employee turnover and absenteeism

Enhanced organizational image

Risk management

Components of Training

Insight

Motivation

Opportunity to learn

Opportunity to practice in real world

Follow up

Training Process
1. Assessing training needs
Conduct a training needs analysis by either one, or both, of the following;

External approach (company, guests, society)

Internal approach using a staff opinion survey.

2. Preparing training plan

Ask your self What are we going to achieve in the time period?

Use a holistic approach by using a calendar for inputting your training activities.

3. Specifying training objectives

Training Objectives must be specific & measurable.

What should trainees be able to accomplish after participating in the training

program?

What is the desired level of such accomplishment, according to industry or

organizational standards?

Do you want to develop attitudes, skills, knowledge or some combination of these

three?

4. Designing the training program(s)

Program duration

Program structure

Instruction methods

Trainers qualification

Nature of trainees

Support resources materials, OHP, classroom

Training location & environment

Criteria & methods for assessing participant learning and achievement

Criteria & methods for evaluating the program

5. Selecting the instructional methods

On-the job-training (OJT)

learn while youre working

Off -the job-training

In house, training or classroom

External, consultancies or attending external classes

Independent bodies, such as government talks

Distance learning, from books or notes

Computer-assisted learning

Interactive-video training

Video conferencing, same as classroom except teachers and students are in

different locations

6. Completing the training plan

Target group assess your audience
Topic task, skill or attitude ingredient

 Method direct (one way communication) or indirect (discussion, games, experimental

exercises). Important as evaluation of trainees usually lies on the perception on what
they did in the training session
Time length, period, breaks important to consider
Location away from the office?
7. Implementing the training program

Participant selection

Group comfort - physical & psychological

Trainer enthusiasm & skills

Effective communication

Feedback mechanism

The need to learn new training skills

Preparation by trainers

8. Evaluating the training

Three Levels of Evaluation

Immediate Feedback

Survey or interview directly after training

Post-Training Test

Trainee applying learned tasks in workplace?

Post-Training Appraisals

Conducted by immediate supervisors of trainees

9. Planning future training

Last step in the training process

After taking all evaluated comments, trainers should modify the programs to keep
good things and make suggested improvements

Remember, even with the same topic for different trainees, trainers should address
many parts of the training process again and consider new approaches.

Training, Education & Development

Training is short term, task oriented and targeted on achieving a change of attitude, skills
and knowledge in a specific area. It is usually job related.
Education is a lifetime investment. It tends to be initiated by a person in the area of
his/her interest
Development is a long term investment in human resources.

Difference Between Training And Development

Training and development are two different processes but inter-linked with each other.
The training refers to the process of learning, acquisition of knowledge and skills in order
for a person to perform a specific task or job according to the requirements. Development
extends the capabilities of a person to improve the job performance and is about helping a
person to grow as well through gradual process.
Training is a short term process consisting of an event but development indicates the
gradual and long term process relevant to the growth of personality and maturity
regarding their potential capabilities. The scope of training is limited to specific job,
development serves the purpose of general knowledge and covers large area. Generally,
the characteristics such as to improve the productivity, quality of service, organizational
climate, health and safety are included in training purposes. The extension in capabilities,
job performance and personal growth with the passage of time are the main objectives of
development.

A Systematic approach to Training

Key Concepts in Preparing a Training Plan
Before you train and develop people identify what:
They must know - before they can perform job
They should know - to improve performance
Would be nice for them to know but not necessary to perform duties

Structure of Training Organization

Organizational structure is the framework upon which roles, decision making and
responsibilities are arranged. Like a graph or pyramid, it provides you with a reference overview
of your training organization, and its lines of reporting. Structuring your training organization is
dependent on factors such as how many employees are involved, whether power is decentralized
and what sort of training is offered. Training organizations range from federal government
departments to small private businesses. In a small training organization with frequent face-toface interaction, a highly developed structure may not be necessary. In a government department,
however, it is essential.
How to Structure a Training Organization
1. Determine who is responsible for the overall operation of the training organization. In the
case of large operations, it will be the board and the CEO. For smaller businesses, it will
be whoever owns the company.
2. Sketch out a chart indicating the structure of your training organization. In most cases, it
will be a pyramid shape, but in some instances it might be a diamond, where there is
senior administration, a large number of trainers and a small support staff, or a circle,
where there is a collective of trainers.

3. Develop job descriptions of who is responsible for what in your training organization.
Identify the specific skills required for each position, goals, expectations and evaluation
procedures. Also identify who the person reports to, as outlined in your training
organizational chart.
4. Review the structural plans for your training organization with a senior colleague or
mentor. Second and third opinions are helpful when looking at important plans.
5. Invite stakeholders to a meeting about how to structure the training organization. Solicit
opinions from trainers and support staff about what they think of the structure and where
there might be room for improvement. Participation encourages "ownership."

Workplace training
It is about ensuring employees are equipped with the skills and knowledge they need to
complete their work safely and to the required standard
Skills and abilities of workplace trainers

Respect for the learner

Good communication skills

Subject knowledge

provide clear instructions

break larger tasks into smaller components

demonstrate tasks clearly

Training system
A training system is a group or family of coursework that will achieve a stated
series of training objectives. A training system typically employs a syllabus or similar
document that specifies and outlines the coursework to be followed. A training system
may also incorporate a training manual that may serve as a guide, reference source, or
both during training. A training system typically mandates the use of specific teaching
methods for coursework; the choice of the teaching methods to be used depends largely
on the information or skill being taught and the aptitude and skills of the trainee.

Model of Training and Development Process

Assessment
Stage

Training Stage

Evaluation
Stage

Design & Select

Procedures

Measure Training
Results

Train

Compare Results
to Criteria

Organizational
Needs Assessment
Task Need
Assessment
Development of
Criteria for Training
Evaluation

Feedback

MODULE II
Learning

Learning is a relatively permanent change in human capabilities that is not a result of

growth processes. These capabilities are related to specific learning outcomes.

Learning is indexed by a change in behavior, which must be translated into observable

behavior. After learning, learners are capable of performing something that they could
not do before the learning experience. The change in behavior need not occur
immediately following the learning experience. The change in behavior results from
experience or practice.

Learning Outcomes

Verbal information
Includes names or labels, facts, and bodies of knowledge
Includes specialized knowledge employees need in their jobs
Intellectual skills
Include concepts and rules
These are critical to solve problems, serve customers, and create products

Motor skills
Include coordination of physical movements

Attitudes
Combination of beliefs and feeling that pre-dispose a person to behave a certain
way
Important work-related attitudes include job satisfaction, commitment to the
organization, and job involvement

Cognitive strategies; Regulate the process of learning

Learning Styles
1. Kolb Learning Styles (David Kolb's learning styles model)
David A. Kolb (b. 1939) is an American educational theorist whose interests and publications
focus on experiential learning, the individual and social change, career development, and
executive and professional education
David Kolb gave the idea that learning is a circular process with a distinctive numbers of stages
Concrete experience (CE), is where the learner actively experiences an activity such as a lab
session or field work
Reflective observation (RO), is when the learner consciously reflects back on that experience
Abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or
model of what is observed
Active experimentation (AE), is where the learner is trying to plan how to test a model or
theory or plan for a forthcoming experience.

Feeling (concrete experience)

Watching (reflective observation)
Thinking (abstract conceptualization)
Doing (active experimentation)

The combination of where our preference lies on each axis produces four possible learning
style types:

Activist (doing and feeling concrete-active)- hands-on, relies on intuition rather than
logic, uses other people's analysis, and likes practical, experiential approach.

Reflector (watching and feeling, or concrete-reflective) - able to look at things from

different perspectives, sensitive, prefers to watch rather than do it, gathers information and
uses imagination to solve problems.

Theorist (watching and thinking, or abstract-reflective) - concise, logical approach, ideas

and concepts are more important than people, requires good clear explanation rather than
practical opportunity.

Pragmatist (thinking and doing, or abstract-active) - can solve problems and will use

learning to apply to finding solutions to practical issues, prefers technical tasks, less
concerned with people and interpersonal aspects
2. VAK model (Fleming's)
The VAK learning style uses the three main sensory receivers: Visual, Auditory, and
Kinesthetic (movement) to determine the dominant learning style. It is sometimes known as
VAKT (Visual, Auditory, Kinesthetic, & Tactile) . It includes ;
Auditory learning
Auditory learning is a style of learning in which a person learns most effectively by
listening to information delivered orally, in lectures, speeches, and oral sessions
Kinesthetic learning
Kinesthetic learning is a teaching and learning style in which learning takes place by the
student actually carrying out a physical activity, rather than listening to a lecture or merely
watching a demonstration.

 Visual learning
Visual learning is a proven teaching method in which ideas, concepts, data and other
information are associated with images and represented graphically
Tactile learning
Tactile learning occurs through writing notes and drawing diagrams

Principles of learning
Educational psychologists have identified several principles of learning, also referred to as
laws of learning, which seem generally applicable to the learning process. These principles have
been discovered, tested, and used in practical situations. They provide additional insight into
what makes people learn most effectively

Readiness implies a degree of single-mindedness and eagerness. Individuals learn best

when they are physically and mentally, ready to learn, and they do not learn well if they
see no reason for learning

The principle of exercise states that those things most often repeated are best
remembered. It has been proven that students learn best and retain information longer
when they have meaningful practice and repetition

The principle of effect is that learning is strengthened when accompanied by a pleasant or

satisfying feeling

Primacy, the state of being first, often creates a strong, almost unshakable, impression.
Things learned first create a strong impression in the mind that is difficult to erase.

The principle of intensity implies that a student will learn more from the real thing than
from a substitute. For example, a student can get more understanding and appreciation of
a movie by watching it than by reading the script

The principle of recency states that things most recently learned are best remembered

Learning Problems:
The instructor should have the knowledge of the possible learning problems. He should identify
the problems of trainees and take steps to solve them. The possible learning problems are:

Lack of knowledge, skill, aptitude and favorable attitude.

Knowledge and skill not being adopted.

Psychological problems like fear and shy,

Unwilling to change.

Lack of interest about the knowledge of results.

Absence of self-motivation.

Negative attitude about involvement and participation

BLOOMS TAXONOMY
In 1950 Benjamin Bloom led a team of educational psychologist in the analysis of
learning behavior.
In these theories hierarchy of learning behaviors was categorized into three interrelated and
overlapping learning domains:
1. Cognitive (knowledge)
2...Affective ( Attitude)
3. Psychomotor (Skills)
The cognitive Domain: the cognitive domain is exhibited by a person's intellectual
abilities. There are observable and unobservable skills such as comprehending
information, organizing ideas, evaluating information and actions

Cognitive Domain

Example

Evaluation

Judges the value of information

Synthesis

Builds a pattern from diverse elements

Analysis

Separates information into part for better understanding

Application

Applying knowledge to a new situation

Comprehension

Understanding information

Knowledge

Recall of data

The affective domain: addresses a learners emotions towards learning

experiences. The learners attitude, interests, attention and awareness
Affective Domain

Example

Internalizing values

Behavior which is controlled by a value system

Organization

Organizing values into order of priority

Valuing

The value of a person attaches to something

Responding to phenomena

Taking an active part in learning; participating

Receiving phenomena

An awareness; willingness to listen

The psychomotor domain: refers to the use of basic motor skills, coordination and physical
movement.

Psychomotor Domain

Example

Origination

A learners ability to create new movement patterns

Adaptation

A learners ability to modify motor skills to fit a new situation

Complex overt response

The intermediate stage of learning a complex skills

Mechanism

The ability to perform a complex motor skill

Guided response

The early stage of learning a complex skill which include imitation

Perception

The ability to use sensory cues to guide physical activity

Andragogy

Andragogy is the process of engaging adult learners in the structure of the learning
experience. Andragogy meaning adults teaching other adults

Malcolm Knowles: Malcolm Knowles (1912-1998) referred as the father of adult

education, who has responsible for coining the term Andragogy in 1934

Knowles suggested that adult educator should

Set cooperative learning climate

Create mechanisms for mutual planning

Arrange for a diagnosis of learners needs and interests

Enable the formulation of learning objectives based on the diagnosed needs and interests

Design sequential activities for achieving the objectives

Execute the design by selecting methods, materials, and resources

Evaluate the quality of learning experience

Pedagogy

The term "pedagogy" refers to how teachers manage their classroom instruction in ways
that help students to learn subject matter.

Pedagogy the art or science of being a teacher. The term generally refers to strategies of
instruction, or a style of instruction

Pedagogy is the most standard classroom model. An instructor who is an expert in the
subject under study, lectures, give assignments, test students achievements etc

Learning Theories
Several theories relate to how people learn. Each theory relates to different aspects of the
learning process. Many of the theories also relate to trainees motivation to learn.
1. Reinforcement Theory:
Emphasizes that people are motivated to perform or avoid certain behaviors because of
past outcomes that have resulted from those behaviors.

Positive reinforcement: is a pleasurable outcome resulting from a behavior

Negative Reinforcement: is the removal of an unpleasant outcome Punishment

From a training perspective, it suggests that for learners to acquire knowledge, change
behavior, or modify skills, the trainer needs to identify what outcomes the learner finds
most positive) and negative). Trainers then need to link these outcomes to learners
acquiring knowledge, skills, or changing behaviors.

2. Social Learning Theory

Emphasizes that people learn by observing other persons (models) whom they believe are
credible and knowledgeable.

Recognizes that behavior that is reinforced or rewarded tends to be repeated.

The models behavior or skill that is rewarded is adopted by the observer.

Learning new skills or behavior comes from:

directly experiencing the consequences of using behavior or skills, or
the process of observing others and seeing the consequences of their behavior

Learning is also influenced by a persons self-efficacy.

Self-efficacy is a persons judgment about whether she can successfully learn
knowledge and skills.

Process of Social Learning Theory

Attention

Retention

Motor Reproduction

Motivational Processes

MODULE III
Training need analysis
A training need is a shortage of skills or abilities, which could be reduced or eliminated
by means of training and development. Training needs analysis identifies training needs at
employee, departmental or organizational level in order to help the organization to perform
effectively. A successful training needs analysis will identify those who need training and what
kind of training is needed. It is counter-productive to offer training to individuals who do not
need it or to offer the wrong kind of training. A Training Needs Analysis helps to put the training
resources to good use.

Need for training need analysis

Complaints from staff, customers/clients
Poor quality work
Frequent errors
Large staff turnover
Deadlines not being met
Conflict amongst staff
Lack of knowledge about new equipment systems

Components of Training need analysis

1. Organizational needs analysis
In conducting organizational analysis, the company may consider issues like: Increased
competition for old and new business, greater emphasis on efficiency and cost reduction,
increased needs on cooperation among companies, business strategies of the rival companies,
research and innovation, Merger, acquisition, diversification and expansion,automation and
modernization, manpower plan on hiring, retrenching and deployment of staff

2. Task analysis / job needs analysis

The process of collecting information regarding the job, for use in developing
training programs, is often referred to as task analysis or job needs analysis.
Task analysis explains what must be done to perform a job or complete a process
successfully.
Task analysis means detailed examination of a job role to find out what are the
knowledge, skill, attitude, motives, values and self-concept needed in people for
superior or effective performance.
Important questions to ask when conducting a Task Analysis:
What tasks are performed?
How frequently are they performed?
How important is each task?
What knowledge is needed to perform the task?
How difficult is each task?
What kinds of training are available?
There are four steps involved in task analysis:
Develop a list of task statements
Develop list of task clusters
Develop a list of KSAs (Knowledge, skills and attitude)
Assess the importance of tasks
3. Person needs analysis
A person needs analysis identifies gaps between a persons current capabilities
and those identified as necessary or desirable.
Person needs analysis can be either broad or narrow in scope. The broader
approach compares actual performance with the minimum acceptable standards of
performance. The narrower approach compares an evaluation of employee
proficiency on each required skill dimension with the proficiency level required
for each skill.
The important questions being answered by this analysis are:
Who will receive the training and their level of existing knowledge on the
subject?
What is their learning style and who will conduct the training?
Do the employees have required skills?
Are there changes to policies, procedures, software, or equipment that
require or necessitate training?

Need Assessment Techniques

Several basic Needs Assessment techniques include:

direct observation

questionnaires

consultation with persons in key positions, and/or with specific knowledge

review of relevant literature

interviews

focus groups

assessments/surveys

records & report studies

work samples

Types of Cost in Training Programs

o

Development Costs
(Costs related to the development of the training program; TNA, piloting of the training,
materials used to design the program, etc.)

Direct Costs (Costs directly attributed to the delivery of the training; trainer
compensation, facilities, materials, etc)

Indirect Costs (Cost incurred even if training were cancelled: preparation, marketing,
administrative, &clerical support)

Overhead Costs
(Costs associated with purchase and maintenance of training equipment and
training facilities)

Participant Compensation
(Costs associated with trainees salary and benefits)

Evaluation Costs
(Costs associated with evaluating the training; assessment tools, etc.)

Selection of Trainers
Trainers are professionals who work to develop other peoples skills. The main goalof the
trainer is to improve the performance of employees.
Competencies of trainers
Technical competencies:
Adult-learning understanding
Competency identification skill
Electronic-systems skill
Media selection skill
Business Competencies:
Budget and resource management skill
Business understanding
Organization behavior understanding
Organization development theories and techniques
Interpersonal Competencies:
Coaching skill
Feedback skill
Negotiation skill
Questioning skill
Writing skill
Intellectual Competencies:
Data-reduction skill
Information-search skill
Visioning skills

Steps involved in hiring and training trainers

The steps involved in hiring and training trainers are as under;
1. Vacancy identification: The training manager should identify the need for hiring trainers.
2. Job analysis and competency mapping: Job analysis brings out the job description and the
job specification.
3. Estimate the cost and obtain sanction: The training manager should estimate the cost
involved for hiring, training and retaining trainers
4. Recruitment and Selection of Trainers: Recruitment involves communicating and
motivating qualified persons to apply for the job.
5. Training the trainers: Trainers require both domain expertise and training delivery skills. All
trainers are required to be trained in the areas in which they are deficient.

MODULE IV
Technical Training
Technical training is the process of teaching employees how to more accurately and
thoroughly perform the technical components of their jobs. Training can include technology
applications, products, sales and service tactics, and more. Technical skills are job-specific as
opposed to soft skills, which are transferable.
Total Quality Management (TQM) Training
Total quality management (TQM) is a management approach to long-term success
through customer satisfaction. Training courses in TQM will teach you how to use a
combination of strategy, data, and effective communication to integrate quality into all aspects of
your organization.
It is important to note that although TQM training and education must be in line with
other (normal) training and education activities in an organization, TQM training and education
differs from traditional training and education. Traditional training and education may be in the
form of a once-off course which may not be presented every year (e.g. a financial calculator
course). TQM training and education is unending and continuous. If not so, it will not obtain the
TQM objective of continuous improvement. No matter what kind of training program is
implemented, employee training seems to have positive effects upon employee morale and
general enterprise effectiveness.

Attitudinal Training
In his classic book, The Conditions of Learning, Robert Gagne, defines attitude as a
mental state that predisposes a learner to choose to behave in a certain way. Attitudinal goals,
therefore, are those that ask a learner to choose to do something under certain circumstances. The
intent of attitudinal training is to influence or convince a person to make a decision in the desired
direction. It may involve changing attitudes as well as associated values and beliefs.

Strategies of attitudinal training

Here are a variety of instructional strategies you can try for attitudinal training.
Behavior Modeling. In this approach, a person models the desired behavior to show how
effective it is or how easily it can be achieved. In a course to encourage employees to use
conflict resolution skills, for example, you might create a video comparing two ways of
managing an angry customer. The first confrontation ends poorly; the second is defused through
the use of conflict resolution techniques. The attitudinal component is the underlying message
that the skills are effective and easy to learn.
Role Play/Simulation. Role plays help learners understand the results of various choices in
simulated scenarios. To enhance realism, the scenarios should branch through alternate paths
depending on the learners decisions. In this way, learners discover how specific behaviors and
actions can result in different consequences.
Creating Cognitive Dissonance. Cognitive dissonance is a tension that occurs from holding
conflicting or inconsistent beliefs. People are compelled to reduce this dissonance by changing a
belief. An example of cognitive dissonance occurs in people who eat an unhealthy diet
associated with disease, yet these same people want to live a long healthy life. If you can find
ways to create and emphasize cognitive dissonance in your training, you can motivate people to
change.
Showing Results of Risky Behavior. There are often, but not always, risks associated with
failure to choose a desired behavior. This is the case when attitudinal training relates to safety
and health. Persuasion through emotional imagery or deeply moving stories can be effective. For
example, I conducted a video interview with a patient who suffered from a hospital-acquired
infection in order to motivate healthcare workers to improve their hand sanitation practices.
Emotional impact can change attitudes.
Telling Stories. Storytelling is a strategy that appeals directly to the emotions. Stories are known
to evoke emotions, which forms a connection between the message and the audience. In
particular, when audience members see themselves in a story, the message becomes more
meaningful.

Appealing to the Intellect. On the other hand, some adults are persuaded to change an attitude
when they are given solid facts. For example, when persuading employees to recycle at work,
provide convincing arguments through statistics that show how a cleaner environment creates
benefits for employees and their families. Always try to present statistics in a visual format to
make them more appealing.
Being Subtle. Some forms of attitudinal training are purposefully indirect. They may not be a
critical goal of a course, but are still important. In these situations, integrate the attitudinal
training with other content. You can do this by pointing out or portraying the benefits change in a
subdued way. For example, the person who stopped smoking looks energetic or the tone
describing an organizational change is upbeat, but not overly enthusiastic.
Changing attitudes can take time and may require multiple points of contact, reminders and the
occasional motivational push. But it also lends itself to many creative approaches.

Importance of training for management of change

To describe the complexity and inevitability of changes in the workplace

To assess the changing role of public officials in the present context

To practice the method of scanning the environment

To propose a strategy to respond proactively to change by matching internal resources

with challenges in the external environment

To explain the need for blending managerial and leadership qualities

To write an action plan for enhancing leadership performance

To use different methods to improve the quality of their decision-making

To assess how to empower subordinates by delegating appropriately

To identify reasons for resistance to change

To propose a strategy for overcoming resistance to change in a situation of their choice

To propose a communication strategy for easing the way to effective process of change

To write strategies to motivate their own roles and the roles of their subordinates for
continuous improvement and growth (incremental change)

To evolve strategies to motivate their own roles and the roles of their subordinates for
continuous improvement and growth

To assess the role of an internal change agent in initiating, implementing, overcoming

resistance and succeeding in change programs/ projects

To prepare an action plan for introducing a change program/project of their choice related
to their workplace

Importance of Training for Leadership

1. Build trust and influence with others.
2. Define their team's purpose and their job to be done.
3. Create a strategic link between the work of the team and the goals of the organization.
4. Connect the work of the team to the organization's economic model.
5. Align the four essential systems of execution, talent, core work processes, and customer
feedback

Training and Communication

Communications training or communication skills training refer to various types of training
to develop necessary skills for communication. Effective communication is vital for the success
in various situations. Individuals undergo communications training to develop and improve
communication skills related to various roles in organizations.
In organizations, it is necessary to communicate with different sub-groups and overcome
difficulties in effective communication. Since each sub-group has a unique sub-culture, an
effective communications trainer may assist organizational members in improving
communications between sub-groups of the organization. It is necessary to ensure that
communications between individuals the various sub-cultures serve to meet the mission and
goals of the organization. Communications training can assist leaders to develop the ability to
perceive how various individuals and subgroups relate to each other and make appropriate
interventions.

Types of skill development

Listening skills

Influence Skills

Responding to conflict

Customer service

Assertiveness skills

Negotiation

Facilitation

Report writing; business and technical writing

Public speaking, effective presentation

speaking skills

Interacting skills

Benefits of Training for Communication

Business communication training: It is possible for developing the skills needed for business
networking and enhance their communication skills. It helps in communicating the apt message
to the appropriate person at the most right time and to effectively manage and develop assertive
skills. It enable candidates to manage competently, maintain long-term relationships, form new
alliances, meet new people and establish contact with them and develop relationship with them
Corporate communications training: It is useful for corporate events and help in dealing with
other corporate participants, besides being helpful for routine dealings.
Executive communication training: It focus on how to conduct meetings by helping to develop
facilitation skills and through exceptional executive communication coaching, candidates learn
how to open, manage, as well as end meetings.

Crisis communication training: It enables candidates to communicate while dealing with the
various difficulties and emergencies that can arise including conflict management and change
management. With training, candidates will be fit to come up with beneficial solutions for
solving the crisis or conflict or make change/transition easier.
Public speaking training: It is very useful to make presentations, for developing their verbal
communication skills so that it is possible to express their facts publicly with great confidence.

Training Evaluation
Training Evaluation involves assessment of effectiveness of training programs. A
program evaluation is the systematic collection of information about the activities,
characteristics, and outcomes of programs to make judgments about the program, improve
program effectiveness, and/or inform decisions about future programming.

Training Evaluation Process

STEP 1: CONDUCT Training Needs Analysis
STEP 2: DESIGN Training Program
STEP 3: SELECT Training Method
STEP 4: EVALUATE Training Program Participants were satisfied with the training program

Methods of Data Collection for Training Evaluation

Questionnaires - Questionnaires offer a structured tool that may provide both quantitative and
qualitative information about employee reactions to the training event. The questionnaire should
focus on both training content and delivery. The training content section should target questions
to ascertain whether the training materials provide useful information that will assist in
performing work tasks and whether the employee is more knowledgeable about the subject
matter following the training event. This information will assist the training department in
determining how the training material should be revised or supplemented and whether the
training medium used is best suited to the training content. It will also allow the training

department to maintain an internal inventory of training vendors or offerings that have been rated
best or least effective.
Knowledge Review - Knowledge reviews offer an objective means of determining whether
training content has been learned. Knowledge reviews refer to a general group of assessment
tools in which employees read questions and respond in writing. The knowledge reviews may be
administered by delivering the tool at the start and end of the training event. The tool should be
developed as a short answer or multiple-choice instrument using the same questions in each
administration, presented in a different order. The questions on the knowledge review should
adequately address the learning objectives of the training. The results of each administration of
the knowledge review can be compared to measure knowledge transfer during the training event.
This information will be useful in assisting the training department to improve the course
material.
Observation - Observation is another evaluation method that provides information regarding
employee reactions to the training. Training department personnel should observe employee
interaction, level of engagement with training instructors and responses to course content. This
evaluation technique may be informal or highly structured.. However, the information provided
to employees should be related to their ability to do their job better. These stakeholders will
benefit by understanding their own strengths and weaknesses and how they have been addressed
through the training process.
Employee Portfolio - The employee portfolio is an effective means of providing information
to employees as well as their managers about the level of mastery of particular knowledge, skills
or abilities following a training event. The employee portfolio should be designed to be used for
informational purposes only.
Skill Gap Analysis - Another means of providing employees information about their skill
development is to require business unit managers to conduct an assessment of each employees
level of knowledge, skills and abilities relative to the level required for successful performance
in the position. The Skill GapAnalysis can be administered using a survey instrument.
Employees can use the results of this assessment to track their skill development over time from
their manager's perspective.

Kirkpatrick Evaluation Model

1. Determine what you want to find out
2. Design a form that will quantify reactions
3. Encourage written comments and suggestions
4. Get a 100 percent immediate response
5. Get honest responses
6. Develop acceptable standards
7. Measure reactions against standards and take the appropriate action
8. Communicate reactions as appropriate.

MODULE V
Management Development
Management development is the structured process by which managers enhance their skills,
competencies and/or knowledge, via formal or informal learning methods, to the benefit of both
individual and organizational performance.

Objectives Of Management Development

1) To stimulate creative thinking
2) To improve thought process and analytical thinking
3) To increase versatility of the management group
4) To give specialists an overall view of the functions of an organization
5) To identify persons with the required potential
6) To increase morale of the members of the management group
7) To provide adequate leaders .
8) To increase the efficiency of performance of existing executives.
9) To serve as a means of control in operations
10) To train managers for higher assignment who show potential for growth greater than
those of their colleagues.
11) To prepare them for adaptation to changes, environmental, ideological and technological.
12) To develop unity of purpose and improve morale.

Principles of Management Development

i.

Encouraging growth and learning of employees as per business needs

ii.

Improving competencies ( Knowledge, skills, behavior) that can be immediately applied

at work

iii.

Increasing motivation and job satisfaction of managerial personnel

iv.

Developing analytical and problem solving skills

v.

Promoting communication and planning throughout the organization and department

networks

Methods of Management Development

There are mainly two types of methods by which managers can acquire the knowledge,
skills and attitudes and make themselves competent managers One is formal training and the
other is through on-the-job experience On-the-job training is of utmost importance as the real
learning takes place only when the learner uses what he has learnt Class-room training or
pedagogical techniques have also got their own importance in gaining new knowledge, learning
new techniques and broader concepts

Selection of Techniques
The success of any management development programme largely depends on the
selection of the techniques It should also be remembered that no single technique can prove to be
sufficient, but only the combination of techniques makes any management development
programme effective This is because all managers at all levels require all kinds of skills but in
varied proportions

Evaluation of Management Development Programmes

It is the evaluation process which determines the success or otherwise of the desired programme
and results can be used for further improving the future programmes. The evaluation results
should be provided to trainees, their superiors, subordinates and HRD department of the
organization

Models of Management Development

Dysfunction Analysis
Simply put, this is a sort of test carried out in order to check a persons mental stability and
whether or not he has any psychological disorder. This can also help in assessing a persons
mental strength and ultimately also guides us whether or not the individual needs to undergo a
psychological training program.

 Professional Development
As the words suggests, it means undergoing a professional training program for both personal
progress and career enhancement. Under this, the manager is also made aware of the functioning
of the organization. Some of the most common methods include.

Case study learning

Lesson study

Technical assistance

Consultation

Regulation

Mentoring
Under this, a senior person in the same organization guides the manager, as to develop their
skills and solve the organizational problems. They teach them out of their own experiences.
He also helps in building up the confidence of the manager, by asking questions and
providing them challenges while also providing the necessary assistance and encouragement.
It gives the manager a chance to look more closely at themselves, their issues and what they
want in life. It makes them self aware, responsible and gives a direction to their life.
Action Learning
Individuals are given the freedom to solve a problem according to their understanding and
technique they think best. This lets them to attempt varied approaches to solve various issues
and problems. This approach recognizes that individuals learn best from experience so that
the process is structured.
Internal Training Programs
The organization itself develops a training program for the managers. The advantage here is,
that they get trained under your eyes, and they do not need to be provided training externally.
It also helps in breaking the communication barriers between the old and new employees.

On- the job training is the most common internal training program where in the manager
learns while doing the work itself.
Job Rotation
It is a technique in which an employee is moved between two or more jobs at regular
intervals in a planned manner. This helps the manager in learning the aspects, roles and
responsibilities of all the jobs, and ultimately of all the employees that are going to be
working under him.
Vendor Provided Training
Your own vendors and clients are invited in to provide training. You can select from the
many trainers, costs, locations and programs. You can choose the one that can train your
managers on skills and techniques that you find useful and can make a difference to your
organization.
Business Workflow Analysis
It is a method allowing managers and businesses to have an improved understanding of their
requirements and also in establishing feasible objectives. The aim here is to reduce the costs
and improve overall performance.
Upward Feedback
This concept relies on the on subsidiarys judgment and viewpoint of their managers as a key
element of assessing managerial effectiveness. This is based on the 360 degree principle that
managers can only be as excellent as per their employees opinions.
Over and above this, a firm can also formulate its own methods of management development,
which are flexible and are or can be formulated keeping in mind the working patterns of an
organization and the skill sets theyre looking for in the manager and the employees.