“EVERY MAN HAS IN HIMSELF A CONTINENT OF

UNDISCOVERED CHARACTER.

HAPPY HE WHO ACTS THE COLUMBUS TO HIS OWN

SOUL.”
----- J.STEPHEN.
 Today’s Programme
• Learning Climate
• Prior to Learning Programme
• Handling Lecture session
• Measurement & Evaluation
• Training Needs
• Roles of Trainers
• Job Profile of Training Executives
• Managerial Attributes of Trainers
• The MIDAS touch
 LEARNING CLIMATE
The climate plays an important part in the growth of people. Learning
climate makes the difference between quality growth and mere
attendance. A proper learning climate means that most people are in a
cooperative frame of mind, and are serious about doing work.
Few important design aspects include:
•Climate-setting activities should allow comfortable participation.
•Activities should relate in some way to the content of the programme.
•Activities should suit the culture of the organisation and the background
of the learners.
•Activities should not place participants in situations in which they might
feel embarrassed.
•Equally important are – your voice, state of mind, the way you project
yourself.
 IN THE BEGINNING OF THE LEARNING
PROGRAMME
Try to adopt language that supports a positive climate. A few
suggestions:
Before the session
•Early in the programme, describe your role as guide and facilitator.
•Describe the objectives for the session and the programme.
•Let participants know whether you prefer them to hold questions until
the end of a lecture or ask questions during the session.
During the session
•Before each break, briefly review major points and your plans for the
work immediately following the break
•Occasionally, move between groups during total class discussions to
have openness and greater informality.
Your Attitude
•Adopt a caring attitude, and show it.
•Treat participants as individuals.
•Make supportive comments, and identify what is right in each comment
and person.
A SUPERIOR ATTITUDE INTERFERES WITH LEARNING.
Your Language
•Avoid snubbing participants – in words, tone, body language or by not
recognising their work.
•Never use language, humour or anecdotes that might offend any group
of people.
CRITICAL FACTOR IS NOT NECESSARILY THE WORDS USED,
BUT THE WAY THEY ARE SAID AND THE IMPLICATIONS THEY
HOLD.
 HANDLING A LECTURE SESSION

Guidelines
1. Be organised : Prior to the question and answer period, prepare one
or two major points which you wish to highlight with the audience.
2. Be concise : It creates the impression that the speaker has a clear
grasp of information, has thoughts that are organised and is not
wasteful of time.
3. Be relevant : Make sure the answer is relevant to the question and is
short and simple.
4. Be careful : Whatever is the question & answer situation, listen and
answer with care. Do not feel obliged to accept the questioner’s facts
or figures. If you don’t know the answer to a question, say so.
5. Be competent and confident : To answer a question properly, listen
to the question carefully. If time allows, speak beyond the core
question asked.

6. Be complimentary: Always refer to the person asking the question

in a polite manner.Being complimentary makes a speaker look good
and positive.

7. Be clear : People who ask questions want answer in language that is

meaningful to them. If they are engineers, engineering jargon may be
appropriate. Use illustrative anecdotes, analogies, explanations and
every day talk.

8. Be accurate: There is nothing to hide. There are two sides to every

issue; the questioner is sharing his perspective.
 MEASUREMENT AND EVALUATION OF
TRAINING
PREREQUISITE FOR TRAINING EVALUATION IS TRAINING
NEEDS DETERMINATION
Two important aspects which need understanding on part of the evaluator:
1. Evaluation results can not be borrowed from other organisations.
2. Evaluation approaches and methods can be learnt and adapted.
Methods for evaluating training programmes
The necessary steps involved in evaluating may focus on any one or
more aspects out of the following criteria:
1. Reaction.
2. Learning.
3. Behaviour.
4. Results.
 IDENTIFICATION & DETERMINATION OF
TRAINING NEEDS
To diagnose the training needs, following are the important questions to
be answered:
1. What major day to day operating problems do you encounter?

2. What desired results occur when these operating problems are

removed or solved?

3. What obstacles both inside and outside your department, limit

achievement of your objectives?

4. What do you feel are the reasons of these operating problems? What
are the limitations of the job?
 Before taking up training need survey, consider the
following factors:
1. Motivation by Management: What are the present facilities
available inside the organisation for fulfillment of training needs.
Does the organisation have a positive work-culture?
2. Motivation by intrinsic need satisfaction: What kind of working
conditions are available. Do these working conditions require any
improvement?
3. Motivation by Objectives: Are the objectives of the organisation
well spelt and clear to the employees whose training needs are being
identified?
4. Motivation by Development:Is an environment available where the
seniors know how to develop their subordinates and are interested to
train and develop them ?
5. Motivation by Fear: What standing orders, disciplinary rules and
procedures are available to modify and improve the behaviour of
employees ?
 KEY LEARNING POINTS

• Forevaluating training programmes, training needs

be determined clearly for comparing results.

•The training need survey should take into account the

organisational factors.
 ROLE OF TRAINERS
1. OBJECTIVE OF ORGANISATION
2. KEY PROBLEMS OF ORGANISATION
3. SELECTION OF TARGET GROUP
4. IDENTIFICATION OF TRAINING NEEDS
5. CURRICULUM DEVELOPMENT
6. DESIGN OF TRAINING PROGRAMMES
7. PREPARATION OF COURSES
8. ADMINISTRATION AND SUPERVISION OF COURSES
9. BUDGET AND FUNDS
10. IMPLEMENTATION AND MONITORING OF PROGRAMMES
11. EVALUATION
12. FEEDBACK FROM TRAINEES AND TRAINING FACILITATOR
13. REPORT WRITING
 A TRAINER HELPS PEOPLE WORK BETTER.
BY DEVELOPING COMPETENCIES, A TRAINER HELPS
EMPLOYEES TO CONTRIBUTE THEIR SHARE IN
ACHIEVEMENT OF COMPANY’S DEFINITE OBJECTIVES.
Important aspects to be considered by the trainer to do the job of HRD
effectively and efficiently :
1. He should clearly understand the objectives of the organisation:
Employees should be so trained that they achieve effectiveness with a
point of view of achieving the targets and objectives of the
organisation.
2. He should have awareness about key problems of the organisation: If
training programmes do not lead to better performance and results,
they tend to be unproductive and wasteful.
3. He should be able to select the target group for training: Selection of
target group should be so made as to allow employees of similar
group training needs can be combined and repeated.
4. He should know how to identify training needs:The person
identifying training needs should have knowledge and appreciation
of the following factors:
a. The job description to know what competencies are required to
perform the job. Vis-à-vis traits and qualification of employees.
b. The individual’s training need and groups’ training needs.
c. Company’s technological updating and future expansion plans.
d. Possible rotation of personnel in different departments and sections.
e. Work culture of the organisation.
5. He should be able to develop curriculum: Trainer should be able to
develop and chalk out course contents on systematic lines with
proper time allotment for each session to be held for covering the
topics decided. Each session should provide for enough time for
questions and answers.
6. He should design training programmes systematically and as per the
requirements of a particular group: Training programmes should
address the training requirement of a group i.e Target Group.
7. He should provide physical & learning facilities:A good trainer
provides proper environment and physical conditions to the
participants so as to create conditions that are helpful in
concentrating on the subject. He ensures that proper literature is also
provided for future reference.
8. He is Administrator, Supervisor & Manager of the Programme:
a. Keeps participants and trainees disciplined.
b. Sees that learning takes place at an accelerated rate.
c. Collects feedbacks
d. Looks into the proper execution of the programme.
e. Ensures that the time is well spent & all training targets are achieved
in time.
9. He should be able to evaluate different systems and
programmes:Evaluation helps identify the areas of improvement
which need more stress to generate interest and accelerate learning of
the participants.
10. He should evolve the feedback system to obtain views of trainees and
participants: Most popular method – taking views on some structured
questions giving multiple choice for answer against each factor. Such
evaluations are likely to be biased. Negative feedback is mostly
avoided for want of courage or frankness.
11. He should be able to consolidate his views on the above items and
put up a report to the concerned officers: Implementation of the
suggestions received is a must. There should be evaluation of
learning taking place.
12. He should be able to budget the funds being spent for different HRD
activities: Should be able to plan the budget in such a way that all
important activities pertaining to training are carried out on cost
effective basis.
 ROLES A TRAINING EXECUTIVE CAN
PLAY
1. Communicator 2. Evaluator
3. Manager 4. Leader
5. Problem Solver 6. Consultant
7. Monitor 8. Faculty
9. Learning system creator 10. Researcher
11. Learner 12. Change agent
13. Advisor 14. Motivator
15. Image builder 16. Organiser
17. Planner 18. Friend, Guide & Philosopher
19. Programmer By no means this list is final
Role of a training executive can be classified into four major
categories:
1. Designer of learning system
2. Director of training.
3. Training Administrator and
4. Advisor to Management
These aim at contributing effectively to the objectives of the
organisation.
SET LEARNING OBJECTIVES BEFORE EMBARKING UPON
INITIATING ANY TRAINING EFFORT.
 JOB PROFILE OF TRAINING EXECUTIVE
1. A keen problem solver

2. Trainer as a consultant

3. A non-threatening observer

4. Art of persuation & reprimand

5. Avoid favouritism

6. Use ego-lifters

7. Trainer as a leader
 TRAINERS MANAGERIAL ATTRIBUTES
1. Command of basic facts:
Knowledge of environment and Organization.
2. Professional Knowledge:
Degree of understanding and utilization
3. Perception:
Sensitivity to events, Data gathering & information
processing
4. Analytical problem solving and decision making:
Identifying problem, developing solution & planning
sequential action
5. Social Attributes:
Motivating trainees; Using & responding to authority ;
Communicating & influencing; Sensitivity to others & the
environment.
6. Emotional resilience:
Working actively under stress
Coping with pressure & crisis.
Avoiding panic & defensive measures.

7. Leadership:
Secure cooperation of others.
Use authority fairly, direct the work, communicate
clearly & ensure instructions are understood clearly.
Maintain discipline, develop good morale.
 MIDAS TOUCH
The Trainer should offer the MIDAS Touch
to the trainees.

M _ MOTIVATES TRAINEES

I _ INFLUENCES PERFORMANCES & ATTITUDES

D _ DEFENDS THEIR INTEREST

A _ ADVISES & HELPS THEM

S _ SUPERVISES & DIRECTS THEIR WORK &

TRAINING