DEPARTMENT OF MANAGEMENT STUDIES

EMPLOYEE TRAINING AND DEVELOPMENT

18MBAHR403

DESIGNING TRAINING PROGRAM

AND TRAINING METHOD
Unit 2
Dr. Malini T N, Assoc. Prof., NMIT
 CONTENT

Designing Training Programs: Learning And Training Methods:

• Organizational Constraints, Principles of learning,
• Developing objectives, learning process,
• Budget for training, Learning Curve,
• facilitation of learning, Criteria for method selection,
• Facilitation of learning: focus on training design. skills of an effective trainer.
Methods

Dr. Malini T N, Assoc. Prof., NMIT

 MEANING AND SIGNIFICANCE OF
TRAINING DESIGN
• After assessing training needs, the training manager will come to
know whether training is the right solution to the performance or
compliance problem.
• If training is seen as solution to the problem, then the training
process moves to the next stage designing a program.
• Designing successful training programs requires not only a
thorough understanding of the training problem, but also a well-
stated definition of the results to be achieved & a thought out plan
for achieving those results.

Dr. Malini T N, Assoc. Prof., NMIT

• Design is a planning activity which in the context of training, refers to
– the framework for analyzing a training problem, defining the intended outcome,
– determining how to present the content to learners to achieve those outcomes,
– developing the training course according to the design, implementing the course,
– evaluating its effectiveness and
– devising follow-up activities.

Dr. Malini T N, Assoc. Prof., NMIT

• Training designers will have to consider certain important factors from three perspectives
before designing a program and the three perspectives are – cost, availability and
appropriateness.
• Training designers will have to answer the following questions –
– What materials will be required to implement the program in a particular way?
– What media will be used?
– What specialized expertise will be required for implementation of this design?

Dr. Malini T N, Assoc. Prof., NMIT

 CONT…
The basic elements of an effective training design are:
• – It is learner-focused
• – It should be based on identified needs
• – It has measurable objectives
• – It is goal oriented
• – It is time bound
• – It has taken into account the resource

Dr. Malini T N, Assoc. Prof., NMIT

 CONSTRAINTS IN THE DESIGN
Organizational/ Environmental constraints
Budget:
Although most companies acknowledge the need for training and that there is a cost
associated with training, they often fail to put a training plan in place because they
struggle with even setting an appropriate training budget. some companies set an annual
training budget that is 2 percent of their annual total employee wages. Others use 1
percent. Use whichever figure makes more sense for your business. 

Time:
job shop environment, production highs and lows make developing, scheduling and
executing training daunting tasks. This constraint can only be overcome if the solution
comes straight from the top, with the highest-level managers and owners mandating
training. 

Dr. Malini T N, Assoc. Prof., NMIT

 CONT.…
Communication:
Training goals cannot be achieved without effective communication. Every person in
the  organization should be made to understand the purpose and goal of any training
prior to that training’s development.
Technical:
A common technical constraint of online training delivery is that the learners do not
have access to the necessary hardware to access e-learning

 Culture:
the culture of the company can be the biggest constraint of all
against training initiative success. Top managers must hold the
entire leadership team accountable for the proper attitudes
required of a shop with a training and education culture. 

Dr. Malini T N, Assoc. Prof., NMIT

• The HRD department presents the
budgeting process that charges the others
for the services it provides.
• Establishing a training budget for an
organization ensures allocate appropriate BUDGETING FOR TRAINING
funds for employee development over the Type
s of
course of a year.  1. c
Deve ost invol
2. l v
Dire oping co es in tra
• A good training budget is designed to 3. c
Indir t costs
st ining
:
address the real issues by spending money 4. e ct c
Ove
5. rhea ost
on the actual needs of the business and its 6.
Parti ds
cipa costs
employees. Eval n
uatio t compe
n co nsati
st on

Dr. Malini T N, Assoc. Prof., NMIT

 DEVELOPING OBJECTIVES

Types of training objectives components of A good objectives

1. Training reaction objectives
2. Learning objectives • Desired outcome
3. Transfer of training objectives • Conditions
4. Organizational outcome objectives • Standards
Dr. Malini T N, Assoc. Prof., NMIT
 TRAINING
INITIATIVE
• Yokohama Off- Highway Tyres (YOHT) has introduced a training programme for the early and mid-
level managers in tandem with the organisation’s US employees. Called ‘Lead – Leading Teams
Effectively’, the objective is to support the development of early to middle managers. The participants
are from corporate, sales, appliance functions and also from the US verticals.
• Dheera Bhadani, senior manager, human resources, YOHT, who is leading the programme, explains,
“Since none of the trainings were happening physically, we saw this as a good opportunity to be
leveraged and aimed for diverse participation in the programme. Traditionally, we run such training
programmes at the respective locations. People were anyway working from home, so they were able to
join whenever and from anywhere, irrespective of the time zones they belonged to.”
• A 12-week exercise and has competency-based assessment, pre and post the sessions. There are three
learning modules spread across six virtual sessions conducted by trainers. It has a mobile-based
gamified platform as well. After every module is completed, closure or feedback sessions are
conducted. After completing their assignments people revert based on their learnings. This breeds peer
learning
Dr. Malini T N,and sharing
Assoc. Prof., NMIT of cross-cultural participation. 
 CONT.…
• The idea to roll out a programme for early and mid-level managers comes from a 2019 initiative
called ‘Managers as Coach’. The purpose of this intervention is to create a developmental culture in
the organisation. The first thing is to look at the senior people and sensitise them. That’s why, the
initiative of ‘Manager as Coach’ was introduced.
• “The objective was to ensure that managers across levels are able to understand how to manage
themselves, their teams and the stakeholders. Therefore, the goal was to prepare a senior manager to
nurture a coaching mindset and then work on making the upcoming manager more effective,”.
• The criteria to get selected for the programme is quite simple. This is designed for those managers
who have recently been promoted or have moved from an individual contributor position to that of a
team-handler.
• The manager and the HR will discuss the requirements and identify the people who will benefit from
the exercise. The nominated employees are made aware of the objective of the programme and the
managers identify the areas relevant for their learning and development. They customize the
programme according to the feedbacks.

Dr. Malini T N, Assoc. Prof., NMIT

 CONT…
• The programme was put in place by YOHT in partnership with Tack TMI Inspire One, a service provider.
It also employs some measurable tools to gauge the transformation in these managers before and after
taking this training programme.
• “People were excited doing role plays or activities in the breakout rooms on Zoom meetings. They related
some examples which were very specific to our industry. ”
• In the first module, the trainer used generic case studies, while in the next one, the suggestion that came
up was whether it could be more relatable. Accordingly, we tried to modify the questions and case
studies.”
• Some of the changes incorporated were use of terminologies relevant to the industry, or situations that
managers may come across in the organisation in a normal day. A few quick chats with the participants
and managers in terms of context and expectations helped them come up with a solution. “Participants
shared some situations during their feedback sessions and we incorporated them in the programme. 

Dr. Malini T N, Assoc. Prof., NMIT

 FACILITATION OF TRAINING
1. Focus on the trainee
• Individual Differences
• Motivation of trainee

2. Focus on training design

• Social learning theory
• Strategic Knowledge

3. Focus on training
• Positive transfer
• Zero transfer
• Negative transfer
Dr. Malini T N, Assoc. Prof., NMIT
LEARNING

Dr. Malini T N, Assoc. Prof., NMIT

 l l, or
e , te
t
Sta scrib y
de ousl
v i
e
INTRODUCTION TO LEARNING
ge
A
ne
pply l
r a lizab
s E x ecute a
pre ored n c ep t ysical
s t
at i o n e c o p h C hoose a
• Learning is a relatively permanent
rm changeto s lvehuman capabilities
oin c t io n with that is nor oanaresult
l Manage
of growth
o a p er s
inf
processes. These capacities are related to ems
specific learning ion & one’s own
precisoutcomes
o b l f
p r course o nd
Timing thinking a
action
learning
process
Verbal
learning Intellectua
l Skills
Motor
Learning skills Attitude
Outcomes Cognitive
strategy

Dr. Malini T N, Assoc. Prof., NMIT

 PRINCIPLES OF LEARNING

Reinforcement Distribution/
spaced learning

Motivation
Whole Vs Part
Learning
Knowledge of result

Transfer of
Active practice training
Dr. Malini T N, Assoc. Prof., NMIT
 LEARNING PROCESS
Gratifying

Retrieval&
Provide cues to
Generalizing
recall, enhance
retention
Long term
storage Elaborate the amount to be learned
Semantic
encoding
Provide leaning guidance
Working
storage
Limiting the amount to be learned
Perception
Presenting stimuli with distinctive feature
Expectancy
Informing the learner of the lesson objective
Dr. Malini T N, Assoc. Prof., NMIT
 LEARNING CURVE
6 Learning Curve
Inexperience Engagement Mastery
Plateau
5

ss
Performance

re
3 rog
epp
S te
2

1
ng
Slow beginni
0

Time
Dr. Malini T N, Assoc. Prof., NMIT Learning Curve
 LEARNING CURVE
• The learning curve can represent a short training session to enable a person to achieve a
modest increase in performance or it can represent a long period for professional
development.
• In most of the situations, it is found useful to consider design through several building
blocks or learning units, each providing opportunities for progressive learning towards a
satisfactory standard of performance.

Dr. Malini T N, Assoc. Prof., NMIT

 CRITERIA FOR METHOD SELECTION
a c to r
an F r)
m e re a
Hu tr ai n
A
(th e je ct
S ub

& e ri al
ng mat
a chi e & ors
f te Ti fact
m
e o in g
v
c t i t r ai n
j e
Ob

Dr. Malini T N, Assoc. Prof., NMIT

 SKILLS OF AN EFFECTIVE TRAINER
Written

Communication Skills
Oral
Verbal & non verbal
Body language
EI, Leadership,

Interpersonal Skills
positivity, negotiation,
empathy, openness to
feedback team work
and active listening
Facts, Procedures,

Knowledge Concepts, Principles,

Technology, latest
trends
To environment

Flexibility To the situation

To decision making
To training methods
Dr. Malini T N, Assoc. Prof., NMIT
 TRAINING METHODS

Presentation Method Hands on Method

• Lectures • OJT
• Audiovisual • Behavioral Modeling
techniques • Case study
• Flip class • Business Games
• Seminar & • Role play
conference

Group Building E learning

• Adventure learning • Simulation
• Team training • Computer based training
• Action learning • Online learning
• Blended learning

Dr. Malini T N, Assoc. Prof., NMIT

 PRESENTATION METHOD
LECTURE METHODS
• In lecture method the trainers communicate through spoken words.
• It is a one way communication, least expensive and least time consuming
method.
• Easy to engage large group of trainees.
• Team teaching brings more expertise and alternative prospective to the training
and time consuming, but holds coordination issues.
• Panels is appropriate for showing trainees different viewpoints in a debate but
trainee with limited knowledge may face difficulty In understanding.
• Guest speaker can motivate learning.
s • Some of the disadvantages are lack of participants involvement, feedback, &
thod
r ing me
ure
meaning full connection to the work environment.
Lec tu Le ct • It is difficult for the trainers to judge the understanding of the students.
ard
Stand Teaching • To overcome from these problems, they substitute it with Q&A, Discussion,
Team peakers videos, games & case studies.
tS
Gues nels
Pa nt a t ion
n t p rese
Stude
Dr. Malini T N, Assoc. Prof., NMIT
 AUDIOVISUAL TECHNOLOGY

• This method includes overheads, slides and videos.

• Video is a popular instructional method used to improve
communication skills, interviewing skills, customer
service skills.
• It is one method used for behavior molding.
• Advantage: Trainers can review, slowdown or speed up
the lesson as per the trainee learning capacity.
• It gives control over learning as trainees can access the
video during and after the training session.
• Trainees can be expose to equipment's, problems and
events.

Dr. Malini T N, Assoc. Prof., NMIT

 FLIP CLASS
• A flipped classroom is a type of blended learning
 where students are introduced to content at home and
practice working through it at training centers.
• It motivates the trainees and brings change in the
learning process.
• The trainers provides the vedio leactures in prior and the
trainees has to learn the concepts at home and apply the
same in the activity/class room.

Dr. Malini T N, Assoc. Prof., NMIT

 SEMINAR & CONFERENCE
Seminar:
• It is one of the best method for sowing, nurturing and
developing the ideas.
• It generally centered around single theme.
• The speakers are specialists, presenting on the topic of
discussion & lead the members to explore on the topic.
• Seminars will have number restrictions and members will not
come prepared for the discussion

Conference:
• It is one of the structure device for conveying a message on
large scale.
• The chairman is the significant figure in the conference and
holds control of both audience and speaker.
• He pose question to the speakers and match the expectations
of the audience.
• He has to summarize at the end of the conference.
Dr. Malini T N, Assoc. Prof., NMIT
 HANDS ON METHOD
OJT
• This method refers to new or inexperienced employees learning in the
work setting & during work by observing peers or managers
performing the job and trying to imitate their behavior.
• It is one of the oldest & most used types of informal training.
• It is considered informal because it does not necessarily occur as part
of a training program and because managers, peers, or mentors servs as
trainers.
• It takes various forms like apprenticeship and self directed learning
program.
• In OJ training is immediately applicable to the job.
• This method saves time and cost to the organization.
• Major disadvantages is some situations the managers or peers may pass
on bad habits as well as useful skills.

Dr. Malini T N, Assoc. Prof., NMIT

 BEHAVIORAL MODELING
• It presents trainees with a model who demonstrates key behaviors to
replicate and provides trainees with the opportunity to practice the key
behaviors.
• This method is based on the social learning theory.
• This method is more appropriate to teach the skill than factual information.
(Interpersonal and computer skills)
• In practice session, trainees are provided with feedback regarding how
closely their behaviour matches the key the key behaviours demonstrated by
the model.
• The role playing & modeled performance are based on actual incidents in
the employment setting.
• This method involves :
1. Identifying the tasks that are not being adequately performed due to lack of
skill
2. The key behaviours that are required to perform task.
• Modeling display more frequently done by video display.

Dr. Malini T N, Assoc. Prof., NMIT

 CASE STUDY

It is a description about how employees or organization dealt with a

difficult situation.
ent Trainees are required to analyze & critique the action taken indicating the
l o pm appropriate actions and suggesting what might have been done differently.
Deve This method is appropriate for developing higher order intellectual skills
a se such as analysis, synthesis and evaluation.
f C
es s o ory n These kind of skills are required for managers, physicians and other
ro c a st atio ne su es
P ntify form outli ive is professions.
e n t
Id her I story nistra Learning environment gives the opportunity to prepare and discuss the
t
Ga pare a admi teials case analysis.
Pre ide on se ma
c a
De are c
p
Pre

Dr. Malini T N, Assoc. Prof., NMIT

 BUSINESS GAMES
It require trainees to gather information, analyze it and make
decisions.
It is primarily used for management skill development.
Games stimulate learning because participants are actively involved
and because fames mimic the competitive nature of business.
The types of decisions the participants make in games include all
aspects of management practices: labour relations, ethics, marketing
and finance.
The game is designed demonstrate an understanding of application of
a knowledge, skill or behaviour.
To ensure learning & transforming of training, games used in training
should be simple enough that trainees can play them in a short time.

Dr. Malini T N, Assoc. Prof., NMIT

 ROLE PLAY
Role play have a trainees act characters assigned to them.
Information regarding the situation is provided to the trainees.
Role plays may provide limited information compare to simulation.
It focuses on interpersonal responses.
In role play, outcome depends upon the emotional reactions of the other
trainees.
For making the role play effective, trainners need to engage in several activities
before, during and after the role play.
Before the role play, it is critical to explain the purpose of the activity to the
trainees.
During the activity, the trainer needs to monitor the time, degree of intensity
and focus of the group attention.
At the conclusion of the role play debriefing is critical. Debriefing helps
trainees understand the experience and discuss their insights with each other.

Dr. Malini T N, Assoc. Prof., NMIT

 GROUP BUILDING METHODS
ADVENTURE LEARNING
Adventure learning focuses on the development of teamwork and leadership skills
through structured activities.
It includes wilderness training, outdoor training, drum circles and cooking classes.
It is more appropriate for developing skills related to group effectiveness such as
self awareness, problem solving, conflict management and risk taking.

Dr. Malini T N, Assoc. Prof., NMIT

 TEAM TRAINING

It coordinates the performance of individuals who work

together to achieve a common goal.
Components of team performance is knowledge, behavior and
attitude
Team moral, cohesion and identity are related to team
performance.
This method is designed to improve the team effectiveness.
Effective team training helps :
• Develop procedures to identify and resolve errors
• Coordinating.

Dr. Malini T N, Assoc. Prof., NMIT

 ACTION LEARNING
• It gives team or work groups an actual problem, ask them to work
on solving it and committing to an action plan, and then holds them
accountable for carrying out plan.
• Companies use this method to solve important problems, develop
leaders, quickly build high performance teams, and transform the
organization culture.
• Diversified group will be formed comprising of 6 to 30 employees.
• Ex.: six sigma black belt program

Dr. Malini T N, Assoc. Prof., NMIT

 SENSITIVITY TRAINING

• It is also called as T- group, D- group, l- group training.

• This method is mainly conducted by Indian society for applied
behaviour sciences.
• Variety of skills will be imparted like self awareness, interpersonal
relation, team work, group & organizational process, inter group
conflict resolution etc.
• It is a process oriented training.
• This method is carried out in a laboratory where participants
simulate conditions for effective functioning of the group in an
unstructured manner.

Dr. Malini T N, Assoc. Prof., NMIT

 E LEARNING
COMPUTER BASED TRAINING
CBT is an interactive training experience in which the computer provides
the learning stimulus, the trainee must respond and computer analyzed the
responses and provides feedback to the trainee.
CBT includes interactive videos, CD-ROM and other systems.

Dr. Malini T N, Assoc. Prof., NMIT

 ONLINE LEARNING
It is a method having internet, web based, e- learning and
learning portals based training.
In this method it is possible to enable learners to interact with
the training content and other learners and decide how they
want to learn.
It can be covered to large set of audience and facilitates for
remote learning.
It can transfer the learning element in a shorter time span

Dr. Malini T N, Assoc. Prof., NMIT

 BLENDED LEARNING

• Blended learning is the combination of online learning, face

to face and other methods.
• This method has evolved with the various drawback faced
through other online methods.
• In comparison to the classroom delivery, blended learning
provides increased learner control, allows for self
directedness and requires learners to taker more responsibility
for their learning.
• In comparison to pure online learning, blended learning
provides more face to face social interaction and ensure that
at least some of the instruction is presented in a dedicated
learning environment.

Dr. Malini T N, Assoc. Prof., NMIT

 DISTANCE LEARNING
• It is used by the geographically dispersed companies to provide information about new producrs,
policies or procedures as well as deliver skills training and expert lectures to field locations.
• It can include virtual classrooms, which have the following capacities: projection of still,
animated, and video images, instructor participated audio discussion, sharing of computer
software application.
• It features two way communications:
1. Tele conferencing: it refers to synchronous exchange of audio, video and text between two or
more individual.
2. Interactive distance learning: refers to latest generation of distance learning, which uses
satellite technology to broadcast programs to different locations and allows trainees to respond
to questions posed during the training program using key pad.

Dr. Malini T N, Assoc. Prof., NMIT

Dr. Malini T N, Assoc. Prof., NMIT

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