PROJECT TITLE

A STUDY ON EFFECTIVENESS OF TRAINING FOR TRAINERS

NAME

TULASI NAGA TANUJA BARLA

SAP ID

77120348174

POST GRADUATION DIPLOMA IN BUSINESS MANAGEMENT

SPECIALIZATION- HUMAN RESOURCE MANAGEMENT

COLLEGE NAME
NMIMS GLOBAL ACCESS SCHOOL FOR CONTINUING EDUCATION

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 STUDENT’S DECLARATION

I hereby solemnly affirm, declare and state that this Report titled “A Study on Effectiveness of

Training for Trainers in an Organization” was done by me with due diligence and sincerity and

this report based on that study is a bonafide work by me and submitted to NMIMS GLOBAL

ACCESS - SCHOOL FOR CONTINUING EDUCATION. This is my original work and

submitted for the course work of Post graduation diploma in business management & not

submitted for the award of any other degree, diploma, fellowship or other similar title or prizes.

PLACE: Signature:

DATE: Student No. 77120348174

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 CONTENTS

ACKNOWLEDGEMENT

LIST OF FIGURES

OBJECTIVES & SCOPE OF THE PROJECT

EXECUTIVE SUMMARY

LITERATURE REVIEW

RESEARCH METHODOLOGY

DATA ANALYSIS AND INTERPRETATION

FINDINGS, SUGGESTIONS & CONCLUSION

BIBLOGRAPHY

ANNEXURE

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 ACKNOWLEDGEMENT

“It is not possible to prepare a project report without the assistance & encouragement of other

people. This one is certainly no exception.”

On the very outset of this report, I would like to extend my sincere & heartfelt obligation

towards all the personages who have helped me in this endeavour. Without their active

guidance, help, cooperation & encouragement, I would not have made headway in the project. I

am ineffably indebted to NMIMS team for guidance and encouragement to accomplish this

PROJECT. I am extremely thankful and pay my gratitude to my all NMIMS faculty for their

guidance and support on each subject in this journey till now that helped me to able to

complete the project. I extend my gratitude to NMIMS for giving me this opportunity. I also

acknowledge with a deep sense of reverence, my gratitude towards my colleagues and friends

who directly or indirectly helped me to complete this project report.

Thanking you

Tulasi Naga Tanuja Barla

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 LIST OF FIGURES

Title of the figure Page number

Fig.2: Intervention of training 16

Fig.3: Training process 17

Fig.5: Principles of Adult learning 20

Fig.6: Behavioural Training objectives 22

Fig.7: A Model of the Transfer Process 23

Fig.8: Design thinking & the learning wheel 31

Fig.9: Stages of development of training group 36

Figure: 10: Methods/techniques of executive development 37

Fig.11: Case analysis process 38

Fig.12: Determining outcomes 44

Fig.13: Evaluation process 44

Fig.(a): Employee preferences for trainings on policies & procedures 57

Fig.(b): Employee exposure level to training methods 57

Fig.(c): Employee preference for Leadership/Interpersonal skills 58

Fig.(d): Overall employee preference on effective training methods 58

Fig.(e): Overall employee preference on least effective method 59

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OBJECTIVE AND SCOPE OF THE PROJECT:

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In an organisation, human resources should not perform only as resources but by developing,

human resources become human capital of the organisation. Human resources are the assets of

the organisation. So, to develop human resources into capital, training is necessary to train and

develop every employee to arise in the global market. Here, comes the role of a trainer. A

training program and a trainer can become successful when there is a equal equation of

S=A*M*O

Where; S is successful equation

A is abilities

M is motivation

O is opportunities

To plan and implement a training program, a trainer shouldn’t be only experienced on the job

skills to perform & the knowledge required for the job role but there are also many abilities

such as leadership skills, team management skills, interpersonal skills, communication skills

etc to develop and train the employees because employees are also internal stakeholders of the

company, So to train them a trainer should have interpersonal skills, leadership skills also

conceptual knowledge such as creativity and adaptive skills to handle any type of situation and

problems arise in the organisation changing to the environment. So, a trainer should also be a

leader to his/her trainees to handle any kind of situation arises in the organisational context in

the future.

Also along with the abilities, a trainer should have motivation. Motivation plays a very

important role in the training and development of organisation. If there is no step of motivation,

one cannot push to learn and develop. To run with the organisation competition, every

employee should work and learn with the new challenges, so the primary goal of trainers to

move from confusion and no acceptance though the communication to ownership and high

acceptance. If a trainer lacks motivation, the training and development cannot be successful.
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When a HR has job knowledge and abilities, conceptual knowledge cannot make him a

successful until a trainer has an opportunity. An opportunity makes an employee to be trainer

and training and development comes to place in an organisation to grow and sustain in the

global market organisation by achieving the needs and requirements of external and internal

environment. So, for trainer conceptual skills, motivation and opportunity makes successful.

The objectives of training program are analyzed by the process of Needs Assessment, Training

objectives, Implementation, Evaluation.

The process of finding needs assessment is very important for designing the training program.

The needs assessment is analyzed through the process of finding gaps in the present and

required jobs. The changes in the technological, political, legal and environmental keep

changes, and the changes in organisational needs and objectives required by changed

technologies and methods. To complete the future needs, organisation requires certain

competencies which look in the employees by evaluating with the present job competencies

and required competencies, the difference between these competencies is analyzed by

performance review and competencies required for the next job identified by the potential

review to design the training program and objectives.

Fig.1: Needs assessment process

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In most of the organizations, management doesn’t reveal the vision of the organisation which is

sometimes might difficult to find the required competencies for future jobs. But at the time

arrives, the employers look to the potential employees who can able to develop those required

competencies. That is where, Enterprise training plan comes into the place to find the future

training needs and competencies. An organization is capable to identify the potential

employees, employees with the jobs which they can do in future, that potential they have, they

are the assets. They are the assets for the organization. An organization should not lose those

assets. So, the training objectives are designed from the needs of assessment and enterprise

training plan by identifying the additional needs for the organization development.

The implementation of training program is implemented by the methods called on-the-job

training, internal and external training depends on the type of type of the employee is required

to perform is decided. The implementation of the training program requires the acceptance and

motivation of employees and trainers. The most crucial part in training program is the

evaluation part where the training program is evaluated through the feedback from the

employees which helps to improve further by the trainers accordingly. It’s trainer’s

responsibility to design the program in such a way where there is no space for the lack of

improvisation and adaptability.

The additional concern for the many organizations are after developing a training program, the

change in needs might change in future for its accordance but the important factor is here the

change management is the constant change that occurs in the business environment. So, the

trainers should capable of designing the training objectives precisely in a way that could be

modified with the further needs and improvements. As the methods changes, the employees

learning pattern, motivation, learning platform also changes according to the technological

improvements. So, a trainer is shall capable of delivering and finding the future needs to

develop the organisation.

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The training and development strategies includes of three types which are Cognitive,

Behavioural and Emotional. In an organization, a part of technical training on the job skills or

knowledge there are other skills to which management should get train the employees such as

these strategies which conveys to the employees to communicate, interact and be a part of

whole organization. Cognitive training consists of Culture-specific training such as on

traditions, history, culture, customs etc, and language course. Let us consider about Hitachi

Company which is in Japan and skilled employees from its host country India transferred to

Japan for the developmental strategies in the host country as expatriates. When the employees

from host country to home country of company, there is a major culture difference faces by the

employees. So, to make them easier company conducts a culture specific program including of

its customs and also a language course required to communicate in business relations whom is

at most required for all the employees to interact and solve for the business development. So,

providing a cognitive training is important in the training plan as well as Emotional component

in the strategies includes training on how to deal Uneasiness (social skills training focusing on

new/unclear and intercultural situations), Prejudices(coaching may be clarifying) and

Sensitivity(communication skills course such as active listening, verbal/non-verbal cues,

empathy). The uneasiness can be caused due to social skills training focusing on new and

unclear and intercultural situations. When an employee shifts from organization to another

organization either from a region to another region, the social environment keeps on changing

as well as the emotionally affected. Next one is prejudices, that is the many people are coming

with the biases, prejudice and say on a line of continuing the work concepts as worked in the

past organization which causes disputes in a diversify culture. So, therefore there are many

practices also are to be taught. Third aspect in the emotional is Sensitivity where the sensitivity

presents in the way people talk, respect each other. This aspect comes under the

communication skills where employee should treat the co-workers with respect and give

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respect and respond to each other opinions and ideas when they work together otherwise the

non-verbal cues might create disturbances in the team work as well in the organization. If there

is emotional support training which addresses verbal and non-verbal cues, then people from

different regions come together for the organization makes easier to put easier to share their

thoughts and ideas in the well social environment. The Third element of these strategies is

Behavioural part and that is the Culture Assimilator. There are different aspects an organization

is considering about this element mainly in service organizations to have social gatherings, to

conducts social-cultural events also to provide a play space for employees to relax with their

co-workers and some organize dance events to dance in the company itself and celebrate

festivals also providing facilities such as gym and cafeteria to gather and respect each other

cultures and make presence of different cultures present in the organization community, with

these type of possible training provided then definitely that organization will be more of a great

workplace to work, more flexible and adaptive and a place to work for all the employees.

WHAT IS TRAINING?

Training is the process of providing employees with necessary skills or helping the employees

that correct deficiencies in their performance. Training is also provided for the employee

development such as provides new skills for the employee, keeps the employee up to date with

the technological changes and practices. In the management context, training is called as

operational competence which is aggregate of knowledge, understanding, skills and personal

orientation in a business situation at a standard level of performance to develop and design the

new products, services, procedural and system knowledge. Competencies are critical success

factors, accredited occupational skills which involves bringing knowledge and skill together to

meet the requirements of the standard decision-making/problem solving situations in the

business context. The contributors of developing learning and competencies in the employees

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are Ability, Motivation or drive, Stimulus/cue, Assimilation, Response, Feedback and

Reinforcement.

In the business context and leaner perspective, might arise a question of difference between

Training, Education and Development in the management? Well, training is defined as task and

situation specific which reduces multi-tasking of the employees when they trained on the

technologies in the well-developed process, where as Education means the process of physical,

conceptual, procedural, social and personal orientation of learning. It provides institutional

qualifications in the major contributions of personal development, culture, aspiration,

achievement and direct & indirect enhancement of knowledge and ability. Education is lie-long

learning where as Development defines the primary process of individual adaptation with more

complex, differentiated and autonomous business activities. The business training development

is programme and task focused learning which is achieved through technical and management

process. Education helps to make the proper analysis and training helps to make analytical

results on how to approach and develop the strategies for the business development. The

business training development makes employees and organization as self-managed learning

and career management, learning organizations/knowledge management. The Training

objectives turn into effective learning for employees when the learning principles include such

as participation, repetition, relevance, transference and feedback.

The scope of project provides the HRM approaches to Training & Development in

organizations as follows:

Human Capital Approach: In HR, the investment is Training and the given returns are equal to

increased productivity.

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Strategic Framework: The Strategic framework is applicable when every employee get result

with the Training in the form of development of their skills and competencies that are unique

and competitive which lead to competitive advantage.

Contingent Approach: Dependency relationship between training and business strategy of the

firm.

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EXECUTIVE SUMMARY

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The effectiveness of training in an organisation helps to improve and polish the employees on

the decision making skills, interpersonal skills, job knowledge, organizational knowledge,

general knowledge.

There are various classifications in the training procedures/methods that are adapted which

improves the targeted goals in each element. The decision skills are necessary to make

decisions by the executive job employees and there are tendency to utilize methods that entails

the simulation of business environment such as In basket exercise, Business games and case

studies where as Inter personal skills are necessary to intend the acceptance of decisions made

by the managers and to convey to the top level management which is developed by

behaviourally oriented procedure of trainings such as Role playing, Behaviour modelling,

Transactional analysis and Structured insight. Regardless of the degree, to make every decision

a prior of job knowledge is required along with the interpersonal skills to convey to the

executive level which is adapted with adapting training methods such as On the job experience,

coaching and understudy. The job knowledge is exercised with the on the job experience on

different jobs where as the whole organization knowledge is exercised with Position rotation,

multiple management which is designed to increase the trainee’s knowledge of the total

organization necessarily involve exposure to information and events outside the confines of the

immediate job. Organization knowledge is gained along with general knowledge to gain

exposure of real time challenges in business that’s happening and combine with the job

experience to make decisions. So, along with their work responsibilities, an organization

should arrange development attempts such as special courses, special meetings and selective

reading to keep up-to date to the all trainees.

When the effectiveness of training programs reaches then an organization turns into a Learning

organization with the training practices designed by HRM. The ingredients of that learning

organization are as follows:

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  Adopt a learning approach to strategy

 Participative policy making

 Information systems

 Formative accounting

 Internal Exchange (client-server relationships)

 Reward flexibility

 Roles and flexible, matrix structures

 Boundary workers as intelligence agents

 Company-to-company learning

 Learning climate

 Self-development opportunities for all

The overview of process of training in general model in every organisation and the structure of

training implementation process is as follows:

GENERAL MODEL FOR TRAINING INVENTIONS

Fig.2: Intervention of training

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 THE TRAINING PROCESS

Fig.3: Training process

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LITERATURE REVIEW

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TRAINING DESIGN & TYPES OF TRAINING:

There are various training methods or procedure that adapts in every organization according to

the objectives needs. The classifications of training methods are as follows:

Fig.4: Classification of training methods

The training program starts with the effective design of the program. While designing the

program, the most important factor is to be considering that how to design and what parameters

are to be considered for designing the training program. The design of training program means

making an organization into learning environment. The opportunities to make learning

environment and the chances to be getting trained will arise only if the environment is

supportive. So, the factors consider while designing must be the factors which increases high

chances of delivering training in the organization. The basic training design elements are

Learner characteristics, Training Transfer and Instructional Strategies. While designing the

program, a trainer should consider every trainees personality since every person has their own

personality in the way they learn, they motivate and they develop themselves, so while

designing a trainer should have everyone’s profile to be studies and consider their factors of

methods on pursuing the training which then the effectiveness of training increases. Also, some

people grasp qualitative techniques faster and some can able to learn quantitative techniques

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faster and some can adapt both in a faster rate, so designing the duration of the program is also

a factor that a trainer should consider while designing. If the organisation and environment is

supportive then the person’s ability to learn will be faster. The basic characteristics of each

training designing elements are;

 Learner Characteristics: Ability to learn, Motivation to learn, Self-efficacy (People’s

belief that they can successfully learn the training program content), Perceived

utility/value and Learning styles. These are the basic characteristics of the learner to

increase the effectiveness of training because when employees gets a career

advancement advantage by doing the training, the enthusiasm increases to learn as well

as the aspect of external environment such as competition that affects internal

environment to learn and develop as well as the self-efficacy that has a belief or

confidence to complete a course that drives the trainees to complete training

successfully. Until there aren’t learner characteristics, the chances of designing training

program will become less which should be considered most while designing the

program of what are the needs of the organization as well as trainees that drives their

career advancement options and the ways to engage entirely in the training i.e., also

known as principles of adult learning.

Fig.5: Principles of Adult learning

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 Instructional strategies: The characteristics of instructional strategies are; first is

Learner participation and feedback, which becomes very important in the whole

training program because the feedback delivers the quality and effectiveness of the

program that provides necessary modified instructions to trainers which to imply.

Learner participation and feedback is done in three practice modes such as Active

practice (getting trained on the job-related performance tasks to match with the job

responsibilities and increases performance), Spaced practice (practiced/trained for a

period of time of hours/days) and Massed practice (such as practicing on a new

technology all at once). When there is no urgency in filling the position required,

trainers opt spaced practice method which may even continue to months not just hours

or days which literally converts into a diploma course, but eventually if there is any

requirement for the skills then trainers opt to have Massed practice and if there is a

gradual time, most people prefer to choose Active practice which demonstrates the

training in the job responsibilities by shifting from job X to job Y which is more

efficient in the applying too. Second is Over-learning which is a repeated practice even

after a learner has mastered the performance but there won’ be any efficiency in

adopting this method so in-prior of the stage, trainers should inform all the trainees

about the pre-requisites that include in the next stages and also to make sure that if a

level is passed, there is no chance of enrolling again to that level rather move to the

other level. Otherwise the learners may feel ineffective and might discontinue before

completing all stages. Third is Behavioural modelling which is done through copying

someone’s behaviour. It should be demonstrate when someone is holding unethical

communication or behaviour, so after the demonstration the learner will try not to

repeat same. Fourth is an Error-based example which is to share the learners the wrong

procedurals of pursuing actions so that none follow the same actions. Last is

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 Reinforcement and immediate confirmation defines the quality of giving a positive

reward for achieving leads to learners do more and makes more effective when people

learn best if reinforcements and feedback are given immediately after training.

Fig.6: Behavioural Training objectives

 Training Transfer: The characteristics of this element are Strategic link, supervisor

support, opportunity and accountability. The first and foremost important after the

completion of training is to provide the climate of transfer of knowledge, skills,

behaviours, cognitive strategies to their jobs. When immediate action is done, a learner

can utilise all his learning methodologies into the job role otherwise if the learner is not

allotted to the job immediately and ask to demonstrate after a short period of time, the

learner cannot able to memorize the learning objectives from the training program as

efficiently. The enthusiasm and motivation also continues if the learner is allotted with

work to utilize their new skills and knowledge into work. For transfer of training to

occur, managers need to apply transfer theories and encourage trainees to take

responsibility for learning and to engage in self-management strategies.

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Fig.7: A Model of the Transfer Process

There are three theories in transfer of Training such as Theory of Identical elements- that is

identical to the trainee has to perform on the job with trainee learnt in the training session

which maximizes the degree of the transfer of skills, tasks, materials and other learning

environment are similar to the work environment; Theory of Stimulus generalization approach-

which emphasizes the far transfer approach that refers to the trainee’s abilities to apply learned

skills to the work environment when it is not similar to the learning environment i.e.,

equipment, problem and tasks; and Cognitive theory of transfer- that encourages trainees as

part of the program to consider potential applications of the training content to their jobs and

providing the trainee with cognitive strategies for adapting the learned capabilities so that they

could easily retrieve in the job.

After deciding the elements of Training program design, a trainer should consider the types of

training to adopt and guidelines that consider while choosing the type of training program.

The most types of training that conducts in organization are:

 Skills Training: It includes basic skills like reading, writing, computing, speaking,

listening, problem solving etc.

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  Refresher Training: The focus is on short term courses that would help employees learn

about latest developments in their respective fields.

 Cross-functional training: This training provides employees to perform operations in

areas other than their assigned job.

 Team training: This training helps employees on how to communicate team members

with each other, how they should cooperate to get ahead, how they should handle

conflict-full situations, how to find their way using collective wisdom etc.

 Creativity training: This helps employees to think unconventionally, break the rules,

and take risks, go out of the box and develop unexpected solutions.

 Literacy training: This is generally provided to those employees with weak reading,

writing or arithmetic skills.

 Diversity training: It aims to create better cross cultural sensitivity with the aim of

fostering more harmonious and fruitful working relationships among a firm’s

employees.

 Crisis training: A comprehensive training management training program helps

employees to deal with hazards and emergencies and also provides knowledge of how

to deal with the situations in a timely manner, so you can also manage and lead

response teams effectively.

 Customer service training: It helps to coach the employees receive with the goal for

improving support and satisfaction among customers.

The delivering of Formal Employee Training Methods that choose by the trainers in an

organization is:

 On the job training (OJT): This is training directly received on the job. Here the trainee

receives an overview of the job where trainer demonstrates the job and the trainee is

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 asked to perform as the way it is overviewed. With the completion of training, trainee

finally able to perform the job independently. OJT is the method which is chosen by

most of the MNC Companies.

 Off the job training: Classrooms lectures and conferences, Films, Simulation exercises,

Experimental exercises, Computer modelling and Vestibule training.

 Programmed instruction: Training manuals, Computer based training.

There are certain guidelines to be considered for using On-the-job training which is mostly

used by the organizations. Let’s consider the guidelines that managers should Select OJT

when:

 Participatory learning is important

 One-on-One training is necessary

 Five or fewer employees need training

 When there is cost-effective problems to take employees out of the work environment

for training

 Classroom instruction is appropriate for the selected training program

 Equipment and safety restrictions make other training methods ineffective.

 Frequent changes in standard operation procedures allow minimal time for retraining.

 Work in progress cannot be interrupted

 When the task designed is infrequently performed

 Immediate changes are necessary to meet new safety requirements

 A defined proficiency level or an individual performance test is required for

certification or qualification.

What OJT should cover in the training method are:

 Large or secured equipment

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  Delicate or calibrated instruments

 Tools and equipment components of a complex system

 Delicate or dangerous procedures

 Classified information retained in a secured area.

As there is On-the-job training method in training, there is a On-the-job training method in

development too which makes an effort to provide employees with the skills of future

requirement which is a part of designing of Training and Development program if there is a

necessary to fulfil. In development, OJT contains types of training such as Coaching,

Understudy assignments, Job rotation, and Committee assignments in the development and off

the job training in development contains types of training such as Sensitivity training,

Transactional Analysis, Lecture courses and Simulation exercises. While designing the

Training program a trainer should plan the program which includes training that is required to

fix the current skills deficit also necessary training program for development too if there is a

requirement of work demand in future.

PRACTICAL STEPS FOR DESIGNING EFFECTIVE TRAINING:

The practical steps include the selecting and preparing the training site, selecting the trainers;

which create a positive learning environment and the program design:

Selecting and Preparing the Training site: The training site refers to the room where training is

conducted with the atmosphere of comfortable and accessible, quiet, private and free from

interrupting sounds. It should have a sufficient space where trainers and trainees to move easily

around in and has good visibility to see each other irrespective of where trainers stands and

convey training in the room space provided also to be accessible for displaying any visuals,

charts or slides that can be visible to every trainee.

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Details to be considered in the Training Room: Every small detail of the training program must

be precise and accurate such as:

 Noise: Check for noise from heating and air conditioning systems, adjacent rooms and

corridors, and from outside the building.

 Colours: Pastel hues such as oranges, greens, blues and yellows are warm colours.

Variations of white are cold and sterile. Black and brown shades will close the room in

psychologically and become fatiguing.

 Room structure: Use rooms that are somewhat square in shape. Long, narrow rooms

make it difficult for trainees to see, hear and identify with the discussion.

 Lighting: Main source of lighting should be fluorescent lights and Incandescent

lightning should be spread throughout the room and used with dimmers when

projection is required.

 Meeting room chairs: Chairs should have wheels, swivels, and backs that provide

support for the lower lumbar region.

 Glare: Check and eliminate glare from metal surfaces, TV monitors, and mirrors.

 Ceiling: Ten-foot-high ceilings are preferable.

 Electrical outlets: Outlets should be available every six feet around the room. A

telephone jack should be next to the outlets. Outlets for the trainer should be available.

 Acoustics: Check the bounce or absorption of sound from the walls, ceiling, floor and

furniture. Try voice check with three or four different people, monitoring voice clarity

and level.

CHOOSING TRAINERS:

Selecting professional trainers or consultants is the major resource for the training and

development program. The professional who have high background of CV are mostly chosen

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as trainers in the firm who have expertise knowledge on the work skills. But most of the times,

the chosen experienced employees might not have communication and presentation which is

necessary to be a trainer. So, the training of trainers I conducted to improve their presentation

skills. The trainers are chosen who have experience knowledge along with the academic

knowledge who can showcase and keep the efforts of delivery both theoretical and practical

exposure to trainees in the program. The trainers may be in-house employees or external

consultants. Most of the organisations choose a trainer based on the type of training program

because each type of has their own advantages along with some cons such as In-house trainers

has a great exposure on their own organisation who are working for years in the same firm and

could be able to deliver better training on the programs such as cultural diversity of the

organisation or team management program because they are in the same environment for years

who can share their experiences with the policies in the organisation whereas for the

competitive exposure in delivering the programs such as new technologies or any expertise in

topic in the job might be deliver better by external consultants since they have prior knowledge

and exposure from different organisations where they could share solutions on how to deal or

the process of implementing and guiding on the process of new solutions with the information

tactics of different organisation where as an In-house trainer cannot suggest multiple choices

here in this case. So, either In-house trainer or external consultant trainer, the trainer has to be

chosen depending on the type of training. Most of the organisations having their own

development and training centres in their organisation itself with the in-built trainers but the

organisations should recruit such trainers who have prior experience in different organisations

before offering to the in-house trainer role who can deliver better results with academic

education and practical knowledge gained from experience working with different

organisations. The In-house trainers in some cases chosen from the executive level employees

such as managers in the particular field where the training is needed in the area of department.

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The managers get trained with some required skills of Training of trainers whereas new

managers get trained and get some time to observe and learn on delivering methods of training

and get feedback from the senior level trainers.

HOW TRAINERS CAN MAKE THE TRAINING SITE AND INSTRUCTION EFFECTIVE

TO LEARNING?

 Creating a Learning Setting

 Preparation

 Classroom management

 Interacting with Trainees

 Dealing with Disruptive trainees

 Managing group dynamics.

A trainer should get involved with the each trainee in a possible way by individual or group to

make the training program more effectives. A trainer can involve in such a ways as preparing

and distribute content-related, open-ended questionnaire to be discussed in breakout groups,

use creative activities or games relate to the training content that makes employees to take part

in training and also memorize than just the speech delivering, using assessment or measures

that allow the trainees to learn about themselves and each other, also incorporate role-playing

and concluding the session with taking feedbacks from trainees about the result of the

conducted session, that what do they plan to start, stop or continue doing? On what topic they

would like to have more information or the concerned parts that hasn’t delivered well? This

kind of involvement by trainers makes the program more interactive for the trainees as well as

effective for organisation development too.

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Program Design-

Program design refers to the coordinating and organizing of the training program. While

designing a program, the program should have a trainee’s engagement plan, design document

template since a training program includes a lot of courses with several material sources and

equipment with the one or more lessons. Program design includes considering the purpose of

the program as well as designing specific lessons within the program and requires meaningful

material, clear objectives and opportunities for practice and feedback. The outline of design

document must be in a way with contents such as:

Design Document

Design Document Template- Scope of Project

 Goal

 Audience

 Design time and Checkpoints

 Length of the course

Delivery

 Content, Method, Training time, Problems and opportunities

 Objectives

 Resources

 Topical outline

 Administration and Evaluation.

Course or Lesson Plan

 Lesson plans include time duration of the each lesson in the course include with the

trainee activities in the program which is more detailed than the design document.

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  Lesson Plan Overview: includes major activities of the training program and time

intervals between the lesson plans.

Why design is important? Design bridges a gap between theory and practice. Design thinking is

generally refers as an analytical and creative process that engages a trainer in opportunities to

experiment, create models, gather feedback and redesign. A good designer or a trainer should

able to fix and use different problem solving strategies and able to choose better strategy as a

solution in different environments. In the digital age, with the advancement of technology, a

digital method of e-learning is arrived and approachable as a digital learning.

The process of design which includes four steps, which are Investigation (finding principles &

theories which are relevant, users, needs), Applications (how to imply), Representation or

modelling (how the solution is delivered to users) and Iteration (demand of development and

changes needed). The effectiveness of program design converts to a learning organization.

Fig.8: Design thinking & the learning wheel

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ROLE OF TECHNOLOGY IN LEARNING

Technology is changing and evolving in a massive speed which is changing the training and

education system where technology is taking place of communication mode in a higher rate.

New technologies have made it possible to reduce the costs associated with delivering training

to employees, to increase the effectiveness of the learning environment, and to help training

contribute to business goals, influenced training administration and training support.

Technology has enabled to deliver instructions, training irrespective of geographical location

with the help of network, WIFI and connected devices such as Bluetooth. There are different

platforms for the mode of communication such as Google meet, Zoom etc. which are electronic

messaging systems, electronic meeting systems, online communities of learning organized by

subject where employee can access interactive discussion and be able to share document-

handling systems with collaboration technologies developed for interpersonal interaction.

WHY USE TECHNOLOGY?

 Interactivity

 Content delivery/revision

 Managing learning and resources

 Collaboration

 Communication

 Sense of cohort

 Variety of teaching and learning preferences

 Formative and summative assessment.

Learning happens primarily through communicating with others, working on virtual team

projects, participating in games, listening, exchanging ideas, interacting with experts and

discovering ideas. There is a advancement technology method called Virtual-reality where

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trainees get to involve and participate in the training where they can experience 3D technology

of learning which makes trainees to test the things virtually which can be risk-taken in reality

and it brings great exposure in training. There are three types of learning environment;:

o Traditional classroom learning: It’s a traditional method where there is a one way

interaction where trainer delivers the content and trainees listen.

o Technological learning environment: It’s a new technology influenced method and

which is used mostly in the form of digital which is a two-way interaction which allows

trainees to participate in many activities and sometimes it becomes one-way.

o Blended learning environment: Blended training is a combination of Traditional and

Technological learning environment and based on delivery content it changes

accordingly.

The traditional training methods are classified into three broad categories:

Presentation methods: These methods are in which trainees are passive recipients of

information i.e.; instructor-led classroom method includes lectures, video, workbooks and

manuals. Lectures and audio-visual techniques are presentation methods for the one-way

communication from trainer to trainee in the form of spoken words.

Hands-on methods: Hands-on methods are the methods which include the trainee to be more

actively involved in every training method such as On-the-job training, Simulations, business

games. Role plays and behaviour modelling. These methods are used for developing specific

skills and behaviours how it can transfer to perform the job.

Group building methods: These methods include engaging activities for trainees to build team-

management skills, interpersonal skills to the individual as well as team effectiveness. The

relationship between co-workers needs to be maintained with their individual weakness and

strengths. In group building methods, trainees get to share ideas, build group identity and

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understand the dynamics of team work. Group building method often involve experiential

learning which has four stages: (1) gain conceptual knowledge and theory (2) take part in a

behavioural simulation (3) analyse the activity and (4) connect the theory and activity with

one-the-job or real life situations. Group building methods include Adventure learning, team

training, cross training, coordination training and team leader training.

Features of training group:

There will be number of trainees select for a training group and a trainee groups will be a

people of wide diversity in age, qualifications and nature of experience. A trainer should allot

trainee groups based on that so there won’t be any communication gaps between them. A

trainer should have every trainees profile and should select accordingly with the elements of

relationship among participants, nature of interaction, level of their motivation, general

functioning of the group. If these elements doesn’t include in a group selection, there might be

a disturbances while executing the program. These are some prerequisites a trainer should

consider. Every trainee should able to have a functional behaviour being in a part of training

group which refers to those actions and behaviour of the participants that assist in the task of

the trainers and help in the promotion of training process. The characteristics of functional

behaviour are Willingness and ability to provide feedback, interventions during a session or

presentation, assisting the trainers in organizing training activities, giving support and

encouragement to other participants, helping in maintains discipline in the group and

completing assignments and project. If a trainee perform with this kind of behaviour, a trainer

can lead training smooth and efficiently without any intrusions. A trainer should anyway have

different circumstances to deal with different characters of trainees, any successful leading of

every type of trainee is important for a trainer, because every employee is a resource to the firm

and its trainer responsibility to reach trainee in the possibility of their learning. Let’s consider

some type of trainees and role of trainer to deal with trainees:

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(1) Learner: Learners are those who motivate to learn, for trainers, these are people to rely

on and be a role model for other trainees to motivate, learn and participate in training

program. But a trainer cannot give special attention to learners.

(2) Self seeker: These are the participants come with a personal agenda and be aggressive

and scheming to any possibility of getting exposed. So, a trainer should be able to find

and be attentive to them and if anything goes to unethical behaviour, trainer can have a

one-on-one conversation with them.

(3) Detached or Disinterested: A trainer cannot ignore trainees who have disinterest in

participating in training program. Trainer should able to talk and propose of the

outcomes of being participative, with a understanding and empathetic attitude may help

trainees to come out from the misconceptions and take part in the training.

(4) Socialiser: These are more attractive in forming the new relationships and new friends

in engaging with people. Trainer should appreciate their efforts for being socializing but

also need to make aware of enhancing the learning along with interaction.

(5) Tourist: Some people get excite for visiting the new places in the outdoor training. A

trainer should give some personal time to the trainees to refresh themselves but also

make sure them to be responsible towards organisation commitment.

(6) Critic or fault- finder: People who urge to criticize with every methodology, program,

trainer, physical arrangements and so on. A trainer should able to handle those people

by suggesting look after in positive approaches and should have a talk about their

proposals to improve the training program.

(7) Know-all: The participants with the inclination of know everything and there is no need

for them to learn anything which is inappropriate while a person is choosing for a

training & development program. A trainer can have a word of being aggressive to the

system while addressing about learning outcomes.

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 (8) Hesitant or shy: A trainer should not avoid persons who feel shy to participate bu he

should encourage them and support from being observe closely which gives confidence

to speak, if even they couldn’t improve, trainer can take a counselling session.

(9) Monopolist and Dominator: These are the participants who dominates others with their

highly activate participation to seek attention from trainer and show case their wisdom

of knowledge. So, a trainer should caution them in the initial sessions that they should

refrain from the behaviour.

When a trainer can handle group of trainees with different personalities to make success the

implementation of training group, the outcome stages will be as shown below:

Fig.9: Stages of development of training group

IMPLEMENTATION OF METHODS/TECHNIQUES FOR TRAINING OF

TRAINERS:

As there are various methodologies to choose for the training for employees, there are some

methods to apply for choosing training for trainers. Since choosing trainers from the

experienced in-house employees from the organization, the trainings are to be in the

development of their interpersonal, communication and presentation skills which adds value to

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their expertise of knowledge in job oriented skills to deliver for the other employees and train

them. The methods which are effective for implementing for the training program of trainers

are:

Figure: 10: Methods/techniques of executive development

The implementation of each method/technique to execute successfully as follows:

CASE STUDY METHOD:

Case study methods are given as high importance in the management studies as they are

documented from the real-scenarios that happen in an organisation, Case studies gives

information about the problem occurred in the firm, how the action is taken, and how the

scenario is resolved and closed the case. Case studies might be open-ended or closed-ended.

Open-ended case studies are ones which end without questions and closed-ended are end with

questions. As every method have its own advantages and disadvantages, Case study has an

disadvantage where the trainees get study about occurred event either successful or failure but

doesn’t face such scenario again in their professional life, so case studies are for providing

awareness about the firm’s dealt with a difficult situation in a description form. The objective

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of case studies are the application of theoretical concepts to understand a theory in a particular

case and relate to the managerial functions like planning, organising, leading, directing and

controlling then lead to behavioural concepts like leadership, motivation, change management,

conflict management, emotional intelligence, team building, organisation culture,

organisational power and politics and so on. A trainee is required to have analytical skills to

gather from the information on the study and develop all the managerial skills such as job

knowledge, HR skills by analyzing the situation. The processes for Case Development are:

Identify a story, Gather information, prepare a story outline, decide on administrative issues

and prepare case material.

Fig.11: Case analysis process

The tips for analyzing a situation for trainees while studying a case study are:

o The key to success in case analysis is to take a structured approach to organizing and

using facts.

o It’s get easier to lost way in the carriage of heavy information but need to prepare for

multiple outcomes and see the pros and cons.

o Use hypothesis to focus analysis but should not attached to only one possible solution.

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 o There is no right answer but have multiple ways to prove a statement or judgement.

o Be structured, objective and thorough while referring a case study.

CASE WRITING: This is another training aspect called Case writing which is used to form and

document a case study. This workshop is conducted for 3days, where a trainee first visit to the

industry, then analyzing the problem and come out, later drafting the case study, then

presentation, taking feedback from the audience of recommendations, suggestions, or

corrections by interacting that missed from the view point of reader and finally developing that

particular case study. The steps for writing a case:

i. Case origin- identifying the needs

ii. Establishing the needs- finding specific issues, ideas by organisation or any other

employees that might supply the data on the identified needs

iii. Initial contact- The establishment of access to material on the case subject

iv. Data Collection- gathering relevant information

v. The writing process- Presentation of the collected data and information

vi. Release- obtaining permission from the appropriate organisations or individuals to use

for the case of educational purposes.

Submitting a case that never been taught in a classroom, teaching a case few times to define

and debug and use it to the class discussion develops a trainer to exercise in the future trainee

classroom session in training programs for his/her under trainees formed by himself/herself

which gives more analyzed data and skills by drawing themselves.

BUSINESS GAMES: Management gives a sense of practical accountability with the outcome

study of theoretical practices from books. So, to turn the theoretical classroom experience into

practical experience and realise the applicability from concept by simulating methods such as

playing business games. Business games are primary skill development for the trainees to

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develop with different managerial skills to demonstrate those functions such as learning,

organising, leading, coordinating, and controlling when playing different roles such as

informational or interpersonal roles. These skills can be incorporated very easily into trainers

through business games. The planning, conducting and evaluating of business games are

followed as follows:

CONDUCTING THE GAME: First trainer should give a debriefing to the participants i.e.,

brief explanation on the topic why it is selected, its objectives, how is related to theories,

models present in the overall topic which helps participants learn to be explicit, find

information, conduct analyses, discuss collaborate with others, plan strategies and action steps

to explore the concept. A trainer should have a well-equip knowledge on the concept to handle

any situation that arises between participants while playing the game. It is important to ensure

that the topic debriefing is given correctly and precisely.

EVALUATING THE GAME: Once the exercise is over, participants are asked to share their

actions and decisions taken while communicating and discussing in its group and their feelings

towards their group to work on the result in the light of policies in reaching a coordinated

decision at the right time and comparison with real life situations. Finally trainer should give

the feedback on the participant learnt or unlearnt from the experience and differences from

what they expected.

A management game helps the participants relate the management principles, concept and

methods of working that are being discussed in the training to the real life environment.

Business games aim to enhance the participants’ understanding of specific organizational

problems, interrelatedness of the functions in the firm and its relation to the environment,

problems of organization policy, decision making and team work norms and procedures.

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ROLE PLAY: Role plays have trainees to act on out of characters assigned to them which is

probably considering it to simulation but it is different since simulation is used to act on the

learned method on how to do work similarly but role play is used to develop interpersonal

skills by acting on a considerable business situation which develops an individual to think in a

work environment situations and tune into the behaviour that is ethical and valid for the

situation to get handle in the work place. When role play is conducted, first trainer need to

explain the purpose of the activity to the trainees, second need to explain the role play, the

characters roles, and the time allotted for the activity and a short video is also valuable to

widen the understanding of game. During the activity, trainer observes the time, monitor the

degree of intensity and focus in the group’s attention to not let them go out of role and finally

after role play, trainer debriefing in critical which helps trainees to understand the insights with

each other and trainees should be able to discuss their feelings in the exercise, their actions,

experiences and resulting outcomes. There are different types of role-plays such as simple role-

play (group of 2-3people), Multiple role-play (larger audience forming sub-groups which is

scripted in most cases), Reverse role-play (switching the roles and understand each other’s

point of view) and Spontaneous Role-play (no script is available).

GUIDELINES FOR PLANNING OF ROLE PLAY:

 Identifying the problem, trainer may choose a situation that highlights in the

functioning of an organisation or deals with difference of perceptions between two

more departments in the firm

 Developing the structure for the role play: a trainer decide the objectives of role play,

decide various roles of group members

 Developing materials for the exercise: Preparing written material with introduction

scene, setting out rules and norms, role briefs, observers’ sheet and making physical

arrangement for the exercise.

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  Commencement of the role play: briefing the role players, setting the climate for the

exercise

 Directing action

 Conducting Feedback action and closing the exercise.

BEHAVIOUR MODELLING: This method presents trainees with a model who demonstrates

key behaviours to replicate and provides trainees with the opportunity to practice the key

behaviours. Behaviour modelling is based on principles of social learning theory by

observation of behaviours and vicarious reinforcement that occurs when a trainee sees a model

receiving reinforcement for certain behaviours. This method is developed for understanding

each other verbal and non-verbal communication in a group, and to understand each other

perspective for the team management but if the non-verbal doesn’t goes well, the situation need

to be handled before it gets worse by the verbal communication. So, the development of

general key behaviours through this model promotes to use the key behaviours in a various

situations by the trainees which are done through Application planning. The activities include

in a behaviour developing training program are:

 Introduction- that gives present key behaviours with a video, listen to rationale for skill

module and discuss experiences in using skill.

 Skill preparation and development: view model, participate in role play, receive oral

and video feedback on key behaviours

 Application planning- set goals identify situations in which to use key behaviours and

identify on the job applications of the key behaviours.

The important key behaviours in role play are: creativity, persuasion, collaboration,

adaptability, time-management, importance of non-verbal communication, conflict resolution

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and mediation, problem-solving and decision making, develop empathy, be positive,

understand and manage stress, reflect and improve.

The other group building activities such as Group Discussion, Brain Storming and Panel

Discussion which develops attitude of participating in behavioural simulation to analyze the

activity and connect the theory and real-life on-the-job situations. These methods often involve

experiential training. For experiential training, the program needs to tie with business problem

and trainees should think out of the box to connect with the situations and analyse and take

proper necessary guidelines before the initialization of program also trainers should ask

trainees for input on the program goals. Then the training program needs to be evaluated.

TRAINING EVALUATION:

Training evaluation is a systematic process that is used to find the effectiveness and efficiency

of a designed training program that organizations invests million of money to make learn and

develop the employees that are human resources becomes assets to the organization. Training

evaluation is done to measure to determine the benefits of program as well as to find the

alignment of training program with the business objectives and goals. The training evaluation

process assess training effectiveness, build overall work quality and examine the outcomes in

the form of organizational performance and financial outcomes.

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Fig.12: Determining outcomes

The evaluation process should be in the following way:

Figure.13: Evaluation process

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TRAINER ROLES & FUNCTIONS:

The four key dimensions of a trainer:

Values: faith in training as a tool for the development, firm belief, commitment to the program

and objectives and discipline, faith in participatory training.

Roles: The key roles of a trainer are Subject matter specialist, faciliator of the learning process,

Manager, Developer of the individual, leader of the group and Planner.

Key skills: Planning, communication, interpersonal, conflict management, provides and

receives feedback, organizing and conducting raining activities, preparing and making

presentations.

Qualities: Enthusiastic, ability to work under pressure, sincerity, openness, flexibility,

willingness to recognize good contribution and willingness to accept mistake and apologies for

it.

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RESEARCH METHODOLOGY

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Research is a systematic process of collecting and analyzing and understanding the topic which

we are concerned. Research is a complete Organized, Systematic way of finding the answers to

the questions that arise in the concerned points of topic which requires a detailed version of

understanding through data. In this thesis, the concerned topic is about the study case of

Training of Trainers and analyzing the effectiveness of those training implementations for

trainers through this study. There are different types of research activity, here the thesis is

about the study case and finding the effectiveness of those methods defines as strategic based

research refers to experimental and theoretical work to acquire new knowledge into specified

broad areas in the expectation of useful discoveries. It is based on theoretical concepts that

exists and deriving a practical application but without a precise view of the timescale or nature

of the application. But, in the process of analyzing and collecting the data for this research,

different types of procedures are undertaken depending on the criteria.

o The type of research process done is Descriptive which is fact finding through surveys

o Purpose of research is fundamental that is a basic research which formulates theory and

generalization.

o The type of data expressed is in Qualitative terms of data which are expressed as

qualitative descriptions, attitude opinion.

o The content is conceptual completely derived from theoretical (abstract).

o The period of study is One-time study i.e., shorter duration.

o The rating scales considered are for closed-ended questions which include multiple

choice questions, Categorical, Likert-scale in the type of numerical and graphic rating

scale.

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The research is done in an organisation named “Spectrum Consultants” which is a service

based company that provides temporary staffing, placements to candidates, training employees

by providing external consultation and also HR services. So, the company which is based on

providing Talent acquisition gives better result in the analysis of Effectiveness of Training

methods for Trainers.

ABOUT THE COMPANY:

At Spectrum, they integrate people & process, thus providing a unique combination of

experience & intuitive use of technology. Our consultants are subject matter experts from

various verticals which are reflected in their industry knowledge, response time and value

addition at all stages of the recruitment process. Spectrum dedicates time & energy to meet

individuals to understand their career aspirations and connect them with the available

opportunities. Through quality assessment and mentoring, they match the best resources with

the finest companies. They have successfully delivered on finding talent for niche

requirements for their clients. Their track record includes more than a decade old relationship

with most of their clients. Spectrum deal with diverse industry verticals, addressing staffing

needs across all management functions at different levels. Their contract staffing solutions

provide efficient teams of dedicated, capable & skilled business and technical resources.

Spectrum has executed much unique recruitment like hiring expats, business heads, specialists

and international roles. Spectrum remains committed to their values which are Customer First,

Quality, Honesty, Integrity, Trust, and Perseverance to continually stay ahead of our

competitors. Specialties: Permanent Staffing, Contract Staffing, Campus Hiring, Data

Annotation.

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DATA ANALYSIS & INTERPRETATION

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Data analysis and interpretation is the process of assigning meaning to the collected

information and determining the conclusion, significance, and implications of the findings, the

steps involved in data analysis are a function of the type of information collected, however,

returning to the purpose of the assessment and the assessment questions will provide a structure

for the organization of the data and a focus for the analysis.

The data is collected in primary and secondary to interpret the study of Effectiveness of

Training methods for trainers. The primary data refers to the data which is in the form survey

of questionnaire conducted in Spectrum Consults Organisation. The survey is taken for very

short duration with the limited people who are in the profession of Team Leaders in the

organization who handle training & Development Training as well as Team Management.

The secondary data is the data which is available & published data in different resources which

might be posted a long ago whereas the primary data in taken in the consideration of present

day scenario is the organisation which gives a better understanding of the analysis that is

measured to bring the effectiveness in the designing and conducting of Training program. The

primary data is in the form of survey with the questionnaire based on the project title.

In the following, the primary data that has been surveyed in organisation has attached. The

questions are formed in a way to find the areas that brings effectiveness of the training areas

and drawn perspective of trainers that has to be considering while designing a training

program.

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PRIMARY DATA ANALYSIS:

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Here, after the analysis of primary data collected, let’s consider some secondary data analyses

that are published in the internet resource that had surveyed on the effectiveness of training in

an organisation:

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SECONDARY DATA ANALYSIS:

Fig (a): Employee preferences for trainings on policies and procedures

Fig (b): Employee exposure level to training methods

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Fig (c): Employee preference for Leadership/Interpersonal skills

Fig (d): Overall Employee preference on Effective Training methods

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Fig (e): Overall employee preference on least effective method

INTERPRETATION:

Secondary data: The secondary data is collected from employees working in different

industries from the millennia’s generation. The secondary data interprets that most of the

employees prefer to the On-the-job training and classroom training with instructor as most

effective methods in training. Also, the technology has taken greater impact where the non-

electric mode methods are the least effective method in the training methods where most the

on-the-job training too delivers through online platforms.

Primary data: The primary data conducted in Spectrum Consultants is from the Subject matter

experts that conducts training and project team management by concentrating on the areas of

not only method of training but on the efficient of trainer and trainer skills criteria as well as

training types since now-a-days most of the organisations are not giving high importance to

culture diversified trainings but giving to only technical training. So, the survey interprets that

most employees prefer to have culture diversified trainings along with technical skills training

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as well as most preferred to in-house trainers than external consultants to deliver training. The

data also interprets that most trainers and trainees choose to have either active training or

spaced training but not massed practice, which adds that Talent management should look for

future requirements and needs required in organization that gives employees space to learn but

not train in a short time of period which doesn’t lead to effective method of approaching. By

the analysis, it is analyzed that most employees doesn’t feeling necessary to take feedbacks

after training program as well as necessary to have communication skills along with prior

experience for choosing as a trainer but the organization top management should consider these

situations and teach employees that how business communication plays role in the importance

of running an organization.

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FINDINGS, SUGGESTIONS AND CONCLUSION OF THE STUDY

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FINDINGS & SUGGESTIONS:

 Spectrum Consultants effectively maintains training with In-house trainers that satisfies

the trainees with the delivery of training rather than choosing external consultants.

 The organization selects the trainers on the effective criteria of selection of trainers who

possess both job experience skills and good communication skills.

 Spectrum gives importance to the employee engagement training which is essential in

the part of training program.

 Most of the organizations don’t conduct cultural diversified trainings in India, where

India is a country with multiple cultural systems. So, trainer’s supports a training that

supports and provides interaction between employees belong to different parts of India.

So, every organization should realise the importance of conducting cognitive,

behavioural and emotional trainings.

 Most of the employees don’t prefer massed practice, so Talent management should able

to identify the future requirements and plan training in such a way employees can learn

in space environment rather than the fast-paced learning in short duration.

 Most of the trainers are not able to understand the importance of communication skills

when they have a prior experience on the job and further aim to be a trainer. But

organisations should make employees learn about the necessity of business

communication in an organization.

 Feedbacks are one of the most important tasks when the training is done where most of

the organisations don’t follow but feedbacks & reinforcements are necessary if any

concerns face by the employees and necessary changes can take place.

 The motivation of employees increases and maintained with the career advancement

opportunities related to the training program.

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CONCLUSION: The effectiveness of training is maintained while designing the training

program by trainers. Trainers need to follow the certain criteria related to what type of training

are going to be delivered and the methods and types of practices that should include in the

program. Human resources are the assets of the organisation which turns into human capital.

To turn into human capital, training & development for the human resources is necessary that

should conduct and plan by the organization. Human capital is the return of invests for an

organization that invests in training & development for human resources. The effectiveness and

efficiency that draws from training is nothing but the outcome called Productivity which is

necessary to draw from every employee by investing resources to their development as well as

for the organization growth and success.

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 BIBLOGRAPHY

References:

1.Pareek, U. (2012). Udai Pareeks Understanding organizational Behaviour, 3e. Oxford

University Press.

2. Training and Development: Enhancing Communication and Leadership Skills, by Steven A.

Beebe, Timothy P. Mottet and K. David Roach, 2012

3. Design For How People Learn (Voices That Matter), by Julie Dirksen , 2011

4. Employee Training & Development Paperback Import, 1 Dec 2012 by Raymond Andrew

Noe (Author)

5. Essentials of Online Course Design: A Standards-Based Guide, by Marjorie Vai and Kristen

Sosulski, 2011

6. Razzouk, R. and Shute, V., 2012. What is design thinking and why is it important?. Review

of Educational Research, 82(3), pp.330-348.

7. Beetham, H. and Sharpe, R. eds., 2013. Rethinking pedagogy for a digital age: Designing for

21st century learning. Rutledge

World Wide Web:

https://timestsw.com/blog-detail/the-importance-of-crisis-management-training-for-employees/

https://blog.hubspot.com/service/customer-service-support-training

https://www.researchgate.net/publication/319851805_Research_On_Effective_Training_Meth

od_In_Organizations_-_A_Millennials_Need

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 ANNEXURE

Respondent’s Profile

Gender: Male ( ) Female ( ) Age: 23-26 ( ) 27-30 ( ) Above 30 ( )

Department………………………………. Job position …………………………

Organization Name and State……………………………………………………..

Total work experience (in years)…….Nature of job – Part time/Full time/Contract/Temporary

In this section, we will be asking you few questions about you and your organization. Please give your honest

and genuine responses.

1. Strongly agree 2. Agree 3. More or less agree 4. Disagree 5. Strongly disagree

1.Trainer is chosen based on experience on job knowledge as well as communication skills. How much do you

agree on this criterion?

1( ) 2( ) 3( ) 4( ) 5( )

2 .Do trainees feel high-motivation in training when there is a chance of building career through offered training

course?

1( ) 2( ) 3( ) 4( ) 5( )

3. The technology mode of training is more effective in the new age of training via online platforms.

1( ) 2( ) 3( ) 4( ) 5( )

4. Does employee engagement training is conducted in your organization?

Yes ( ) No ( ) Maybe ( )

5. Do you really feel cognitive, behavioural and emotional training are necessary in a diversified culture?

Cognitive (Cultural specific training), Behavioural (socializing skills), Emotional (Addressing verbal and non-

verbal cues)

Yes ( ) No ( ) Maybe ( )

6. Do case studies helpful in understating the theoretical concepts and develop managerial sills?

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Yes ( ) No ( ) Maybe ( )

7. Will immediate transfer of training opportunities provides in your organization?

Yes ( ) No ( ) Sometimes ( )

8. Are you satisfied with your trainer skills on delivering the training program?

Yes ( ) No ( ) May be more experienced trainer is needed ( )

9. Does a trainer must have presentation, interpersonal & communication skills along with experience on work for

delivering training?

Yes ( ) No ( ) Those can be developed with training ( )

10. Who serves better training in-house trainers or external consultants?

In-house trainers ( ) External consultants ( )

11. Do your in-house trainers satisfy the training needs in your organization?

Yes ( ) No ( ) Maybe external consultant deliver better ( )

12. How do you rate on effectiveness on conducting business games in training?

Most preferred ( ) Preferred ( ) More or Less preferred ( ) Not preferred ( )

Less preferred ( )

13. Which type of practice in training makes effective and efficient to trainees?

Massed practice (Trained for a short duration in the case of immediate requirement)

Active practice (Training on job-related knowledge)

Spaced practice (training on a new technology expecting in the future requirements)

14. Taking reinforcements & feedback immediately after completion of training conveys much effective in

training?

Must needed ( ) Needed ( ) More or less needed ( ) Less needed ( ) Not compulsory ( )

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 THE END

THANK YOU

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