09173nam a2200109Ia 4500 1433 1433 978-8177227253 JANAKIRAM B TRAINING AND DEVELOPMENT BIZTANTRA TRAINING ■ Chapter Outline ■ Introduction ■ Training - Role and Relevance ■ Definition of Training ■ Training and Development ■ Training and HRD ■ Scope of Training ■ Objectives of Training ■ How Training Benefits the Organisation ■ Beneficiaries of Training ■ Problems of Training ■ Future Trends in Training ■ Role and Responsibilities of Training ■ Review Questions ■ References ANALYSIS OF TRAINING NEEDS ■ Chapter Outline ■ Organisation Support for Training Needs Assessment ■ - Organisational Analysis ❑ Task Analysis ❑ Person Analysis ❑ Requirements Analysis ❑ Significance of Training Needs Analysis ■ The Triggers for Training. ■ Methods and Techniques of Training Needs Assessment ■ Assessment of Methods ■ Methods through which Training Needs are Identified ■ Why Conduct a Training Needs Analysis? ■ When to Conduct a TNA. ■ Where to Look for Performance Discrepancies ■ Operational Analysis ■ Gathering TNA Data ■ Outcomes of TNA ■ Feedback ■ Obstacles in the systems ■ Training Needs Assessment Process ■ Approaches of TNA ❑ Proactive TNA ❑ Reactive TNA ■ Organisational Analysis ■ Operational Analysis (Job Analysis) ❑ Analysing the job ❑ Worker-oriented approach ❑ Task-oriented approach ❑ Expected Performance ❑ Competency Mapping ■ Review Questions ■ References TRAINING DESIGN ■ Chapter Outline ■ Important Considerations while Designing a Training Programme ■ Factors Affecting Training Design ■ Constraints in the Design ■ Organisational/Environmental Constraints ■ Budgeting for Training ■ Types of Costs involved in Training Programmes ■ Developing Objectives ■ Types of Training Objectives ■ Facilitation of Learning ■ Expectations towards Training ■ Expectancy Theory Implications. ■ Implication from Conditioning and Reinforcement (The environment) ■ Focus on Training Design ■ Focus on Training ■ Factors Influencing Transfer of Training ■ Conditions of Practice ■ Facilitation of Transfer (Focus on Organisational Intervention) ■ Design Theory ■ Outcomes of Design ■ Identification of Evaluation Objectives ■ Identification of Alternative Methods of Instruction ■ Identification of Needs ❑ TRAINING PROCESS ■ Chapter Outline ■ Designing the Training Programme ■ Elements of Programme Design ■ Stages in Designing a Structure ■ Key Factors in Designing and Development of a Programme ) The learner ) The facilitator or the trainer ) The learning environment ) Learning characteristics ) Training resources and training policies ■ Important Considerations while Designing the Training Programme ■ Training Implementation ■ Training Policy ■ Training Plan ■ Internal or External Resources ■ Review Questions ■ ■ Building Effective Instructions ■ Context-specific Learning ■ Hierarchy of Learning ■ Kolb's Learning Cycle ■ Incorporating Learning Principles ■ Feedback ■ Functions of Feedback ■ Making Feedback Effective ■ Principles of Successful Feedback System in Training ■ Trainer Issues III Theories of Motivation ■ Conditions of Transfer of Learning ■ TRAINING METHODS, TECHNIQUES AND AIDS ■ Chapter Outline ■ Types of Training On- and Off-the-Job Training ■ Training Approaches . The 'Sitting by Nellie' or 'Learning by Exposure' Approach . The 'Education' Approach . The 'Problem-centered' Approach The 'Action Learning' Approach . The 'Systems' Approach . The 'Analytical' Approach . The 'Competences' Approach 8. The 'Training Process' or 'Procedural' Approach ■ Training Method ■ Definition ■ Classification of Training Methods and Methodologies ■ Selecting the Best Method ■ Important Training Methods ■ Lecture or Presentation Method ❑ Advantages of Lecture Method ❑ Limitations/Disadvantages ❑ Making Lecture Method Effective ■ Group Discussion Method ❑ Advantages of Group Discussion Method ❑ Disadvantages of Group Discussion Method ❑ Making Group Discussion Method Effective ❑ Types of Group Discussion ■ Case Study Method ❑ Harvard Method ❑ Criteria for Acceptable Methods ❑ Where to use the Case Method ❑ Advantages of Case Study Method ❑ Disadvantages ❑ Making Case Study Method Effective. ■ Incident Process Method ■ Role-play Method ❑ Problems in conducting Role-play ❑ Advantages of Role-play Method ❑ Disadvantages ❑ Forms and Functions ❑ Some Advice to the Facilitator for Role-play Method ❑ Making Role-play Method Effective ■ Management Game Method ❑ Novel Features of this Training Method ❑ Advantages of Game Techniques ❑ Disadvantages ■ In-Basket Exercise Method ❑ Advantages of In-basket Exercise ❑ Disadvantages of In-basket Exercise ❑ Making In-basket Exercise Effective ■ Conference Method ❑ Advantages of Conference Method ❑ Disadvantages ❑ Making Conference Method Effective ■ Seminar Method ❑ Advantages of Seminar Method ❑ Disadvantages ❑ Making Seminar Method Effective ■ Demonstration Method ■ Sensitivity Training Method ❑ Purpose of T-Group Training ❑ Conditions for Laboratory Training ❑ Advantages of Sensitivity Training ❑ Limitations of Sensitivity Training ■ Outbound Learning Method ■ Computer-based Training Method ❑ Working of Computer-based Training ❑ Advantages of Computer-based Training ❑ Limitations. ■ Classroom Management ❑ Nature of Classroom Management ❑ Conceptual Framework of Classroom Management ❑ Classroom Problems ❑ Strategies for classroom Management ❑ Practices Employed to Control Classroom Behaviour ❑ Group Climate ■ Training Policy ■ Factors Influencing Training Policy ■ Contents of Training Policy ■ Advantages of Training Policy ■ Review Questions ■ References TRAINER'S SKILLS AND STYLES ■ Chapter Outline ■ Competence of Trainer ■ Communication Skill a) Verbal Language b) Listening Skills c) Motivating Participants ■ Questioning Skills ■ Making the Questioning Technique Effective a Body Language and Gestures ■ Handling Difficult Situations ■ Creativity Skill ■ Technical Skill ■ Interpersonal Skill ■ Self Development and Self-Awareness ■ Managerial Skills ■ Integrity ■ Transparency ■ Resilience ■ Credibility ■ Rapport Building ■ Rapport Building Strategies ■ Techniques for Building Rapport with Trainees ■ Confidence ■ Feedback Sensitivity ■ Functions of Feedback ■ Trainer's Style ■ Giley's Model of Trainer's Styles ■ The Trainer Grid ■ Power and Influence of Trainers ■ Trainer's Roles ■ Skills of a Trainer ■ Trainer and Motivation ■ Do's and Don'ts for Trainers ■ Training Techniques ■ Review Questions ■ References MANAGEMENT DEVELOPMENT ■ Chapter Outline ■ The Need and Importance of Management Development ■ Approach to Management Development ■ Overview of Managerial Job ■ Management Characteristics ■ Management Development Implications ■ Sources of Knowledge and Skills 1. Research and Development (R &D) 2. Employees as a source of knowledge 3. Suppliers and customers ■ Designing Skills ■ Humour ■ Strategies for using Humour. Systematic creativity 5. Diversity 6. Culture ■ Special Needs of Technical Managers ■ Strategies to Develop Technical Managers ■ Training for Executive Level Management ■ Succession Planning ■ Steps in Succession Planning Process ■ Advantages of Succession Planning ■ Review Questions ■ References VALIDATION AND EVALUATION OF TRAINING ■ Chapter Outline ■ Validation ■ Methods of Validation ■ Trainee Validation ■ Evaluation ❑ Definition ❑ Rationale for Evaluation ❑ Need for Evaluation ❑ Evaluation Principles ❑ Evaluation Criteria ❑ Evaluation Objectives ❑ Evaluation Approaches ❑ Resistance to Evaluation and Ways to Overcome them ■ Types of Evaluation Instruments a) Questionnaire/Survey b) Interview c) Test d) Focus Group e) Observation of Participant 0 Performance Record ■ Types of Evaluation Data. ■ Evaluation Designs a) Longitudinal design b) Ex post facto design c) Comparative survey design d) Matched group design ■ Types of Evaluation Techniques ■ Dimensions of Training Evaluation ■ Models of Training Evaluation a) Reaction b) Learning c) Behaviour d) Results ■ Kaufman's Five Levels of Evaluation of Training Impact ■ CIRO's Four Levels of Evaluation of Training Impact ■ Phillip's Five Level ROI Framework to Evaluate Training Impact ■ Guidelines for Calculating ROI of Training Programme ■ Training Audit ❑ Objectives of Training Audit ❑ Functions of Training Audit ❑ Criteria for Setting Standards for Training Audit ❑ Levels of the Training Audit ❑ Benefits of Training Audit ❑ Steps in Training Audit ■ Qualities of Training Auditor ■ Checklist for Training Audit ■ Studying the Effectiveness of Training Programmes ■ Suggestions for Making Training Effective ■ Review Questions ■ BK 0 0 0 0 MIIMLIB MIIMLIB PERFORMANCE MANAGEMENT AND COUNSELING 2019-02-11 323.00 7 2 658.3124 1433 2022-03-03 2022-02-24 2019-02-11 BK