What does training include?

Purpose
Training without a purpose is useless because nothing
would be achieved out of it.
Place
 On the job
 Off the job
Timing
Training needs to be provided at the right time. It
should not be delayed.
Distinction between training and development
 Training relates to blue collar employees, whereas
development relates to white collar employees
 Training relates to present, development relates to
future
 Training prepares you to be competent to handle
the present task, development focuses on the
overall career
 Training is job/task centred, development is career
centred
  The role of trainer is quiet crucial in training
whereas the role of self is crucial in development
Changing facets of training:
 Focus is shifted from training individual to training
the team
 Training is now the part of organizational
development process
 Target audience is undergoing a compositional
change
 Training is extending beyond employees; it is going
up to customers, suppliers and community.
Training process:
Stages involved:
Stage-1 Needs Assessment/ Analysis
Organizational analysis
Organizational analysis may include needs related to
goals and objectives, resource utilization,
environmental scanning, organizational culture and
image
Departmental analysis
Need related to a department and its functioning
Job Analysis
Need related to a particular job/task
Employee analysis
Need related to a particular person
TNA sources
 Organizational requirements and weaknesses
 Departmental requirements and weaknesses
 Job descriptions and employee specifications
 Identifying specific problems
 Anticipating future problems/concerns
  Management’s/supervisor’s requests/observations
TNA methods/Sources:
 Organizational/Group Analysis
 Organizational goals and objectives
 Performance Appraisals
 Personnel skills inventories
 Efficiency indices
 Exit interview
 Quality circles
 Customer survey/satisfaction data

Individual Analysis:
 Performance Appraisal
 Work Sampling
 Employee Satisfaction Surveys
Stage-2
Setting Training Objectives
 After the assessment of training needs the training
objectives need to be set.
 Objectives must relate to KSAs identified through
task analysis
  Objectives must be stated in behavioural terms:
 The trainee will be able to do the following/the
following changes in the behaviour of the training
will be perceptible/the trainee will not commit the
following mistakes after attending the training
program.
 Goals must be smart.
 S Specific (Precise/Unambiguous/exact
 M Measureable
(Quantifiable/assessable/computable
 A Achievable (Realizable/attainable/Reachable
 R Realistic (lifelike, genuine, true)
 T Time bound (with in a specific time frame)
 The criteria for measuring the effectiveness of a
training program should directly flow from
behavioural objectives.
For example: The cause for poor performance is lack of
interpersonal sensitivity. Objective or one of the
objectives of the training program should relate to
interpersonal sensitivity.
There can be three possible alternatives:
Learn: The employee can learn how to greet the
customers by name.
Do: The employee greets the customers by name.
Or not do: The employee does not greet the customers
by name.
Example:
Overall objective: Increase interpersonal sensitivity
Specific Content Dimensions:
Listening Skills Feedback Skills
Example Behavioural
Objectives
Person does not interrupt The person attacks
the speech of others the problem not
the performance

The person is able to The person

summarise key points of provides timely
action plan at the end of the feedback
discussion

Qualities of an objective:
 What a learner is expected to do?
 Which way a learner is expected to behave?
Example:
After attending the training program an employee will
be able to write a product profile.
Performance:
 An employee will be able to attend a customer
properly
 A supervisor will be able to interact with a
subordinate meaningfully
 An employee as a trainer will be able to train the
subordinate purposefully
Conditions:
Under the given conditions the employee/supervisor
will be able to perform. For example: Given all the
available data related to product manufacturing,
trainee will be able to write product profile.
Criteria:
 An employee will be able to attend a customer
properly. (With a condition (Both the male and
female)
 A supervisor will be able to interact with a
subordinate meaningfully. (With a condition (He
 will ensure that the problem of the subordinate is
duly resolved)
 An employee as a trainer will be able to train the
subordinates purposefully. (With a condition that
there should be perceptible change in the
behaviour of the trainees)
 The trainee will be able to write product profile
with commercial characteristics of the product
including three major product uses.
The Training Conduct Phase
1. On the job
2. Off the job
Guidelines for using on the job training:
 Managers should select the OJT when:
o Participative learning is essential
o One to one training is necessary
o Five or fewer employees need training
o Taking employees out of the work
environment for training in not cost effective
o Class room transaction is not appropriate
o Equipment and safety restrictions make other
training methods ineffective
o Work in progress should not be interrupted
o The task for which the training is designed is
infrequently performed.
Relationship between training and HRD
Training and development is an off shoot of
HRD
Designing effective Training/HRD programs
 Identifying training needs
 Setting objectives
 Selecting the trainer/vendor
 Developing a lesson plan
 Selecting program methods and
techniques (Instructional strategies)
 Preparing materials
 Scheduling the program
Outsourcing of a training program:
An outside training agency can help you out in
the following manners:
 Identification of training needs
 Guiding internal staff to design and
implement a training program
  Preparing the internal trainer base
 Designing a program specifically for the
organization
 Providing supplemental training materials
as exercises, games, work books,
computer software, audios and videos etc.
 Presenting a readymade training program
 Providing with trainers

Criteria to be taken into consideration at the

time of outsourcing:
Cost
Price related to program, content and quality
Credentials
Including certificates, degrees, diplomas,
license and other such documents
strengthening the credentials of the
outsourcing services providers
Background
Experience in the field, success with clients,
feedback/appreciation from clients,
references
Philosophy
Comparison of the vendor’s philosophy to
that of organization’s philosophy
Delivery Method
Training methods and techniques used
Whether Internal or External Training?
The advantages and benefits of In-House
Training include:
Training Cost saving – the cost per delegate is
typically less when compared to sending the
same number on to public training courses.
Travel Cost saving – no need for employees
to travel any further than their offices and
incur extra costs
Customised training – Getting a group
together allows all of the training and learning
to be focused on the company and can
discuss real and current examples.
Convenience – Fits around the working
schedule of the staff and at a location they
come to everyday
Team Building – A room full of delegates from
different departments can encourage greater
team

The Disadvantages and Costs of In-House

Training include:
Extra administration burden – need to make
sure you have suitable training room,
equipment, trainer parking, get the delegates
there.
Pressure on delegates – If they are offsite
training then they cannot be contacted
(ideally) however if they are onsite they can
be pulled out of a classroom if needed.
Not taken as seriously – Employees might
attend just to have a break from their job or
don’t turn up as the course is running on
another day.
Training going stale – If running courses using
internal resources only then how do you keep
improving it.
No networking opportunities – Attending a
course with delegates from other companies
allow networking and learning from one
another.
Qualities of a trainer:
 Sound professional credentials and
credibility
 Passionate
 Treats the job more than income
 Intrinsically motivated
 Willing to learn
 Receptive/Open to the views, ideas of
others
 Sincere
 A good time manager
 Able to make the use of various
instructional aids
 Competent to train through various
instructional strategies
 Punctual
 Emotionally Intelligent
 Believing in participating style of teaching
 Having the knowledge of IT/ICT
  Needs to be well networked
 Empathy
 Honesty
 High sense of professionalism
 Good listening skills
 Prepared
6 Cs
1. Character
2. Command on the subject
3. Communication Skills
4. Contact
The trainer must be capable enough to
address the needs of every individual
participant in his class.
5. Clarity
A good trainer is one who is able to make his
subject as simple and interesting as possible.
There should be no element of ambiguity.
 6. Charisma
A successful trainer is one who is able to
mesmerize and captivate his students with his
words.

The Ten Traits of Terrific Trainer

by Jim M. Allen

They know their stuff.

The best trainers are intimately familiar with
every aspect of the material they are
presenting. They know what's in their
handouts, brochures, and trainee materials.

They know what they don't know.

Great trainers are also very aware of and
honest about what they don't know. Just ask
them and they'll tell you... they will also work
very hard to help you find the answer.
They can train around the weak spots.
Even the best-designed training materials will
have some weak areas. Good trainers can
spot these and develop ways to work around
them.

They don't just train, they "entertain".

Top trainers know that you can't teach a
sleeping student, so they work diligently to
present their information in a manner that
keeps trainees attuned, alert, and learning.

They are eminently adaptable.

Flexibility is the key to good training. What
works for one student may not work for
another and trainers know how to adapt their
styles, examples, and material to fit the needs
of different audiences.
They are good time managers.
One key to successful training courses is to
start and stop on time. Great trainers can
manipulate their material as needed so that
they are always on time.

They are masters of their domain.

Once in the training environment, the trainer
controls everything. To observers, it may
seem like chaos reigns, but the talented
trainer keeps things moving forward and on-
topic.

They have their PhDs in people skills.

Regardless of scale, trainers are always
interacting with many, many people. The best
trainers deal effectively with personalities of
all types, from the ultra-shy to the loud-and-
belligerent.

They understand that learning is a life-long

process.
While the course or class they teach may be
short, top trainers make themselves available
even after the formal training has been
completed.

They are constantly improving.

Great trainers actively search new ideas, tips,
and techniques to improve the quality of their
training, their delivery, and their material.
COPTERS
COPTERS is the acronym for:
 Communicator
 Organised
 Patience/Perceptual Skills
 Training Skills
 Empathy
 Results Focused
 Subject Knowledge
An effective trainer:
1. Should establish rapport with the
audience
2. Must establish himself/herself as
an expert in the field
3. Should put the material in orderly
fashion
 4. Should be honest with the group
you are presenting to
5. Should have a clear purpose for
your presentation
6. Should keep topics on track
7. Should make the use of examples
and analogies
8. Should deliver in a lucid manner
9. Should have a strong finish

How can you be a successful trainer?

1. Allow others to commit mistakes
but do not allow them to repeat
the same mistake
2. Think about the situation when you
learnt
3. Enjoy making people learn
4. Feel good when others grow and
develop
5. Feel great when the people trained
by you touch the heights
6. Feel happy when you are trusted by
your participants
7. Feel motivated when your trainees
recognize your knowledge/talent
Learning
 Learning
 Unlearning
 Relearning

 Single loop learning

 Double loop learning

Learning Theories
Associative learning
 Classical conditioning of Evan Pavlov
Unconditioned stimulus meat powder
Unconditioned response Salivation
Neutral/conditioned stimulus Bell
The behaviour of lower level animals can
be conditioned.
The behaviour of upper level animals can
also be conditioned.
Example: Cleaning the window panes

 Operant conditioning of B. F. Skinner

Operant conditioning can be described
as a process that attempts to modify
behavior through the use of positive and
negative reinforcement.
 Through operant conditioning, an
individual makes an association
between a particular behavior and a
consequence.
Positive reinforcers Favourable Reward
Negative reinforcers Unfavourable
Punishment
Social Learning Theory
 People learn through observing others’
behaviour, attitudes, and outcomes of
those behaviours.
 “Most human behaviour is learned
observationally through modelling.
Social learning process
 Attention processes
 Retention processes
 Motor (Reproduction)
 Reinforcement (Motivation)

Attribution Theory (Weiner)

Attribution theory assumes that people
try to determine why people do what they
do, that is, interpret causes to an event or
behaviour. A three-stage process
underlies an attribution:
1. Behaviour must be
observed/perceived
2. Behaviour must be determined to
be intentional
3. Behaviour attributed to internal or
external causes
Locus of control
1. Internal
2. External
 Introvert
 Extrovert
How to learn effectively?
1. Try to find out most suitable
method of learning for you
2. Learn by doing
3. Keep away from
distractions/disturbances
4. Establish good relations with the
people from whom you learn
5. Set not high but moderately high
goals
6. Make things more interesting to
learn
7. Recapitulate/Summarize
8. Ask for help if you are struggling
Training communication
 Communication plays a crucial role in
training
 Training can’t even be imagined in the
lack of communication
 A trainer needs to be a very good
communicator
 A training manager should have hold
on communication
 Training involves all the media of
communication as oral, written and
non-verbal.
 Effective communication may lead to
effective training.
Features of communication:
 Communication is a two way process
 One way communication is no
communication.
 Factors as noise and uncommon frame
of reference affect the quality of
communication process.
 Communication is significant to
organizational growth and
development
 There may be oral, written and non-
verbal communication. Non-verbal
communication can be broken into-
sign language, object language and
body language. Body language can be
classified into-facial expressions,
gestures and postures.
 Some of the examples of body
language are as follows:
o Frowning, wrinkled nose, closing
both the eyes and closing one eye,
shrinking shoulders, V sign, thumps
up and thumb down.
  There is direct relationship between
quality of communication and quality
of management.
 Verbal and non-verbal
communications go hand in hand
 Communication should be complete as
people have tendency to fill in the
blank.
Communication between trainer and
trainees:
 A trainer should maintain good rapport
with the trainees.
 A trainer needs to be an effective
communicator/presenter.
 A trainer ought to be emotionally
intelligent. S/he should be
 intellectually competent to read out
the facial expressions of the trainees.
 S/he should be sensitive enough to
smell the needs of the trainees.
 There should not be any
communication gap between trainer
and trainees.
 A training session must be quite
interactive.
 Trainees need to be questioning.
Training material
 Training material is the type of written
communication
 Written communication should not be
dubious.
 It should be lucidly written.
 It should be nicely presented.
  Study material can include the pictorial
communication
Communication and stages of training
process:
Making the initial preparations:
 Writing down a training policy
 Preparing the training calendar
Identifying training needs:
 Communication with potential
trainees, supervisors, subordinates,
peers, consultants
 Making the use of written
communication in the form of
questionnaires and interview
schedules
Choosing the trainees:
 An interview can be conducted of the
shortlisted employees for training.
 Communication needs to be made
with the supervisors to whom the
trainees are reporting.
Setting up training objectives:
 Writing down the training objectives
 Communicating the same to all the
concerning persons.
Conducting the training program:
 Communicating with the related
persons for arranging the
paraphernalia. They may include-top
management, consultants, trainers,
trainees, supervisors, training staff-
technical staff and administrative staff.
Training evaluation
 Measuring the effectiveness of training
with the help of trainees, supervisors,
trainers and consultants
 Oral or written feedback can be taken
from trainees
Training material
 Training materials can be reproduced
and used by more than one trainer.
 They can be used in different parts of
an organisation or by several
organisations or training institutes who
are all doing the same training.
 Materials can be produced using
several different forms which together
form a training `package'.
 This package can consist of all the
materials that a trainer or organisation
needs to run the training course.
 The package will, therefore, have to
include materials for the trainers.
 This can be in the form of trainers'
guides or manuals.
 It aims to help the trainer run the
training course and use the other
material in the pack.
 A trainer can require the following
materials for the purpose of effective
delivery:
 Audio-Visual aids
 Flip charts
 OHP.
 Exercise sheets
 Questionnaires,
 Role plays
 Notes and Hand-outs
 Posters and Booklets
 Mass media programmes
TV
 Radio
 Computer with internet facility
  Folk media such as singers,
puppets, story tellers, drama
players etc.
 Video conferencing facility
How to develop training material?
 Training materials are a necessary part
of any program or activity that involves
knowledge acquisition and retention.
 The best approach to developing
instructional materials is to start by
examining the training plan and
available resources.
 Depending on the learning objectives
and length of the training program,
training materials may include
workbooks, training manuals,
computer-based lessons and audio-
visual aids.
 Here are a few strategies for
developing training materials.
1. Identify the objectives of the
training program.
 Be well acquainted with training
objectives before starting the
preparation of training material.
2. Develop a training plan.
 A plan is an overview or outline of
how training will be approached.
It typically includes the training
program schedule, key learning
objectives and a list of the
available resources.
 Estimate how much time to
spend on each learning objective.
This will assist in the
development of training materials
and ensure that equal time is
 devoted to concepts of equal
importance.
3. Create a list of necessary training
materials.
 For example, participants in a
software training program may
need hands-on access to the
software. A training manual that
details software features in a
step-by-step fashion.
4. Write an explanation of core skills to
be learned.
 This is an overview of what class
participants can expect to learn
after progressing through the
training materials.

 For example, in a class babysitters

delivering first aid, changing
 diapers, providing meals for
children and handling
emergencies may be the main
objectives.
5. Dedicate a separate section to each
learning objective.
 For example, when creating an
online module for babysitters,
you would provide an entire
chapter consisting of various first
aid lessons.
6. Integrate visual elements.

 Use graphics, videos, tables and

other visual tools to reinforce
important concepts.
7. Incorporate review exercises.

 To accommodate various learning

styles, integrate review exercises
in various formats.

 For example, training materials

may include true or false or
multiple choice questions to
reinforce content.

 After watching an instructional

video, ask students to break up
into small groups to discuss the
content.

8. Establish an assessment component.

 If using videos or presentations to
train students, assess students by
 asking learners to write down
their impressions.
 When creating a training
workbook, knowledge may be
assessed through the use of
quizzes.
9. Ask learners for feedback.
 Evaluate the effectiveness of the
training materials by asking
training program participants to
share their opinions.
 Training material feedback forms
could contain questions about
organization, clarity, variety and
usefulness, and may be used to
revise and improve the materials.
Characteristics of quality training
material:
 It should be prepared in coherent
manner.
 It should be presented in sequential
manner.
 It needs to be written in simple but
effective language. It should avoid
jargons etc.
 It should contain examples to facilitate
trainees’ learning
 It should be presented in a neatly
manner
 The quality of the paper in case of
hardcopy should be good.
 The quality of print ought to be good.
Role and responsibilities of a training
manager
Who is a training manager?
The person who plays a key role in
organizing the training function can be
termed as a training manager.
10 Essential Qualities of a Training
Manager:
1. Communication Skills
 This includes both written and spoken
communication, including public
speaking.
 His or her instructions are always
specific and unambiguous.
2. Self-Motivation
 As a training manager the onus is on
you to motivate your team – this is
 simply not going to happen if you are
unable to motivate yourself.
3. Flexibility
 “The only constant is change.” A
training manager must be willing to
accept change and adapt to change
regularly.
4. Delegation
 Training managers with a “I’m the only
one who can do this task properly”
attitude soon learn that this is not
true.
 A good training manager trusts his
team members enough to delegate
work to them, as well as knowing
when and what to delegate.
5. Industry Knowledge
 It is essential for a good training
manager to keep and update the
industry related news and
developments.
6. Confidence
 Training managers are decision-
makers. This means a manager needs
to be able to make decisions with
confidence.
7. Reliability
 A training manager needs to be
dependable. All the team members
should rely on you.
8. Mediation
 As a training manager you will be
required to resolve disputes in the
workplace.
9. Implementing Training
 A good training manager is competent
enough to assist in implementing a
training program.
10. Organisation
 A good training manager is capable of
organizing both the living and non-
living resources in a proper manner
and making the optimal utilization of
them.
Functions of a training manager:
 Assessing organizational,
departmental and individual needs.
 Developing plans and programs related
to training for the departments.
 Linking human performance to the
effectiveness of the enterprise.
 Assuring the application of effective
training principles.
 Evaluating the instructional design,
development, and delivery functions.
 Assuring that the training goals are
consistent with organizational goals
and objectives.
 Providing leadership
 Using effective interpersonal
communication techniques.
Key Skill Areas of a Training Manager
 Knowledge of training, learning and
the business as a whole
 Knowledge of the function of the
training department, training options
available, and differing learning and
training styles,
 Having a systematic approach to
training, an understanding of design,
tailored training.
 Knowledge of HR and the strategic
developments in the HR/T&D world
 Understanding of key techniques –
TNA, evaluation, transfer of learning
(putting learning in to practice in the
workplace)
 Able to develop policy and strategy
 Aware of sources of advice, materials,
suppliers and contacts relating to
training
 Able to promote new approaches to
learning and development
 Excellent consultancy skills; able to use
training for organisational change and
development
 Responsible, reliable and accountable,
ethical and able to instil a clear sense
of purpose in others
 Able to develop a culture of high
standards, excellent quality and
customer responsiveness
 Good decision maker, able to
recognise the impact of decisions,
having good judgement
 A Problem solver, dealing with
practical, people and ‘political’
problems
 Innovative, able to develop new
concepts and to deliver creative
solutions
 An understanding of technology and its
role in T&D – from e-learning to
training administration systems, being
computer literate
 Having Financial acumen, discerning
value and an ability to tackle ROI issues
 Procurement and contract
management skills; able to get the best
from training suppliers
 Able to manage and develop trainers
 Approachable; someone who seeks
out for advice
 Good communicator, able to present
with credibility and authority
 Assertive; commanding respect
 Well organised; a ‘knowledge
manager’
 Able to plan, and then be flexible
within that plan
 Competent negotiator, always able to
see the win/win situation
 Is proactive, having drive and
commitment
 Effective at managing relationship with
client
 Willing to listen and build rapport
 Able to think strategically
TRAINING MANAGER RESPONSIBILITIES
 Training managers have the primary
responsibility of working with line
managers to identify and meet
personnel training needs.
 The training manager should be
competent to select and develop
training personnel.
 Line and training managers can
anticipate future training and
development needs.
A training manager's responsibilities may
include the following:
 Maintain training programs continuity
 Monitor instructors’ performance to
verify that training is conducted as
outlined in approved training materials
 and in a manner that motivates
personnel to learn.
 Verify that the training staff has
obtained and is maintaining their
technical and instructional knowledge
and skills
 Develop training programs according
to approved methodology
 Develop training program and trainee
status reports for line managers, and
assist line managersin identifying and
resolving human performance issues
 Track current industry training issues
 Solicit line managers' involvement
when training commitments or needs
are not being fulfilled
 Work to establish mutual trust and
cooperation between the parent
 organization and its in-house training
institute.
 Develop training policies that establish
guidelines for all training functions
 Training managers should verify that
employees participate in training and
that training meets theemployees'
needs.
Training managers should:
 Develop and implement training
programs
 Produce training materials, manuals or
documentation
 Use audiovisual aids, computers, and
teaching applications
 Manage a training budget
 Organize fiscal reports and analysis
 Prepare feedback or reports on
training groups, targets and
accomplishments
 Coordinate with departmental
managers
 Customize department training
strategies or modules
A training manager should be:
• An excellent trainer and leader
• Able to inspire and motivate
• Have good planning, presentation, time
and project management skills
• Be professional, ethical and persuasive
• Be strategic, analytical, critical and
creative
• Have knowledge and expertise in
training and instructional methods
• Be able to utilize presentation,
computer and software applications or
equipment
• Be innovative and a visionary
• Be able to develop training curriculum,
documentation or manuals
• Be resourceful
Organization and Management of
Training Function
Organization and management of training
functions is a significant activity. Which
needs a variety of facilities? These
facilities may include the following:
Infrastructural facilities
 Building to house the training institute
 The building needs to be
technically equipped/built.
 Training rooms/halls
technically/technologically
equipped (ICT)
 Training office equipped with
needed space and equipment
 Library with reading hall facility
  Lodging and boarding facilities-
mess/canteen/cafeteria and
hostel
 Rooms for trainees to sit and
study during slack time
 Parking place
 Conference hall
 Computers with internet facility
 Trainees storage space-lockers,
coat closets,
 Business stations
 Common space
 Book store
 Restrooms
 Medical facilities
 Lavatories
 Trainers
 Technical support-photocopiers
 Quality acoustics
  Appropriate lighting
 Security arrangements
 Signage
Tasks to be performed to manage and
organize training function:
 Develop a questionnaire to distribute
to hiring managers to find out their
training requirements.
 Ask what technical skills could be
improved and what type of soft skills
training is appropriate.
 Review departmental job descriptions
and prepare a list of potential training
topics.
 Consult with department managers to
find out which topics are of interest.
 Compile statistics on areas that need
improvement based on annual
employee performance reviews.
 Present these statistics to department
managers to determine if they want
training for their department in these
areas.
 Prepare and get approval of a training
budget. Include such costs as training
facilities, production of training
material, purchase of third-party
training material and travel.
 Prepare and update job descriptions
for training department personnel.
 Develop a list of potential training
topics and get approval from affected
department managers. Ask managers
to list which topics are of most
interest.
 Decide which topics will be developed
in house and which will be from third-
party sources.
 Present finally proposed training topics
(courses) to the senior executive to
whom the training function reports
with related budget for approval. Upon
approval, begin work on the training
curriculum for each course.
 Work with members of the training
department to develop outlines for
each course to be presented.
 Work with members of the
department to develop written
content and supporting material for
each course. Also develop student
exercises.
 Develop and announce a training
schedule of when each course will be
 offered and how long each course will
be.
 List all the functions which must occur
in the training department. Develop
job descriptions for those functions.
 Hire personnel, if needed, and assign
jobs to staff currently employed in
department.
 Set objectives for the department and
staff members
 Meet weekly with staff members to
get an update on the status of
projects, training, and other training
activities. Set goals for the coming
week.
 Provide continual feedback to
employees on their performance.
 Annually review employee
performance and provide feedback on
 what can be done to improve
performance. Commend employees on
aspects of their job performed well.
 Monitor department budget against
plan.
Action Research and training needs
identification
 Action research is a systematic
collection of data and then selection of
a change action based on what the
analysed data indicate.
 Action research is related to change
process
 But it can be used in the identification
of training needs too.
 Action research is an organizational
development tool.
Action Research Process
It has got five steps:
1. Diagnosis
2. Analysis
3. Feedback
4. Action
 5. Evaluation
Diagnosis:
 The change agent or the person who is
identifying the training needs begins
by gathering data.
 It is as good as a doctor collects data
from a patient about his disease.
 The change agent can ask questions,
conduct interview of the employee,
review records, and listen to the
concerning employee.
Analysis
 The information collected during
diagnosis stage is analysed.
 Probable problems that can rise are
thought of.
  How these problems could be
resolved.
Feedback
 Action research includes huge
participation of the change targets.
 The people who are going to be
affected by the change must be
actively involved in determining the
problem and creating a solution to it.
 This step is sharing with the
respondents what has been found
from steps 1 and 2.
 The change targets with the help of
change agent develop action plans for
introducing any needed change.
Action
 Now the action part is set in motion.
  The employees and the change agent
carry out the specific actions to correct
the problems that have been
identified.
Evaluation
The change agent evaluates the
effectiveness of the action plans.
Orientation Training
 It is also called Socialization
 The basic purpose of an orientation
training program is to provide
information to the newly recruited
people about the company and its
culture, the job and expectations in
name of performance standards.
 What is clear to one employee may be
shared with another.
 The focus is more on organizational
values and ethos.
 The trainees are motivated to uphold
the core culture of the organization.
Benefits:
 It reduces anxiety
 It makes the trainee informed and
confident
  It helps the organization to make the
optimal utilization of HR
 It helps in reducing employee turnover
 It assists in saving time
 It supports the trainees to develop
realistic expectations
Who conducts?
 Functional Heads
 Departmental Heads
 HR department
 Immediate supervisor
 Experts/Consultant
Orientation feedback and follow up
Contents of an orientation program
 An employee orientation program
should take into consideration the
culture and values of the organization.
 Employee orientation should be an on-
going learning process, ideally starting
on the employee’s first day, to help
employees understand their job and
performance expectations, division
and department goals and priorities,
and corporate goals and government
priorities.
 Employee orientation programs should
be offered using multiple learning
methods, to best meet the needs of
employees.
 This can include coaching, peer
support, information sessions and on-
line learning.
 Departments may wish to create
check-lists or a guide for managers and
employees to explain the employee
orientation process.
To be specific
Module-1
 Philosophy
 Ideology
 Vision
 Mission
 Values
 Objectives
 Code of ethics

Module-2
 Who’s who?
 Policies and procedures
 Rules and regulations
Module-3
  Pay system whether through check or
cash, the name of the bank in case
through bank
 Job descriptions
 Staff training and development
 Disciplinary procedure
 Grievance handling system
 Pay and performance
 Health and Safety
Module-4
 Discrimination
 Sexual Harassment
 Diversity at workplace
 Performance Standards
 Performance appraisal system
 Employee benefits
How the orientation program can be
made successful?
 Meet and greet the trainees in a warm
manner
 Try to let them feel comfortable.
 Get them familiar with the
work/organization culture
 Let it be delivered by competent
people
 Show both the sides of the coin
 Touch upon all the relevant issues
 Use a mentor system. Make an
experienced employee as orientation
mentor
 Maintain an effective feedback and
follow up mechanism